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Changes of responsibility in classrooms
We identified many shifts of responsibility from teachers to learners, without the teacher letting go of the overall direction of, and focus for, learning.
| Teacher | Students |
|---|
Q&A
I provide thinking questions, not 3 part lessons
I improved my questioning technique
Ask key questions |
Ask more questions; ask why
They answer better
Say 'because' without being prompted
Avoid guessing |
Structuring mathematical thinking
I give extended tasks
I structure in my head and let kids take the lead, giving some structure some of the time
I give more open ended tasks
I lead a lot - control the development of understanding; prefer to lead than do groupwork; it is guidance not structuring
I do the structuring of tasks for them - the rich tasks
Bottom sets need more structure |
More pro-active thinking from students
Students' thinking takes the lead |
Challenge and support
Give them more difficult things
I spoonfeed less
I push them
I provide for those who cannot read
Not telling them step by step
Need help to tease out learning from low ach.
Mix support and challenge round room |
Have a go
Not worried about being secure all the time
Interest is more important than security with ideas and methods |
Social norms
I am more comfortable
Working as a group more |
Each student is in a rich social context within the room
Come ready to do work - your tools
They help each other
Listen to each other
open and caring; talk to each other;
Working as a group more
freedom to explore maths collaboratively; they take more responsibility |
Explaining
I link concepts explicitly
Greater concentration on big topics and big ideas
They need to be told |
They explain at front; work at board; contribute to plenaries |
Success criteria
I am their favourite teacher and they enjoy maths; smiles; buzz; wanting to come to maths lessons |
They work hard
The do maths out of lessons |
