Maths problem solving staff meeting

It needs to be one where questioning and deep thinking are valued, mistakes are seen as useful, all students contribute and their suggestions are valued, being stuck is seen as honourable and students learn from shared discussion with the teacher, Teaching Assistant if present and peers.

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How does the cameo above compare with your classroom? This will give you the opportunity to share good practice across the school as well as support each other in developing high-quality mathematics classrooms. Aspects to consider More information air resistance gcse coursework each aspect 1.

Who does most of the talking in whole-class parts of the lesson? What do you notice about the balance in your classroom? What type of things are you saying when you are talking?

Explaining how to do something? What questions do I ask? Who answers the questions? Is it the mostly the same students?

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Is it the more articulate ones? Is it more often boys or girls? Do I respond by telling the whole class what I think a particular student said without checking with them? Do I praise them for a fabulous answer?

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Do I carry on with the next thing I was going to say? Do I ask other students to comment on what was said?

How do I facilitate the learning? Do I explain how it needs to be done and make sure they understand it as fully as possible before working on their own?

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How confident are the students to maths a risk, to try out ideas, to make mistakes? What evidence is there of the students taking a risk in what they offer to the discussion or ideas that they try problem What evidence is staff that the students are trying out their meetings rather than solving mine? When is it helpful for them to replicate mine?

What does my body language communicate?

How does my body language change through the lesson? Having investigated what is actually going on in your classroom, take a look at the relevant sections below and see what would help you develop your classroom culture further.

Who does all the talking in whole-class parts of the lesson? What makes … an example? Are there any special ones? Sort or organise these by … Is it or is it not …?

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Changing, Varying, Reversing, Altering What happens if we change …? If this is the answer to a similar question, what was the question?

Do … in two or more ways. Generalising, Conjecturing Of what is this an example?

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What happens in general? Can you say why this is special? Can you see a pattern? Is it always, sometimes, never …?

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Describe all possible as succinctly as you can. What can change and what has to stay the same so that … is still true?

Explaining, Justifying, Verifying, Convincing, Refuting Explain why … Give a reason using or not using… How can we be sure that …? Tell me what is wrong with … Is it ever false that …?

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