Click on the image to submit your response and see the answer.
So why start with a quiz question?!
I have just had an excellent few days at the TSM conference where I was delighted to meet Douglas Butler, the excellent tutors and so many teachers. Craig Barton’s quiz on Tuesday evening, after my own ‘Musings of a Maths Blogger’where I showed delegates some of my favourite things has put me in a mood for quizzes! I would also like to remind everyone how brilliant Google forms are for gathering feedback, we have used many at school for gathering responses from students and staff. (See this page for some survey tools including Google Forms, links include Tom Barrett’s Interesting Ways to use Google Forms in the Classroom and a comprehensive manual from Sarah Eaton).
Craig’s tweetswill give you some idea of the huge number of ideas shared and the expertise of tutors and delegates.
I thoroughly enjoyed the two workshops I attended myself, Mike Hadden’s ‘EXCEL for Advanced Users’ and Craig Barton’s ‘Autograph in the Classroom’.
I have written about Mike Hadden’s excellent MathsFiles site before so I was delighted to learn from such a master. I have used many of Mike’s files in the classroom and have put several on our VLE as they are useful for students for self-study and revision.
Craig’s session looked at many excellent uses of Autograph in the classroom. Even if you don’t have Autograph you can use the activities via the free Aotograph viewer. Note that you could set an interesting homework for students by giving them a link to an Autograph activity and asking them to write their responses in their exercise books / or take a screen shot / or for more collaboration post their responses on your VLE or a wiki.
Martin Withington pointed me in the direction of an excellent source of real data for students, from unicef, ‘The State of the World’s Children‘; choosing a report for any year will show you several downloads including some under the heading Statistics; these include Excel files such as this: SOWC_2013_Stat_Tables_EFS_FINAL, a rich source of data for many reasons. Martin has kindly shared many other resources with me which I am looking forward to exploring – watch this space!
Discussions at the conference included talk of ‘Flipped Learning’ always an interesting subject, in fact while I was away – I left my Year 12s to teach themselves the quotient rule using some, I think, excellent resources – more importantly I’ll find out what they think when I see them!
We’ll end with some entertainment, thanks to Martin again who showed me ‘Katie’s bad science’. I love this!
Original and re-edited version of Katie Melua’s song nine million bicycles proposed by Simon Singh and presented on Ted talks by Michael Shermer.
Looking at the second page of the mathcentre leaflet, I noticed mathtutorwhich provides mathcentre resources conveniently structured as a course. I shall refer my students to that this week, I want them to look at the quotient rule in my absence (I’m very much looking forward to the annual TSM residential workshop at Keele University) and plan to point them in the direction of resources they can use – a flipped approach! (See ‘Prepare ahead‘ here). I’ll see what they have learned on my return.
The mathcentre site includes extensive resources. Many of my students like the quick reference leaflets which are available on numerous topics. There are also teach yourself booklets, revision booklets, videos and diagnostic tests. Resources are available for staff and students. This is a site well worth exploring and recommending to your students.
Now I rather like that and thinking it would be useful for my revision session this week with a GCSE (UK age15-16) class, decided I would simplify it so it was more suitable for my students. I changed the units to degrees and restricted the transformations more so it was more in line with our specification (these students are studying for a second GCSE in Mathematics – AQA Further Mathematics level 2).
Along came Desmos having seen the Twitter conversation..
Marking the examination papers for my Year 8 students (UK age 12-13) has made me think about the feedback I want to give them. I want to help them understand any misconceptions they have and what steps they need to make to improve.
Having marked the set of papers I can see common misconceptions so I thought this time I would provide my students with a list that they could traffic light as we review their examination. There is also room for their own comments. Once they have reflected on their performance and decided what they need to focus on I will give them some further questions. I believe we should also reflect on their revision techniques and strategies.
I will also provide them with a form they can complete with the possible marks for each question so they can write in their own marks.
The list has obviously been designed for this particular test, but in case it is useful for providing ideas, you can download it here: Exam review checklist (Excel)
Feedback – how am I doing? This booklet summarises a survey of feedback and marking in key stages 2 and 3 which was completed under the Education Development Plan (EDP) over several months in 2000 – 2001. A team of 19 advisers and advisory teachers were involved and they focused their observations on practice which was making a discernible difference to students’ learning.