#191 Tools and Tips for Teachers: Episode 12 (with Ollie Lovell)
May 16, 2024
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Education consultant Ollie Lovell joins the host to discuss teaching tools and tips. They cover strategies for handling student responses, the concept of atomisation in teaching, factors contributing to high-achieving schools, differences in pedagogy for senior students, effective feedback techniques, and teaching methods for math teachers.
Utilize various strategies for processing starter responses, such as quick review, targeted questions, and mini whiteboards.
Implement the NPPPN sequence in teaching to organize examples and non-examples effectively for categorical atoms.
Adapt pedagogy when teaching senior students at A level by focusing on independence, detailed breakdowns, and immediate feedback.
Deep dives
Discussion on Monthly Reflections and Experimentation
The podcast episode delves into the monthly conversations between the hosts, reflecting on various topics. They cover areas like responses to 'do now,' introducing new teaching methods like NPPN, discussing visits to high performing schools, and evaluating feedback methods.
Exploring NPPN: A Teaching Sequencing Method
The hosts discuss the concept of NPPN, a method focusing on organizing examples and non-examples for teaching categorical atoms. The sequence involves starting with a non-example, transitioning to a minimal positive example, exploring maximally different positives, and concluding with a minimally different negative example to define boundaries.
Investigation into High Performing Schools
The episode highlights a visit to a high achieving secondary school, emphasizing sustained professional learning focus, shared approach to teaching materials, rigorous data analysis for feedback, and a cycle of continuous improvement based on data insights. The school's low staff turnover and consistent pedagogical approach contribute to its success.
Pedagogy Shifts in Senior Education
The podcast touches upon the differences in pedagogy when teaching senior students, particularly A level learners aged 17-18. It compares the teaching approaches at this level to those for younger students, pointing out unique strategies and adjustments needed for more mature learners at the A level stage.
Differentiated Teaching Approaches in A Levels and GCSEs
At A level, there is a shift towards more independent work and less emphasis on breaking down content compared to GCSE level. Teachers often see students copying down information simultaneously during modeling, implying a belief in their ability to handle independent practice. The focus is on providing more opportunities for independent practice and exploration, reflecting a perception of student maturity despite the need for continued support throughout.
Incorporating Teaching Methods for Effective Learning
Teachers may opt for more granular breakdowns of concepts for older students, driven by the need to prepare them effectively for exams. Strategies such as detailed modeling, practice, reflection, and comparison with exemplary solutions are utilized to ensure deep understanding. The use of diagnostic questions with immediate feedback aids in identifying misconceptions and tailoring instruction accordingly. Approaches involving phased guidance and explicit instructions are highlighted for enhancing student comprehension and performance.
In this conversation, Craig Barton and Ollie discuss various topics including recovery from illness, feedback, and teaching methods. They explore different approaches to going through responses from starters in the classroom, such as working through every answer quickly, circulating and addressing specific questions, and using mini whiteboards. They also discuss the importance of setting the tone for the lesson during the do now activity. Additionally, Craig introduces the concept of atomisation in teaching and the NPPPN sequence for teaching categorical atoms. They highlight the importance of using examples and non-examples to help students understand and categorize knowledge. In this part of the conversation, Craig and Ollie discuss the importance of using effective examples and non-examples when teaching concepts. They also explore the key factors that contribute to the success of high-achieving schools, such as sustained professional learning and a shared approach to teaching. Additionally, they discuss how pedagogy may differ when teaching senior students and the importance of providing feedback in a supportive and constructive manner. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-12
Time-stamps:
Responses to the Do Now (05:36)
NPPPN (18:16)
Ollie's visit to a high-performing school (33:42)
How does pedagogy change at A Level? (49:55)
Words to avoid when giving feedback (58:51)
Triple EPPs (1:05:17)
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