The Perfect Lesson? Chris Olley. Pedagogic Strategy (Orientation) Pedagogy DiscourseOstensiveImplicit DS+ Exposition/ Problem Situation/ Composition DS-

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Presentation transcript:

The Perfect Lesson? Chris Olley

Pedagogic Strategy (Orientation) Pedagogy DiscourseOstensiveImplicit DS+ Exposition/ Problem Situation/ Composition DS- Demonstration/ Drill Components/ Assembly

In turn: Describe the maths the sequence is designed to induct students into... Explain the story you are telling about this maths... Describe the exemplar lesson you have selected and the activities you have designed (selected) showing the materials you have produced for it (say how they will get kids in to the maths idea).

MNO What do I mean by the maths I am going to teach? What is my story? How am I going to get kids into the idea?

Narrative (story) The structure and flow of the sequence (there is a relationship between sides of a triangle constructions, measurement, Pythagoras, proof, whole number solutions -> Fermat, (approximate solutions) to problem solving) The structure of the lesson (practice of key skills, orientation to the key idea, exposition of the formal result, practice in the context of the exposition). The presentation (plan the details of the story, characters and background, description of the activities, structure of the exposition, details of the example)

Orientation (Activity) Text book exercise (see MEP) Own design worksheet exercise Groupwork exercise (Tarsia) Standards Unit (cognitive conflict groupwork based on card sorting task) Structured/guided problem solving (SMILE) GCs, LapTops, Computer suite (e.g. GeoGebra) Open problem solving (Nrich)

Groups of Three or DIY (One hour) Choose one person’s lesson to plan What is the maths? What is the story? Choose activities that will orient students to the maths. Decide on lesson timings for each activity. Design the presentation that will structure the delivery of the narrative and the activities. Design any supporting materials.