eCPD – recommendations for maths teachers while working from home

Amidst the current situation in maths departments in the country and working from home, I thought it would be useful to curate some maths specific CPD that staff could maybe look at to break up the working from home day with other jobs that may have been delegated. I’ve tried to go for a variety of topics and authors. It may be best to direct different staff to different sources and then ask them to come back and discuss, summarise, share ideas and put an implementation plan together.

Firstly, I designed some infographics that are created using Oli Caviglioli’s principles:

Explanation and modelling in maths visual summary

Increasing rigour in the maths classroom – a visual summary of Dani Quinn’s blog “What are you thinking?”

Pre-fixes and suffixes in maths

Engelmann’s Principles around an example set

From others:

ATM Thinkers – the only book I am recommending with lots of fantastic question stems and examples from simple topics to the more complex. Staff could pick three question strands and design some questions for upcoming topics to develop student deep thinking. I think every maths teacher should read this.

Variation theory Espresso from Cambridge Maths  – my first of the “Espressos” that help maths teachers understand important ideas in maths education without taking too much time.

A practical guide to interleaving in maths by Doug Rohrer et al. looks at the research in maths around blocked practice and interleaved practice.

When is a process not a process? by Kris Boulton looks at how we can use transformation concepts to ensure students attend to what we want them to attend to.

Teaching through covertization by Naveen Rizvi looks at ways we can make the implicit explicit in maths by revealing things that are usually secret and then fading them out i.e. beginning as overt and then becoming covert.

Guidance fading examples paper by Atkisnon et al. looks at how we can adapt our worked examples to include extra steps that guide students more, then fade out this guidance.

What are you thinking? by Dani Quinn looks at improving our own explanations and inisting on better student explanations by asking them generalise with their words rather than about the specific example we have asked them to attend to.

Authentic interleaving by Chris McGrane looks at some common misconceptions around interleaving and spacing and how one might induce strategy selection by designing tasks with deep thought.

A classroom teacher’s guide to formative assessment by Harry Fletcher Wood looks at principles for good formative assessment in a practical way for teachers to understand and reflect upon.

Learning and assessing times tables by Cambridge Espressos – clue is in the title.

What to do after a mock exam (or any summative assessment) by Adam Boxer looks at how we can improve the teacher, student and curriculum when we complete summative assessments with our class/year groups.

Improving maths at key stage 2 and 3 guidance report by the EEF – definitely worth a look or a revisit. You can use this tool to analyse where your department is against the recommendations too. I found this a valuable exercise. You can also sign up to a 10 part email series that looks more at each of the recommendations.

Reflections on using learner generated examples by Chris McGrane looks at how one might ask students to generate their own examples of a concept to get a feel for the extent of their limits of understanding.

Designing a feedback not marking policy by Jemma Sherwood looks at the pitfalls that some leaders fall into around this and how we can streamline feedback to increase impact and reduce workload.

The power of collaborative planning by Amir Arezoo looks at the practicalities of collaboratively planning units, the challenges and benefits, as well as the implications for teachers, leaders and students when this is done well.

Topics in depth by Jo Morgan – Jo has sat with Craig Barton and recorded some of her Topics in Depth series. So far, angles in parallel lines and indices have been recorded and I believe there are more to come in the near future.

Of course, we finish with Mr Barton’s maths podcast which is, in my opinion the easiest way to digest information.

Here is his procured list for maths teachers but there are many excellent general ones for education too.

Here are some of my favourite episodes:

 

I really do think it is worth looking at Kris Boulton’s collection of blog’s called ‘my best planning’:

Naveen Rizvi’s blog Conception of the Good has some incredibly sobering, deep thinking around lesson and curriculum design too. I would highly recommend!!
I am also a big fan of Paul Rowlandson’s blog which looks at the teaching of different maths topics:
Some websites you might want to ask your staff to explore to bolster resources are:
https://www.more-same-less.co.uk/ – grids that make students think
http://startingpointsmaths.blogspot.com/ – tasks that give students a starting point
https://berwickmaths.com/ – a new website for worked examples and guidance fading
https://www.frayer-model.co.uk/  – excellent for getting key words across to pupils
http://www.mathematicaletudes.com/  – practice exercises that make students think – scroll down to the bottom for topics
https://www.serpinstitute.org/math-by-example – register for free resources that teach each topic by example and include an incorrect example in a my turn your turn format – amazing!
https://www.serpinstitute.org/algebra-by-example – the sister website of Math by Example but applied to algebra. Worked examples and incorrect examples in a my turn your turn format. Amazing resources!
Obviously, we can’t go with out mentioning Jo Morgan’s famous MathsJem posts and her Resourceaholic website, which is amazing too.

 

Leaders, it is worth reading this article around What Makes Effective CPD by the teacher development trust so that the implementation of ideas is a fruitful as possible in terms of impact of student learning. You know your departments better than I. You’re, therefore, in the best position to do a cost-benefit analysis and choose the correct source for the areas for development for your team as a whole or for the individuals that make that team.

 

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