#10minwin - Planning to Teach Framework

Example of the Planning to Teach Framework for
the C2 chapter on Exponentials and Logarithms

During my PGCE we worked from and edited a Planning to Teach Framework, suitable for any topic.

Continuing to use this as a starting point during my NQT, I find myself adding to the misconceptions and anticipated after every lesson and test, thinking about ways to change the way I teach the topic the following year.

To save every beginning teacher from having to go through this process, I'm uploading the ones I have been working on so far in the hope that others can use them and add to them!

Planning to Teach Frameworks can be found here.

#10minwin - True or False Board

Probably one of the most heatedly discussed boards in my classroom: True or False?

Tackling misconceptions and insufficient explanations, pupils vote on whether they think the statement is true or false. At the end of the week the correct answer is revealed with an explanation.

My favourite moment had to be a gaggle of 1st years running to change their vote on the statement above, following a test on order of operations, as they realised they'd forgotten to divide before subtracting!

The statement bank can be found here - any more ideas greatly appreciated!

Misconceptions

By listening for what you want you don't hear what they say.

Read What is a Fraction. Ask what the denominator is telling us.

Much Decimal Confusion

Today was another day in school, this morning seeing a Year 13 lesson in mechanics. They literally worked like angels and the teacher could have just done boring textbook stuff and they would have got on with it, but she still created a thoughtful lesson. In particular I noted the task for the starter, which is detailed in Task Design Observations - Amy.

Much of the rest of the day was spent interviewing Year 8 pupils about their understanding of decimals, where a variety of mahoosive misconceptions were seen:

• tenths column is in fact the unitth column
• 1 - 8 = 7 and 0 - 4 = 4
• 4087 is 4 million and 87

Challenge accepted.

Very Confusing Decimals

Our prior reading for this lesson gave us an insight on what this lesson would be about - a variety of epic misconceptions about decimals and place value amongst students.

Childrens Understanding of Mathematics 11-16 [B2]

 We were encouraged to think about the importance of carefully selected questions to test understanding. This lead onto Task 3: Decimal Interviews. Within this task we are to conduct short interviews with Year 7 and Year 8 students, focussing on specific misconceptions with this topic and trying to find out why these misconceptions may occur.
Our TLC group have selected "Instrumental and Relational Understanding of Place Value" as a topic to examine. Our planning for this interview can be found in the Task 3 folder.

At the end of the lesson, Gabriel asked us for anonymous feedback about the lesson - might be useful to do to find what the students enjoy / appreciate / find annoying etc.

For the final part of today - UNION TIME! Having little idea about what separated the unions, I asked a few questions and after finding out that one of the unions had many male members that didn't think that women deserved equal pay, I was fairly sure that wasn't the union for me(!) so went for National Union of Teachers - we'll see what they're like!