Becoming an Outstanding Mathematics Teacher

Jayne Bartlett

Routledge | 2013 | 185 páginas | rar - pdf | 1,4 Mb

link (password: matav)

Raising standards in mathematics is high on government education agendas and remains a key priority for schools. Schools strive to provide an outstanding education for their pupils preparing them to compete not only in a national but an international market. At the heart of this is the classroom and the classroom teacher. So how do you plan lessons that engage and motivate students and what makes a mathematics lesson outstanding?

Becoming an Outstanding Mathematics Teacher aims to help teachers develop approaches to teaching and learning that take into account individual students needs and abilities to best facilitate learning. Taking a fresh approach it offers a wide range of techniques for planning lessons that that allow them to use current resources (including themselves) in a more innovative way to produce outstanding results.

With a strong focus on activating learning and supporting pupils as they connect mathematical concepts and processes and develop their individual learning journeys the book covers:

• A step-by-step approach to planning for learning

• Assessment for learning and planning for progress

• Developing effective questioning strategies to promote thinking skills in pupils

• Techniques for differentiation to ensure all pupils make progress

• Using the classroom environment to develop a culture of learning

Packed full of practical strategies and activities that are easy to implement and including sample lesson plans, this timely new book is essential reading for newly qualified and experienced mathematics teachers that want to ensure outstanding teaching and learning in their classrooms.

Contents
List of figures and tables xi
Acknowledgements xiv
Introduction xv
1 Making connections 1
What makes a lesson outstanding? 2
The learning journey 4
Planning for learning 5
Joining the dots and making connections 6
Learning through thinking? 6
Connecting with reality 7
2 How does it all begin? 9
Bell work 9
Learning outcomes 15
Starter activities 18
The Big Question 19 
Benchmarking learning 21
Review 28
3 Learning in the main 30
Sequencing the learning 31
Mini-assessments 34
The main assessment activity 35
Working together 43
Independent learning 45
Individual learning preferences and mathematics 45
Linking with other departments 48
4 So how does it all end? 52
Returning to the Big Question 53
Plenary activities 56
Time for reflection 64
Reverse bell work 65
Home learning 65
5 What’s in a question? 68
No hands up 68
Wait and thinking time 69
Responding to an incorrect answer 69
Open and closed questions 70
Bloom’s taxonomy 71
Think, pair, share 75
Probing questions to develop a concept 76
Teacher input 81
6 How do I know? 83
Against what? 83
Learning outcomes and success criteria 84
Quality interaction with pupils 86
Target setting 86
The quality of assessments 88
Marking and feedback 89
Self-assessment and peer assessment 95
Reflection 97
Mini-assessment points 98
The final assessment activity 99
7 Thirty different minds? 100
Differentiation by ability 101
Differentiation by gender 105
Differentiation by resource 105
Differentiation by activity or task 112
Differentiation by learning preference 112
Differentiation by outcome 112
Differentiation by interest 113
Differentiation by grouping 113
Differentiation through questioning 114
Home learning 114
Special educational needs 116
Gifted and talented learners 117
8 The classroom environment 120
Classroom displays 120
The classroom climate 123
Seating arrangements 125
Classroom assistants 127
The outdoor learning environment 128
9 Pulling it all together 131
Expanding two linear expressions to produce
a quadratic expression 132
Indices 144
Dividing in a given ratio 147
Trigonometry 150
Solving equations 154
Conclusion 156
References 160
Index 162