10.45am - 11.15am
Maximizing Blended Learning
Dr Jamie Frost
In this session, Jamie explores the various facets of assessment for learning, whether checks of understanding during lessons or summative analysis of student strengths and weaknesses, and how the DrFrostMaths platform can enhance each aspect. The session includes a game with attendee participation!
Maths Many Misconceptions
In this session Craig will take a deep dive into one area of maths, using data from 100million+ answers and student explanations on Diagnostic Questions to uncover the most pertinent and surprising misconceptions students hold.
Top Tips for Problem Solving in KS4
We are all too aware of the challenges our students face when presented with problems. This session uncovers key strategies that you can take away and build into your everyday teaching, allowing students to gain confidence and success with problem solving questions, in particular those seen on GCSE papers. Ranging from simple solutions like tables and organisation to “flipping the problem”. You will leave with at least one strategy that will have immediate impact on your KS4 learners.
Collins & White Rose Maths KS3 Textbook
Ian Davies & Caroline Hamilton
We’re really excited that Easter 2021 sees the first releases of textbooks to support the secondary WRM schemes. In this session, the series authors Ian Davies (Head of Curriculum) and Caroline Hamilton (Head of White Rose Maths) explain the structure of the series and give a preview of some of the content. The session will focus on how to use the books alongside our other resources and how they can be used to support teaching in the classroom, whether in sets or mixed attainment groupings.
11.20am - 11.50am
Not Remotely Working? From Divergence to Convergence in the Online Classroom
Maths teachers and leaders across the country are scratching their heads about how we get the most out of the “new normal” in education. Ben will crowdsource the best that is currently out there, drawing on his own experience and evidence from the EEF, Ofsted research and Doug Lemov’s Teaching in the Online Classroom: Surviving and Thriving in the New Normal. Ben does not pretend to be an expert in this area but he will attempt to expertly share the expertise of others.
Join Jo for an engaging and insightful session, where she will take a look at some of the very best rich mathematical tasks to promote deep thinking.
Top Tips for Geometrical Reasoning
How can we support students to transition from verbal reasoning to written deductions? This session is jam-packed with classroom activities and strategies to develop logical thinking, so that writing a deductive argument becomes a ‘next step’ rather than being something to fear. Whilst focused on geometry, there are strategies that can be applied to other areas of the curriculum.
12.15pm - 12.45pm
Supporting Low Attaining Students
Lower prior attainment should never inhibit enjoyment or the exploration of mathematics. In this session we will delve into key strategies for supporting students who, for any reason, have struggled with mathematics in the past. Amongst other things we will look at the White Rose Maths lower attainer guidance and how to use this on a day-to-day basis. We will also address motivating lower attainers and helping to reignite their curiosity.
Extending High Attaining Students
The mastery approach ideal is that students are all working on the same small step together. As teachers this can sometimes feel daunting to facilitate. This session will give you a better idea of how to use the White Rose Maths schemes to stretch the whole class, with a focus on higher attainers. The spotlight will be on one block, with ideas and approaches that can be applied to any block and any scheme.
Using Double-Sided Counters
In this session we start by looking at zero pairs and how they can be used to introduce abstract methods. We connect this concept to solving equations with negative unknowns. Moving on, multiplication is explored through explicitly thinking about ‘negative’ as the opposite of ‘positive’. An activity to build on this in the classroom will be shared. Finally, we consider how this work on directed number is the groundwork for algebraic thinking.