We have slow TV, slow fashion and even slow food, but what about slow teaching?
In this week’s blog I’m reflection on the Mathematics Association of NSW (MANSW) Riverina Cluster conference that I attended in Wagga on Saturday.
In this week’s blog I’m reflecting on a webinar I attended last week “Digital Technologies: It’s not all about coding” hosted by the CSIRO and lead by Professor Tim Bell.
Our aim as teachers is to discover what students are able to do, what are the most efficient and flexible strategies they are using, and foster those skills.
So much has been written about that test, and the messages are confusing. Indigenous students’ literacy and numeracy skills have improved at twice the rate of their peers’ over the past decade, new NAPLAN data shows. Sydney Morning Herald 08/04/2019 … since 2008 there have been statistically significant gains and year levels, particularly at the…
A common concern that teachers often bring up is that their students solve number tasks mentally by ‘visualising’ the vertical algorithm. I’ve been asked a couple of times in the last month or so, How do I stop, or discourage my students from using a vertical algorithm?
Missed MANSW’s Primary And Middle years K-8 conference on Saturday? Here are some reflections of the day.
Sometimes the best way to get faster is to slow down. This is exactly what we as teachers should be doing to improve students’ mathematical fluency.
Representing student thinking needs to happen in-situ and needs to be negotiated with the students.
If learning is an active process, what does that mean for me as the teacher and what is my role in the classroom?