Within our small groups, we analysed our own lesson plans to look for evidence of Learners' Mathematical Development, in terms of the following structure:
see - do - record
see - experience - master
We were particularly sceptical of the latter of these structures, as experience didn't necessarily imply investigating, doing or analysing, before the pupil was expected to have reached the master phase.
The Lesson Planning Mountain
Instead, we began to consider the lessons using the analogy of a mountain climb of two peaks, as shown below.
- The lesson begins with the class consolidating prior knowledge together, at base camp.
- The climb begins with everyone walking together up the mountain, as new material is introduced. During this stage, pupils will begin to acclimatise to the higher altitude.
- By the time the summit is reached, it is time for the pupils to part ways on their descent and continue as individuals.
- Depending on how comfortable the students feel, they can sled, ski or abseil down (in increasing speed order). This gives the first opportunity for differentiation of activity.
- At the point at which the second mountain comes into view, pupils can make the decision whether to climb higher to explore the subject in more detail or whether to continue practising as they head down the mountain.
Having previously seen the model of the tree where pupils label which person they think they are [insert link here], this mountain analogy could also be used, where pupils label where on the ascent they think they are at any stage in the lesson.
