Mathematics
A Mathematics Lesson in Key Stage 3
As pupils enter the room the teacher hands them a ini-whiteboard pack. The teacher speaks to some individuals giving them feedback on how they are progressing and reminds them of any specific targets that they had previously agreed for that lesson.
Pupils unpack equipment and store bags away safely. Pupils check that the mini-whiteboard pens are working as the teacher takes the register.
The beginning of the lesson is a brisk starter activity to focus the whole class quickly on thinking mathematically (cognitive), feeling they are successful (affective) and working together as a class e.g. listening to each other, explaining each other's thinking, correcting one another (cultural).
The teacher introduces the main part of the lesson by telling the pupil's what they are going to learn, rather than what they are going to do.
The teacher reveals the objectives written on the board or OHP and explains them in terms of clear outcomes (knowledge, skills and understanding) that the pupils can expect to achieve in that lesson.
The teacher may only share the one or two main objectiveswith the pupils. Homework is set with clearwritteninstructions on the board and recorded bypupils.
The teaching in the main part is strongly focused on pupils learning in order to meet these objectives.
A variety of teaching strategies are used such as teacher / pupil demonstration, modelling of an activity or expected response, pair work and whole class discussion to ensure that the processes and thinking needed are made explicit and early difficulties, errors and misconceptions emerge and are dealt with.
Teachers will use a variety of resources e.g. mini whiteboards, matching cards, partly completed work so that pupils are focused on understanding and being able to explain and justify the processes and are not slowed down by written work.
Pupils feel secure in explaining their thinking without worrying whether it is 'right' or not. Pupils know that they will correct eachother and it is important that they all understand.It is not a race to complete but a search for understanding.
When the teacher is sure that the pupils know what is expected in terms of how to think/speak about the process and how to record it, they begin independent practice (written task) or paired practice (partner testing).
This follows on without the need for separate explanation, as it will have been modelled as part of the main teaching phase.
The teacher monitors how successful pupils are by observing, listening and asking them to explain their thinking.
The teacher remembers key points to raise in the lesson conclusion and prompts any pupils or pairs that (s)he wishes to contribute.
This part of the lesson finishes with the teacher reading out answers to written work and pupils self marking.
In the lesson conclusion, one or two questions may be chosen to illustrate key learning that has taken place and this is referred back to the lesson outcomes.
A pre-prepared question is used to challenge the class and allows the teacher to make an assessment of how the class have met the objective(s) in order to make one or two notes to inform future planning.
Pupils are reminded of homework set. They pack up their books and equipment. Mini-whiteboards are handed to the teacher as pupils leave the room.
Home|
Introduction|
The Context in Barking and Dagenham|
The key principles|
Putting the principles into practice|
Principles|
Implications for teachers|
Impact for all pupils|
How do pupils experience?|
Exemplification in Subjects|
English|
Mathematics|
Science|
Art|
DT|
Geography|
History|
MFL|
Music|
PE|
RE|
PSHE|
ICT|
