References:

- Cognitive Science –
**Retrieval Practice and more** - From Peps Mccrea
**The 7 habits of highly effective lesson plans** - Note too from the same author some recommended
**books to improve lesson planning** - and
**books to make your teaching more memorable** **Know Thy Impact**– on John Hattie

This emphasis on thinking about what the students are learning aligns with the extremely worthwhile read: **What makes great teaching? Review of the underpinning research.****Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major****October 2014. **And have a look at these **comments from Year 9 on good maths teachers!**

Thinking also about observing lessons I have been reading various articles and blogs and came across **David Didau’s ‘Where Lesson Observations Go Wrong’**. Many of David’s comments really struck a chord with me, particularly his comment ‘** no one knows my kids in my classroom like I do**‘. That is so true; I think we would all like to think that any observer coming into our lesson has that in mind. If I observe a lesson in any capacity I want the teacher to know that I appreciate how well they know their students. Note David’s updates since writing that post:

**Ofsted has stopped grading individual lessons**and

**his most recent post on the subject.**

.

- Where does this lesson fit into your sequence of teaching?
- What have students had to learn in order to get to this point?
- What did they already know?
- How will you develop what students have done so far?
- How might the next lesson be adapted in light of what happened this lesson?
- How do you know if students are making progress?
- Why did you make the decision you made today?
- Is there anything you might do differently?.

These questions are useful for reflection – have an imaginary conversation with yourself even if you are not being observed. Actually come to think of it – isn’t that best of all – to get really good at observing ourselves?!

And always keep Professor Robert Coe’s poor proxies for learning in mind.

**Rosenshine’s Principles of Instruction**

**Rosenshine’s ‘Principles of Instruction‘**

**provides a very valuable list of research strategies teachers should know about and I believe it is well worth asking ourselves if we are incorporating these strategies regularly into our lessons. This**

**UNESCO pamphlet on the Principles**offers further reading and for a very clear summary of these principles of instruction, see

**olicav.com**, Oliver Caviglioli’s wonderful resources including poster summaries of educational ideas. Scroll through the

**Poster collection**for

**Rosenshine’s Principles of Instruction –**Tom Sherrington has turned the ten strategies into a more powerful poster, chunked into four stages of a lesson.

Links to resources:

**What makes great teaching? **A very readable** r**eview of the underpinning research. Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major. October 2014

The report lists six common components suggested by research that teachers should consider when assessing teaching quality. The authors state that “This should be seen as offering a ‘starter kit’ for thinking about effective pedagogy. Good quality teaching will likely involve a combination of these attributes manifested at different times; the very best teachers are those that demonstrate all of these features.”

**Research in 100 Words **from Chris Moyse who descibes this series as “Simple summaries for busy teachers”. Also from Chris, his favourite **research articles in one collection**.

Further Links

**Good Maths Teachers**… student comments**The Maths Teacher**– David Smith**White Rose Secondary Resources**– scroll down for the complete secondary small steps document**Andy Lutwyche – Building Blocks**(all the individual resources are free)**The Standards Unit****Maths4All**– includes the CIMT Interactive resources and text chapters**nonexamples.com****BerwickMaths****Adding Integers – GeoGebra****PhET simulations**(**Equality Explorer**)**Wisweb Applets HTML5**(includes Standards Unit Software)**Calculators and Tools**including**Quadratic Formula Calculator and Solver****Math Open Reference**including**Constructions**demonstrations.**Increasingly Difficult Questions****GeoGebra for Edexcel GCSE Higher****GeoGebra – Rotations****Desmos Classroom Activities****CrashMATHS****Worked Examples – A Level****Integration – Desmos and WolframAlpha****AQA Specimen Paper example – Desmos****MEI Student Tasks****Teachit Maths – The Shape of the Quadratic Function****Knowledge Organisers****Underground Mathematics**and**Review Questions****Circle Theorems**– GeoGebra**Edexcel Guide to GeoGebra for AS and A Level Mathematics**

**Questioning**On Nrich, see

**this by Jenni Way**on using questioning to stimulate mathematical thinking, with

**an addendum also**which includes ideas for questions to use for student investigation. Not just for Maths but applicable to any subject I’d recommend very highly the Brighton and Hove Assessment for Learning project –

**Questions worth asking.**

**Desmos Tasks for GCSE and A Level****MEI Desmos Tasks for GCSE****IDEMS International eCampus**– Maths Bridging Course GCSE to A Level**Transum Mathematics****Spot the Mistake****Quizlet****Quizlet – verified GCSE Mathematics Resources**

**Review**

**Retrieval Practice**– this page has numerous links to resources**Mathsbot****Transum Refreshing Revision****Berwick Maths Low Stakes Quizzes**

**Practice**