1. Being an Outstanding Teacher This session will deal with the detail of taking charge of the teaching and learning environment as a final preparation for the SE2 practice. Chris Olley

2. Planning a Sequence Map: YOU getting your head around the maths (‘What is Pi?’) Narrative: The story you are telling to apprentice your students into an area of mathematics Orientation: The activities you design that get kids ‘in’ to the mathematical idea ASK: “by what mechanism does this happen?” Sequence Plan Lesson Plan Plan Presentation Materials Evaluation

3. The 5 Part Lesson 1.Starter (quick practice to get them in) 2.Orientation (student activity) 3.Exposition (teacher tying down the idea) 4.Practice (exercise) 5.Plenary (repetition or bridge to the next step) This could last 1, 2 or more ‘periods’ …

4. Pythagoras Theorem 1.Quick practice on squares and square roots 2.Investigate the relationship between the squares on the sides of a right angled triangle 3.Name the outcomes of the investigation, contextualise the result (as Pythagoras Theorem), provide practice structure 4.Practice problems 5.What-if-not?

5. The Starter A slide with 10 quick questions plus one unfinishable question. Always start with some utterly trivial questions Always give enough information, so that no explanations is needed. Give clear instructions for anything that could be ambiguous.

6. Starter 25 th Sept 2016

7. Orientation

8. Copy the table into the front of your books. Find as many right-angled triangles as you can. Look for a relationship in the sizes of the squares in each case. Smallest SquareMiddle SquareLargest SquareEqual, greater or less than 90  8  8=6413  13=16915  15=225 Less Your aim is to fit three squares corner to corner to make a right angled triangle. You must check very carefully. Fit corners perfectly!

9. When the angle is 90  If you add up the area of the two smaller squares you get the same as the area of the largest square. When the angle is 90  If you add up the area of the two smaller squares you get the same as the area of the largest square. This is called Pythagoras' Theorem after the Greek Mystic, Numerologist and Mathematician, Pythagoras of Samos. The theorem was known long before the time of Pythagoras. It appears in ancient Egyptian writing. There is evidence that ancient Egyptian farmers used the rule to make sure that their fields were at 90  to the river Nile Length Square +=

10. Length Square +=

11. Plenary... for example … Does it work for other shapes on the sides of the right angled triangle? Make up two examples where at least one of the lengths is not a whole number. Find out more about Pythagoras of Samos. Write an illustrated page of what you find.

12. Teaching Describe the features of good teaching Write an ordered list of the ten most important features of good teaching Illustrate this teacher

13. Teaching Variety: Exposition/Exercise Open ended investigation Structured student centred activity ICT, paper, manipulative Individual, pairs, groups AfL: Dialogue (teacher to all students) Open questions Chance to discuss Hands down … … Mini whiteboards up Theatre: The classroom is your stage...

14. Assessment Formative Summative Choose one example in each case. Describe: How you get the information. What information you will get. (In detail) what you will do to make the information produce change.

15. Assessment Assess How students do their work How accurately they do their work The strength of their mathematical thinking How their performance varies over time Enforce high expectations on the quality of students work. Give answers for all closed questions (but leave open those that are open e.g. puzzles). Provide opportunities to write, explain and present maths. Consistent testing (test only and exactly what you have taught) and recording. Mark-As-You-Go Mark Afterwards

16. Recording 1.Where do you keep records? 2.What do you keep records of? 3.What change does acting on the records you keep produce? 4.How?

17. Recording Records Keep records that support you in producing change. Attendance Lateness Equipment Presentation Homework … keep it in view and act on it... Marking and testing: plan interventions from assessment data. Consistent recorded assessment data over time informs predictions for school student and parents