1. TeachMeet 2017 Challenge
Increasing the ratio of pupil- led to teacher-led explanation to increase challenge
Pete Capewell, June 2017

2. Pupil-led explanation
Using both randomisation and ‘Cold Call’ to select learners.
High expectations: ‘No Opt Out.’

3. Pupil-led explanation
Use a visualizer camera to capture working, then ask chosen learners to come to the front to discuss their work.

4. Pupil-led explanation
Take multiple learners’ solutions to the same task – compare and contrast.

5. Pupil-led explanation
Reasoning Step 16
Reflect on lines of enquiry when exploring mathematical tasks.
Communicating Step 17
Criticize lines of inquiry while solving problems.
Problem-solving Step 20
Explore more and more methods of approaching problems
Pupil-led explanation
Comparing and contrasting solutions adds depth to mathematical thinking.

6. Pupil-led explanation
Discuss elegance as well as correctness.

7. Pupil-led explanation
Pupil-led explanation
Explore mistakes and misconceptions.
The right answer…

8. Pupil-led explanation
! ? 
Pupil-led explanation
…may be flawed!
Insist on ‘Right is Right.’

9. Pupil-led explanation
Surprises: look out for times when a learner has used a method or strategy you haven’t anticipated.

10. Pupil-led explanation
The importance of question design: varying depth of task enables access; increasingly difficult questions provide challenge.

11. Pupil-led explanation
The importance of question design: sometimes a single deep task tackled in groups is best — make it juicy, then squeeze!“
“questions challenge the pupils to think deeply and explore strategies for solving complex problems” P. Roberts,

12. Pupil-led explanation
Teacher habits: embedding and fluency – this needs to become something done habitually.
“a rich thinking task which pupils could explore systematically” P. Roberts,

13. Pupil-led explanation
With practice, I’m starting to get there, but there’s a long way to go. I’m experimenting with slotting photos into the presentation on the fly.
“some expert touches … such as the instant scanning of the pupils work using the visualiser to demonstrate a ‘live’ example to the rest of the class” P. Roberts,

14. Pupil-led explanation
More classes;
More often;
More habitual