One of our department focusses for this year has been around encouraging students to talk like Mathematicians. Previously there was an issue with too much talk happening and not enough students engaged in the work. As a school we went the opposite way and pushed for silence during the time students were working. Now we are at a stage where behaviour and off task talking is no longer an issue so we want to look at the next step.
We initially focussed on our questioning and ensuring students are giving full answers and using correct mathematical terminology. (We have had a real drive on literacy and ensuring students clearly understand what different words mean and how they can be used etc.) However we have noticed that this means only a select minority actually get the chance to use these words and talk about the maths that they are doing.
This week we spoke about introducing some of the Kagan structures in lessons, when appropriate, to encourage that discussion. I used some of these structures when I was training and found them to be really beneficial when students already have strong prior knowledge with a topic. It also created a positive social atmosphere where students were happy to talk, listen and thank each other for their contributions.
For me, the key thing with these structures is that they are clearly defined and explained to students. So if we are wanting students to discuss their answers or identify errors in each others work we need to explicitly teach how to do this. I am going to start reintroducing some of these ideas in to my own teaching and see how it goes.
🔊 Listen:
Lando Norris on the Higher Performance podcast. Watching drive to survive on Netflix has given me a new found respect for Formula 1 and in particular Lando Norris stands out for me. His key priniciples about being humble and working hard are lessons everyone can benefit from. He speaks about really knowing your team around you, not just by name. Creating more of a family culture where everyone supports each other. Listen to the episode here.
📚 Read:
My latest post on how I have improved how I teach speed and now use ratio tables. It has meant my students have a much deeper understanding of the relationship between distance and time. They are also noticing how it is a very similar relationship to lots of other areas of Maths where I am continuing to use Ratio tables. Read my post here.
🔊 Listen:
Greg McKeown talking about the power of routine. He uses Michael Phelps as an example to demonstrate how routines can help make the abnormal normal. Michael Phelps is a great example where routines can make the performance seem effortless. Listen to the podcast here.