Have you seen…this important resource for our teaching?

From researchers at Harvard University and Vanderbilt University, the Compare and Discuss Multiple Strategies (CDMS) routine, and the curriculum materials for algebra courses?

Within each resource, you will find questions that could be used for discussion of the example, a “think-pair-share” routine and a “Big Idea” page that summarises the lesson objective for the example.

The teacher’s guide also explains each of the four strategies.

There is also a good deal of evidence that the use of worked examples can be helpful in introducing new ideas (Booth et al., 2017; Sweller et al., 2019). Particularly effective are ‘completion problems’ where students are given partial solutions and required to complete them. These can help students to focus on the examples but also manage the difficulty level while retaining authentic tasks

Great Teaching Toolkit – Evidence Review, June 2020 Rob Coe, C.J. Rauch, Stuart Kime, Dan Singleton

In dimension 4, Activating Hard Thinking, we see this element on explaining. Part-worked examples can be so useful when presenting new concepts and ideas to students.

So this week, a collection of fill in the blanks type resources.

The trigonometry activity above is from Andy Lutwyche; Andy has other resources in his fill in the blanks series. Searching his TES resources on “fill in the blanks“, returns other fill in the blanks resources and also other resources where students must complete missing information such as his What was the question or Spiders collections. Some of Andy’s latest resources include his Lazy Lionel resources, Lionel does not show his working, so loses marks! We also have Hasty Hazel and Methodical Mabel, this really is excellent and I’m sure can promote excellent conversations in the classroom on misconceptions and showing sufficient working. And I must include Andy’s brilliant resource on the quadratic formula.

So many teachers share their resources, for more of this type of activity, try the following: