This course will challenge teachers of maths at any stage in their career to think deeply about why they do what they do in their classroom, and to explore new approaches, ideas and resources.
BENEFITS OF ATTENDING
- Time to think, reflect on and challenge our current classroom practice
- Inspiration and structures to reinvigorate how we design learning
- Take away resources for different curriculum areas including building understanding in algebra, simultaneous equations and number
- Improve the engagement, motivation and attainment of all students through proven principles
- Actively engage with innovative teaching methods for GCSE Maths
“Excellent, very useful to understand new content. I feel better prepared to teach this new content.” – The Dovay Martyrs School, Wednesday 13th July 2016
London, Tuesday 06 June 2017
|WHO FOR?||All teachers of GCSE maths
Heads of Maths
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.00am: Why do we teach maths?
- Exploring what we mean by ‘maths’ and why everyone should learn more
- Considering how our pedagogy might vary depending on our understanding of ‘maths’
11.00 – 11.15am: Break
11.15 – 12.30pm: Bringing everyone with you
- Designing lessons to support all students
- When and how do we offer feedback?
- Exploring images to support understanding, particularly in proportional reasoning
12.30 – 1.30pm: Lunch
1.30 – 2.30pm: Types of tasks – looking at resources
- Questioning what makes a good resource and why
- Looking at structures to generate more good resources
- Tasks with past papers
2.30 – 3.30pm: Solving problems
- What does a good problem look like?
- Exploring resources and strategies to embed problem solving into maths lessons
Richard Perring is a maths teacher and consultant working for a school in the South West.
Since starting teaching he has worked in schools in Suffolk and Devon, for the National Strategies and NCETM. He has also worked on a wide range of projects for organisations including Pearson, Hodder, Bowland Maths and Lasalle Education. He has also just completed his first book of resources, Talking Maths, for the ATM.
He believes that good learning takes place when students are given opportunities to talk and solve problems; by developing their understanding of, and by making links between, different areas of mathematics.
At the moment his favourite maths joke is “Why aren’t jokes in base 8 funny?”
“Because 7 10 11”.