Author: Craig Barton
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Tip 74. Nine ideas to help you observe student work with a purpose
Summary of all 9 ideas: Doug Lemov describes active observation in Teach like a Champion 3.0, avaiable here Ollie Lovell writes about active observation here Adam Boxer has lots of useful insights about observing students work in his excellent book, Teaching Secondary Science: A Complete Guide, available here General links
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Tip 73. Consider using “no-number” questions
The original Twitter thread, which contains additional examples plus comments, is here General links
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Tip 72. Consider using Intelligent Practice
I describe the Reflect, Expect, Check, Explain framework in detail in my book, Reflect, Expect, Check, Explain, available here The probability activity is available here The percentages method selection activity is available here The straight line graphs fill in the gaps activity is available here I have lots of these types of sequences on my Variation…
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Tip 71. How to harness the hidden power of interleaving
You can read the Roher paper, A randomized controlled trial of interleaved mathematics practice, here You can read about Bjorks’ desirable difficulties here My SSDD Problems collection is here Helen Konstantine’s incredible website is here You can read the paper, The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems,…
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Tip 70. Eight ideas to improve student practice time
Summary of all 8 ideas: A summary of Adam’s 3-30-30 approach is here Not directly related to the tip (but fascinating) is a thread by MorgsEd about challenge in lessons here General links
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Tip 69. Beware of seductive details
The paper, Keep it Coherent: A Meta-Analysis of the Seductive Details Effect, is available here General links
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Tip 68. Reflect after a worked example
I discussed explanations with Adam Boxer on my Mr Barton Maths podcast here Jo Morgan’s excellent book, A Compendium Of Mathematical Methods: A handbook for school teachers, is available here General links
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Tip 67. Three errors to avoid with the “Your Turn” questions
Tom Sherrington writes about the art of the handover here Mr Thornton describes his I do, we do, you do approach in history here General links
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Tip 66. Vary the means of participation for the “We do”
Anita Archer talks about the We Do phase on Ollie Lovell’s ERRR podcast here Tom Sherrington writes about the art of the handover here Mr Thornton describes his I do, we do, you do approach in history here General links
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Tip 65. Six ideas to improve ‘copy down the worked example’
A good summary of the Split-Attention Effect is by Inner Drive, here Alexander Renkl discusses the different types of self-explanation prompts in his interview with Ollie Lovell here Building Thinking Classrooms in Mathematics by Peter Liljedahl is available here General links