#10minwin Deepening Thinking Template

Following the OTP I've been looking for ways to really deepen thinking of all students, particularly with tasks that are self-differentiating.

I loved this idea from @MissDks2 ...

... so have been developing it for use with Year 7 Mastery SoL next year.

We're particularly looking at developing their questioning skills, hence the slight change to the template above

Here's the first draft, with an example of solving equations.

Template can be found here.

3 Act Lesson: Similar Shapes in Prison Break

I've long been a fan of Dan Meyer's 3 act lessons and this week have used the time to make the first of my own!

Since watching Prison Break a few years ago I remembered how much planning Michael (the lead male) has to put into getting his brother out of a high security prison... some of it has to be maths based right?

Riots, Drills and the Devil

In this episode Michael has to drill through a wall, using nothing but paper, pen (of course also his tattoo), a lightbulb and an eggbeater, to make holes at strength holding positions on the wall.

If he messes up, he'll drill through a pipe and be discovered.

Structure

I've added a little extra into the standard 3 act:

• true or false: canvas opinion on the content of the lesson and challenge expectations
  
• prequel: I expect only half the class will have seen Prison Break, so I've put in the opening credits to get everyone on the same level

Act 2 Information

The lesson closely relates to similar shapes, enlargement and trigonometry so could be used as an introduction or development in any one of these themes.

Enjoy!

Full powerpoint lesson here.
Link to resource on 101 Qs here.

Mastery Assessment Idea

There was a lot of discussion on the UKMT course about the Mastery scheme of learning - I thought this idea was interesting for mastery assessment for year 7...

The Scheme of Learning is divided into 4 sections

• introduction
• shallow
• deep
• profound / mastery

And the assessment is given in exactly the same format, as shown above (sample of a double-page spread).

All students across the year sit the same test in the same time limit.

Students do whichever questions they think they can do, for example a mid set might aim to do all of columns 1 and 2, then go back and try some of column 3.

A top set might be expected to complete all columns on the paper.

I like that all students may attempt questions, for example a mid-set student if very confident with area could attempt column 4, but then perhaps might only be able to do column 1 on fractions.

Assessment scores could be a stumbling block here - you couldn't give a straight % as the lower sets would likely be very despondent with their results. We discussed the idea of normalising each set to the top mark, in the same way that some university exams are done.

Food for thought!