Ollie Lovell, a mathematics educator and collaborator, shares his innovative insights on developing effective lesson structures for math teaching. He discusses the importance of lesson sequencing and the instructional phases of 'I do, We do, You do' to enhance student engagement. Their conversation highlights crafting purposeful 'do now' activities and integrating retrieval practices to boost learning retention. Ollie also explores tailoring lesson structures for different age groups, ensuring that teaching methods meet varied student needs.

Ollie Lovell sent me a recording of a maths lesson he had recently taught in a school he has been supporting. I suggested we discuss the lesson, centring around Ollie’s planning, the decisions he made, and his responses in the lesson. Fortunately, Ollie agreed, hence what you are listening to now. I have shared the video clips from the sections of the lesson that we discussed on the show-note page here: mrbartonmaths.com/blog/ollie-lesson

In this conversation, Craig Barton and Ollie Lovell discuss various topics related to teaching and professional development. They touch on the importance of aligning pedagogy in schools and the potential benefits and drawbacks of co-constructing instructional practices. They also discuss effective strategies for delivering CPD, including cold calling participants and switching partners during activities. Craig shares his takeaways from attending CPD sessions by Doug Lemov and from Ollie's conversation with Harry Fletcher-Wood. Overall, the conversation highlights the importance of thoughtful and intentional approaches to teaching and professional development. In this part of the conversation, Craig and Ollie discuss the importance of effective training and the role of habits in learning. They also explore the power of writing as a tool for participation and reflection. They highlight the need for visible writing to facilitate discussion and the benefits of rewriting to deepen understanding. They also discuss the importance of pushing conversations to a higher level to uncover underlying beliefs and assumptions. Finally, they reflect on the challenges of one-off PD sessions and the value of distilling wisdom into actionable takeaways. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-14 Time-stamps: Should school teaching and learning playbooks be constructed? (07:54) Reflections on Doug Lemov CPD (29:17) Effective training focusses on developing habits (44:08) The power of writing (59:01) During tricky conversations, push to a higher level (1:08:43) The importance (and perils) of models during CPD (1:22:04)

Experienced educator Ollie Lovell shares insights on breaking down concepts for effective teaching. Topics include productive struggle, atomization in teaching, benefits of shared curriculum resources, and the importance of balancing curriculum and pedagogy. The conversation also touches on the curse of knowledge, pairing teachers, and the power of storytelling in education.

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.

Expert Kris Boulton discusses atomization in education, breaking down complex processes, teaching methods using taxonomy concepts, identifying mathematical 'atoms' for better instruction, simplifying math expressions, teaching concepts using examples and definitions, importance of examples in teaching, teaching quadratics with examples, using correlated features in teaching, teaching strategies with minimally different examples, and the power of atomization in enhancing student learning.

Ollie Lovell, a passionate teacher and education consultant, shares invaluable insights into effective teaching strategies. He stresses the significance of choosing impactful examples for enhancing student engagement and understanding. The conversation delves into innovative methods like hands-up cold calling to foster inclusivity in discussions. They also touch on the importance of healthy eating habits with green smoothies, linking lifestyle choices to educational performance. Overall, the discussion underscores the need for thoughtful planning in teaching practices.

Craig Barton and Jo Morgan discuss Jo's career journey and the context of her school. They then dive into the topic of achieving amazing GCSE results, starting with the importance of a solid Key Stage 3 and 4 curriculum and pedagogy. Jo emphasizes the need for high-quality teaching, a robust curriculum, and going into depth on topics. She also discusses the benefits of setting and the challenges of staffing Key Stage 3. Joe mentions the use of shared resources and the importance of consistency in teaching across the department. In this part of the conversation, Craig and Jo discuss the importance of being prescriptive in teaching methods and the use of calculators in the classroom. Jo emphasizes the need for live modeling and independent practice, while also acknowledging the challenges of using mini whiteboards effectively. They also discuss the benefits of regular calculator use from the start of Year 7 and the impact of embedded retrieval in lessons. In this part of the conversation, Jo discusses the use of warm-up booklets, assessment practices, and the benefits of using the online homework platform Sparks. She also talks about strategies for supporting the lowest and highest attainers at Key Stage 4. In this final part of the conversation, Jo and Craig discuss the impact of different qualifications on student outcomes, the importance of high standards and expectations in the math department, and the effective use of data to identify and address problems. Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/ Time-stamps: Career journey and GCSE results in a South London comprehensive school. (5:16) GCSE results and progress measures. (10:33) School performance metrics and progress measures. (12:49) The impact of progress 8 measure on students' future opportunities. (18:15) Key stage three math curriculum and pedagogy. (23:47) Math teaching strategies and resources in a school with non-specialist teachers. (28:18) Sharing lesson plans and quality control in a school. (33:15) Lesson planning and resource use in math education. (38:07) Math teaching methods and expectations for lessons. (41:41) Teaching mechanics for the first time. (45:34) Using mini whiteboards in the classroom. (48:41) Math teaching strategies and calculator use. (52:47) Using calculators in math class to improve understanding and skills. (59:15) Math education with a focus on calculator use and retrieval practice. (1:02:40) Retrieval practice in language lessons. (1:07:29) Using retrieval practice to fill knowledge gaps in math classes. (1:09:17) Math warm-ups and booklets for engagement and assessment. (1:13:49) Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29) Using low-stakes assessments in math class. (1:22:52) Effective whole-class feedback in math lessons. (1:27:40) Teaching and assessment strategies in English grammar school. (1:29:16) The impact of Sparks, an online maths platform, on student performance. (1:33:50) Homework strategies in a UK school. (1:38:23) Homework strategies and student motivation. (1:42:57) Offering additional maths qualification to boost GCSE and A-level results. (1:48:13) Math education, including further maths and entry-level maths. (1:51:58) Teaching maths and setting high standards in a school. (1:55:33) Effective leadership and data analysis in a high school math department. (2:00:38) Data analysis and reporting in education. (2:06:03) Department leadership and communication in schools. (2:13:20) Department meetings and their frequency. (2:19:18) Effective teaching strategies and data analysis in maths. (2:22:24) Math interventions and support for Year 11 students. (2:27:16) GCSE maths teaching strategies and student assessment. (2:32:19) Math teaching strategies and school challenges. (2:36:36) Improving GCSE exam review sessions. (2:41:12)

In this episode, Craig Barton interviews Josh Goodrich, the co-founder and CEO of Step Lab, about his experience as an English teacher and his work in teacher education. They discuss the importance of instructional coaching and the challenges schools face in implementing effective coaching programs. Josh emphasizes the need for schools to de-implement ineffective practices and create a culture that supports coaching. He also introduces the concept of mental models and how they impact teachers' ability to change their practice. The conversation highlights the importance of awareness, insights, goals, and specific technical knowledge in coaching teachers. The conversation explores the coaching process and the importance of challenging misconceptions, using critical evidence, and introducing new ideas. It emphasizes the need for observation, hypothesis formation, and gathering evidence to support coaching sessions. The conversation also discusses the use of a framework for lesson observation and the importance of diagnostic questions. Additionally, it highlights the value of rehearsal and planning for implementation, as well as the inclusion of why diagnostics and suggested actions in coaching. The chapter concludes by emphasizing the significance of rehearsal in building habits and shaping teaching techniques. In this conversation, Josh and Craig discuss the implementation of coaching in education. They explore the journey of overcoming the initial awkwardness of coaching and the importance of planning forward. They emphasize the need to link coaching to learning objectives and the value of scripting and refining coaching sessions. They also share stories of coaching challenges and lessons learned. The conversation delves into the effectiveness of live coaching and the benefits of group rehearsal. They discuss the logistics of small group coaching and the role of diagnostic questions. Finally, they reflect on the changing perspectives on coaching and the importance of mental models in coaching. You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach Education, teaching, and music with a former English teacher. (5:33) Teaching strategies and reflecting on early years of teaching. (12:19) Teacher's struggles with classroom management and improvement with coaching. (15:35) Instructional coaching in education. (20:50) Implementing coaching programs in schools. (27:10) Coaching and changing teacher practice. (30:00) Improving teaching methods through mental models. (35:10) Teacher experience and mental models. (37:52) Coaching teachers to overcome misconceptions in the classroom. (42:55) Teaching framework and lesson planning. (49:35) Coaching techniques for teachers. (52:18) Teaching strategies and classroom observations. (57:44) Coaching techniques for math lessons. (1:01:52) Coaching techniques for teachers. (1:05:22) Coaching techniques for teachers. (1:10:48) Improving teaching methods through rehearsals and planning. (1:15:49) Rehearsing teaching techniques to improve effectiveness. (1:19:30) Coaching techniques for teachers. (1:23:21) Coaching experiences and diagnostic strategies. (1:27:31) Live coaching in education. (1:32:37) Coaching in education, including feedback and classroom management. (1:35:11) Coaching techniques in education. (1:40:32) Improving coaching in a department. (1:45:31) Coaching and teaching methods. (1:48:50) Coaching in education with valuable insights. (1:54:15)

Education expert Ollie Lovell joins Craig Barton to discuss teaching strategies, including using worked examples, frequent assessments, and the controversy around exit tickets. They dive into topics like fitness challenges, Monster Phonics for reading, and treating failures as system failures for effective problem-solving.