Mr Barton Maths Podcast

In this conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and approaches. They cover topics such as the importance of choosing effective examples, the benefits of using green smoothies for breakfast, and the concept of hands-up cold call. They also explore the idea of starting with general examples instead of easy specific cases, and how this can improve student understanding and engagement. Overall, the conversation highlights the importance of thoughtful planning and effective teaching practices. Teachers often spend too much time on questions where understanding is secure and not enough time on questions where understanding is not secure. This can be a result of relying on cold call or hands up instead of using mini whiteboards to assess understanding. It can also stem from a desire to probe further and ensure complete understanding, even when the majority of students have already grasped the concept. This can lead to a missed opportunity to address areas of struggle and allocate time more effectively. Time-stamps Choice of examples (08:53) Hands-up Cold Call (26:14) My 5-point charter (40:06) Behaviour systems (56:10) The teacher mistake (1:07:00) You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-11/

Craig Barton and Jo Morgan discuss Jo's career journey and the context of her school. They then dive into the topic of achieving amazing GCSE results, starting with the importance of a solid Key Stage 3 and 4 curriculum and pedagogy. Jo emphasizes the need for high-quality teaching, a robust curriculum, and going into depth on topics. She also discusses the benefits of setting and the challenges of staffing Key Stage 3. Joe mentions the use of shared resources and the importance of consistency in teaching across the department. In this part of the conversation, Craig and Jo discuss the importance of being prescriptive in teaching methods and the use of calculators in the classroom. Jo emphasizes the need for live modeling and independent practice, while also acknowledging the challenges of using mini whiteboards effectively. They also discuss the benefits of regular calculator use from the start of Year 7 and the impact of embedded retrieval in lessons. In this part of the conversation, Jo discusses the use of warm-up booklets, assessment practices, and the benefits of using the online homework platform Sparks. She also talks about strategies for supporting the lowest and highest attainers at Key Stage 4. In this final part of the conversation, Jo and Craig discuss the impact of different qualifications on student outcomes, the importance of high standards and expectations in the math department, and the effective use of data to identify and address problems. Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/ Time-stamps: Career journey and GCSE results in a South London comprehensive school. (5:16) GCSE results and progress measures. (10:33) School performance metrics and progress measures. (12:49) The impact of progress 8 measure on students' future opportunities. (18:15) Key stage three math curriculum and pedagogy. (23:47) Math teaching strategies and resources in a school with non-specialist teachers. (28:18) Sharing lesson plans and quality control in a school. (33:15) Lesson planning and resource use in math education. (38:07) Math teaching methods and expectations for lessons. (41:41) Teaching mechanics for the first time. (45:34) Using mini whiteboards in the classroom. (48:41) Math teaching strategies and calculator use. (52:47) Using calculators in math class to improve understanding and skills. (59:15) Math education with a focus on calculator use and retrieval practice. (1:02:40) Retrieval practice in language lessons. (1:07:29) Using retrieval practice to fill knowledge gaps in math classes. (1:09:17) Math warm-ups and booklets for engagement and assessment. (1:13:49) Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29) Using low-stakes assessments in math class. (1:22:52) Effective whole-class feedback in math lessons. (1:27:40) Teaching and assessment strategies in English grammar school. (1:29:16) The impact of Sparks, an online maths platform, on student performance. (1:33:50) Homework strategies in a UK school. (1:38:23) Homework strategies and student motivation. (1:42:57) Offering additional maths qualification to boost GCSE and A-level results. (1:48:13) Math education, including further maths and entry-level maths. (1:51:58) Teaching maths and setting high standards in a school. (1:55:33) Effective leadership and data analysis in a high school math department. (2:00:38) Data analysis and reporting in education. (2:06:03) Department leadership and communication in schools. (2:13:20) Department meetings and their frequency. (2:19:18) Effective teaching strategies and data analysis in maths. (2:22:24) Math interventions and support for Year 11 students. (2:27:16) GCSE maths teaching strategies and student assessment. (2:32:19) Math teaching strategies and school challenges. (2:36:36) Improving GCSE exam review sessions. (2:41:12)

In this episode, Craig Barton interviews Josh Goodrich, the co-founder and CEO of Step Lab, about his experience as an English teacher and his work in teacher education. They discuss the importance of instructional coaching and the challenges schools face in implementing effective coaching programs. Josh emphasizes the need for schools to de-implement ineffective practices and create a culture that supports coaching. He also introduces the concept of mental models and how they impact teachers' ability to change their practice. The conversation highlights the importance of awareness, insights, goals, and specific technical knowledge in coaching teachers. The conversation explores the coaching process and the importance of challenging misconceptions, using critical evidence, and introducing new ideas. It emphasizes the need for observation, hypothesis formation, and gathering evidence to support coaching sessions. The conversation also discusses the use of a framework for lesson observation and the importance of diagnostic questions. Additionally, it highlights the value of rehearsal and planning for implementation, as well as the inclusion of why diagnostics and suggested actions in coaching. The chapter concludes by emphasizing the significance of rehearsal in building habits and shaping teaching techniques. In this conversation, Josh and Craig discuss the implementation of coaching in education. They explore the journey of overcoming the initial awkwardness of coaching and the importance of planning forward. They emphasize the need to link coaching to learning objectives and the value of scripting and refining coaching sessions. They also share stories of coaching challenges and lessons learned. The conversation delves into the effectiveness of live coaching and the benefits of group rehearsal. They discuss the logistics of small group coaching and the role of diagnostic questions. Finally, they reflect on the changing perspectives on coaching and the importance of mental models in coaching. You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach Education, teaching, and music with a former English teacher. (5:33) Teaching strategies and reflecting on early years of teaching. (12:19) Teacher's struggles with classroom management and improvement with coaching. (15:35) Instructional coaching in education. (20:50) Implementing coaching programs in schools. (27:10) Coaching and changing teacher practice. (30:00) Improving teaching methods through mental models. (35:10) Teacher experience and mental models. (37:52) Coaching teachers to overcome misconceptions in the classroom. (42:55) Teaching framework and lesson planning. (49:35) Coaching techniques for teachers. (52:18) Teaching strategies and classroom observations. (57:44) Coaching techniques for math lessons. (1:01:52) Coaching techniques for teachers. (1:05:22) Coaching techniques for teachers. (1:10:48) Improving teaching methods through rehearsals and planning. (1:15:49) Rehearsing teaching techniques to improve effectiveness. (1:19:30) Coaching techniques for teachers. (1:23:21) Coaching experiences and diagnostic strategies. (1:27:31) Live coaching in education. (1:32:37) Coaching in education, including feedback and classroom management. (1:35:11) Coaching techniques in education. (1:40:32) Improving coaching in a department. (1:45:31) Coaching and teaching methods. (1:48:50) Coaching in education with valuable insights. (1:54:15)

In this conversation, Craig and Ollie discuss various topics including Brian Johnson's quest to beat the aging process, fitness goals, teaching reading using Monster Phonics, treating failures as system failures, effective teacher professional development, and the use of silent teacher and checking for listening in the classroom. In this part of the conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and methods. They explore the use of worked examples and the importance of checking for understanding. They also discuss the idea of tightening feedback cycles and the benefits of more frequent assessments. Finally, they delve into the controversy surrounding exit tickets and their effectiveness as a teaching tool. You can access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-10/ Time-stamps: Consider failures first as system failures (09:15) My latest lesson observation and coaching template (16:43) Representation, Decomposition, Approximation (32:16) Two different Starts to Finish so pairs don’t copy? (42:20) Tighten feedback cycles (52:57) Are Exit Tickets a waste of time? (1:02:03)

This month Ollie Lovell and I discuss the following things: Why change needs a deep understanding (08:15) The power of using critical evidence during CPD (23:10) Is making feedback into detective work really a good idea? (39:39) The Derring Effect (55:04) What have you got worse at? (1:11:24) I need the toilet (1:20:25) You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-9/

In this episode, Craig, Ollie, and special guest Zach Groschel discuss various topics related to education. They start by introducing themselves and discussing their current locations. Then, they dive into the importance of standardizing entry and exit routines in schools. They also explore the concept of relentless precision in holding high standards and the obstacles to understanding that teachers may face. Overall, the conversation highlights the need for clear expectations, effective coaching, and ongoing support in education. The conversation covers obstacles to understanding, effective explanations, checking for listening, refining the list, gradual release of responsibility, six direct instruction shifts, and self-explanation. The conversation explores the pre-test effect, the value of mass practice, the importance of discriminative contrast in interleaving, and the role of similarity in interleaving. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-8 Time-stamps: Standardizing classroom entry and rewards for students. (8:45) Classroom management strategies for quiet and focused learning. (13:06) Implementing a new behavior system in a school. (16:55) Implementing a behavior change initiative in schools. (22:56) Improving school standards through coaching and precision. (26:07) Holding high standards in schools. (30:42) Sustaining high standards in teaching and coaching. (36:18) Coaching in education, obstacles to understanding. (41:03) Obstacles to understanding in teaching. (44:50) Clear explanations in teaching. (49:57) Teaching strategies and checklists for effective explanations. (55:30) Gradual release of scaffolding in teaching. (1:02:22) Teaching strategies for language learning. (1:07:30) Gradual release of responsibility in teaching. (1:12:21) Teaching strategies and frameworks. (1:16:09) Self-explanation in education. (1:19:37) Self-explanation in teaching and learning. (1:23:42) Self-explanation in teaching and learning. (1:28:28) Pre-testing and interleaving in math education. (1:32:42) Motivating students through math education. (1:37:42) Interleaving and spaced practice in learning. (1:41:05) Teaching math concepts through spaced repetition and interleaving. (1:48:32) Interleaving and practice strategies in education. (1:51:49) Teaching, learning, and poetry. (1:57:31)

Cognitive psychologist, Nick Soderstrom, joins me to talk about all things memory and retrieval. We discuss the important distinction between learning and performance, and then dive into four desirable difficulties: testing, spacing, interleaving and pre-testing. Links can be found in the show notes: mrbartonmaths.com/blog/how-to-remember Time-stamps: Memory, learning, and career paths with a cognitive psychologist. (7:04) The importance of retrieval practice in learning. (12:25) Learning vs performance in education. (17:51) Retrieval practice and testing in education. (24:26) The benefits of testing students and how it can improve learning. (29:35) Effective feedback strategies in teaching. (36:11) Math testing formats and feedback. (43:03) Retrieval practice in math education. (47:37) Using retrieval practice and spacing to improve learning. (51:33) Spaced repetition in teaching fractions. (56:30) Optimal spacing for effective learning. (1:01:01) Optimal retrieval practice for learning. (1:05:36) Using hints and cues in retrieval practice. (1:10:03) Formative assessments and learning vs performance. (1:13:30) Interleaving and its benefits in learning. (1:17:41) Interleaving in math education. (1:23:55) Math education techniques and interleaving. (1:27:53) Interleaving practice in education. (1:31:41) Pre-testing in education. (1:36:57) Assessing students' prior knowledge in math lessons. (1:44:24) Pre-testing in education and its potential effects on students. (1:47:35) Pre-testing and its benefits in education. (1:52:48) Retrieval practice and its effectiveness in learning. (1:57:43) Learning strategies and debunking myths. (2:02:21) Learning styles, desirable difficulties, and technology in education. (2:08:32) Learning vs performance in education. (2:14:37) Learning strategies and research-backed techniques for teachers. (2:20:22)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the seventh of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss CPD, checking for understanding, rehearsal, lesson planning, and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-7 Time-stamps: Plan CPD around the in-between times (10:04) Questions to ask during CPD (17:52) Ask Who got 8/10? (28:16) Importance of rehearsal when coaching (35:42) Move slowly (50:47) What’s harder, planning lessons from scratch, or adapting existing lessons? (57:27)

Where to begin? Mark McCourt has done it all. From maths teacher, head of maths, head teacher, Ofsted inspector, CEO, founder, and the creator of MathsConf. I first met Mark almost 20 years ago, and have learned from him ever since. This is Mark’s 3rd appearance on the podcast, and given he recently announced his retirement, I fear it may be his last. To access the show-notes, please visit: mrbartonmaths.com/blog/mark-mccourt-part-3/ Time-stamps: Retirement and career changes. (4:43) Potential and ability in education. (13:30) The meaning of "ability" in education. (21:31) Teaching methods and class organization. (25:30) Teacher performance and subject-specific knowledge. (33:28) Education trends and subject matter in schools. (38:06) Education sector fear and lack of agency among teachers. (44:14) Assessing student learning and understanding. (53:21) Teaching methods and mini whiteboards. (58:59) Maths education and manipulatives. (1:03:41) Using manipulatives in math education. (1:10:22) Maths education and teacher training. (1:16:35) Inadequate teacher training in the UK. (1:22:47) Teaching math concepts in a personalized manner. (1:28:42) Math education and assessment methods. (1:33:34) Formative assessment and teacher vulnerability. (1:41:00) Teaching mathematics with formal language and forward-thinking methods. (1:44:53) Teaching methods and fear of inspections. (1:51:26) The power of education and knowledge transfer. (1:59:05) Education as a maturation process. (2:05:01) Mastery approach in education with a focus on math and FE. (2:15:16) FE college math reset issues. (2:20:03) Improving mathematical literacy through precise language use. (2:27:29) Educational approach and its impact on school performance. (2:33:45) The importance of shared values and beliefs in schools. (2:40:44) The effectiveness of Ofsted and potential systemic problems. (2:46:23) Ofsted's effectiveness and potential biases. (2:52:34) Education system and curriculum design. (2:56:56) Maths education, curriculum, and technology. (3:04:41) Mastery-based education and assessments. (3:09:48) The role of teachers in education and the potential for online learning. (3:14:19) The importance of classroom experience in teaching. (3:21:58) Career challenges and personal growth. (3:26:44) Teaching, grief, and pride in education. (3:31:41) Retirement, relationships, and personal growth. (3:40:39) Education, values, and priorities with Mark McCourt. (3:45:59)

The episode features a conversation with Ofsted's Maths Subject Lead, Steve Wren. We discuss everything from inspections, subject deep-dive, lesson observations, book scrutinies, COVID and more. For show notes, please visit: mrbartonmaths.com/blog/ofsted Time-stamps: Education career, controversies, and accents. (13:13) Maths education, policy, and personal interests. (15:31) Maths education and refereeing football. (20:56) Football refereeing and teaching career insights. (23:27) Lesson planning and the importance of cutting losses. (26:31) Ofsted inspections and their practicalities. (29:12) School inspection process and expectations. (35:33) School inspection and grading. (39:09) School inspection process and leadership. (42:40) Ofsted inspections and deep dives in a secondary school. (49:15) Maths curriculum and lesson observations. (51:13) Teaching maths in a school. (55:22) Ofsted inspections and lesson quality. (1:00:18) Ofsted inspections and consistency in teaching practices. (1:04:45) Using mini whiteboards in the classroom. (1:07:45) Using books to support deep dives in education. (1:11:37) Effective lesson observations and deep dives in education. (1:15:14) Inspector training and subject expertise in education. (1:18:27) Keeping bias out of inspections and tailoring approaches to individual schools. (1:21:55) Effective department meetings in schools. (1:26:44) Maths education report and its findings. (1:29:32) Maths education challenges and solutions. (1:34:23) Teaching methods and exam preparation in schools. (1:39:01) Secondary school teaching strategies and retention. (1:43:47) Primary and secondary school math education. (1:48:12) Problem-solving in math education. (1:52:30) Effective problem-solving strategies in math education. (1:56:35) Maths education balance and practice. (2:00:12) Problem-solving in math education. (2:04:43) Using departmental meetings to support math problem-solving skills. (2:07:06) Curriculum design and problem-solving strategies. (2:11:02) Problem-solving strategies in math education. (2:16:07) Sharing high-quality educational resources and Ofsted's research review. (2:18:51) Maths education and the importance of balancing different perspectives. (2:23:56) Ofsted's stance on marking and feedback. (2:28:39) Effective math teaching methods and workload management. (2:32:53) Using centrally planned resources in maths lessons. (2:36:26) Maths education during COVID-19 pandemic. (2:40:29) Maths education, homework, and curriculum. (2:45:51) Ofsted inspections and curriculum development. (2:49:35) The future of math teaching and the importance of skilled teachers. (2:53:04) Educational blogs and podcasts for personal growth. (2:57:30)

For this special episode (kindly sponsored by Casio Education), Ollie Lovell and I are joined by Emma Turner and Tom Sherrington to discuss coaching, the view form the back of a lesson, pre-testing, implied competencies and more! Access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-6 Time-stamps: Be wary of the view from the back of your lessons (05:29) Implied competencies at primary (21:52) The Montessori approach (37:01) Why cannot Craig not make pretesting work? (58:45) Is coaching in groups better than one-to-one? (1:21:53) The power of manipulatives (1:35:15)

Vic Simms is a Professor of Developmental Psychology at Ulster University. Her recent research interests have been in understanding the influence of the home environment on early mathematical development, understanding influences on development from cross-country perspectives and developmental differences (for those children born preterm or with genetic conditions). This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-25 Time-stamps: Introduction to today’s topic. (6:29) How parents engage with their children. (11:20) Differences between the quality of the interactions and the frequency. (15:37) The ideal combination of frequency and quality. (19:58) The home mathematics environment in China. (24:35) The hierarchy of what parents should do for their environment. (29:08) The role of shape and space in mathematics development. (34:31) The maths environment at home and literacy. (41:53) The role of first impressions in learning and performance. (49:25) Teacher perception of a student. (52:51) How parents can help their children think more intentionally. (59:04) The weak relationship between mathematics environment and learning outcomes. (1:02:19)

Kinga Morsanyi is a developmental psychologist, and currently a Senior Lecturer in Mathematical Cognition at Loughborough University. Her main focus is on mathematics learning, but her research interests also encompass reasoning and decision-making, the motivational and emotional aspects of learning, and educational approaches to improving thinking and mathematics skills. Kinga is also researching the atypical development of cognitive skills, in autism and in developmental dyscalculia. This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-24 Time-stamps: Introduction to Kinga. (0:14) Craig's background. (2:08) Maths Anxiety. (8:52) The bias for positive findings in research. (15:17) What is dyscalculia and what does it mean? (19:34) Differences between students with dyscalculia and those without. (25:32) Diagnostic criteria for dyscalculia. (32:17) New developments in the field of dyscalculia. (37:02) Gender differences in dyscalculia. (44:23) Is it possible to outgrow dyscalculia? (48:38) Comorbidities between dyslexia and dyscalculia. (58:23) The modularity of the mind. (1:02:54)

Dave Hewitt taught in schools for 11 years, including as Head of Department working with all-attainment classes from Years 7-11. Dave has since been working in teacher education for over 30 years, initially at the University of Birmingham and then setting up the mathematics PGCE at Loughborough University in 2014. Dave was last on the show back in 2020 when we discussed when to tell students how to do something. This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-23 Time-stamps: Dave's background. (2:07) The law of efficiency and short term success. (7:36) The subordination of teaching to learning. (13:16) Children can abstract from a world of complexity. (19:49) Direct access to students. (25:15) Direct access vs. prior knowledge. (33:12) Assess the knowledge of your students. (41:32) The power of learning generated examples. (45:59) Not enough time for maths. (50:35) Teachers are not assessors. (55:19) Fluency-based learning. (1:00:02) Assessments are not just about assessment. (1:04:45) How to get students to explain things. (1:09:25) Discussing departmental meetings around the task. (1:14:51) How to assess where students are in the mind. (1:18:38) Being creative in the classroom. (1:24:21) What’s an example of something you’ve changed your mind about? (1:29:45) Building Thinking Classrooms. (1:32:36) The importance of enthusiasm and believing in mathematics. (1:38:47) Mimicry and direct instruction. (1:45:05)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fifth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss instructions, the Split-Attention Effect, backwards-faded worked examples, and the first lesson with a new class. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-5/ Time-stamps: Front-loading instructions (09:09) Backwards fading for worked examples (12:51) Never write what you don't understand (28:36) Hands-up who thinks they know the answer (40:02) Do you really understand the Split-Attention Effect? (49:50) First lesson with a new class (58:36)

Camilla Gilmore is the Developmental Psychology and lead of the Centre for Early Mathematics Learning. She has done research for 20 years focused on learning mathematics in particular looking at cognitive aspects (e.g. executive function skills that we discussed back in episode 151) This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-22/ Time-stamps: The importance of early years maths. (7:38) What are the age groups of early learners? (11:52) How much variation is meaningful and how much incidental? (15:42) Early years and executive functions. (21:11) Cognitive load theory and extraneous load. (27:13) How retrieval practice works in early years. (31:10) The month of birth effect on learning. (35:33) How much do emotional aspects play a role? (39:47) Positive attitudes to maths in early years. (44:26) What secondary teachers can learn from early years teachers? (48:39) How did you change your mind about the centre? (54:20)

Jodie Hunter is a visiting professor at Loughborough University from Massey University, New Zealand. We discuss developing culturally responsive mathematics education in classrooms with students from diverse ethnic groups including Indigenous and migrant groups through building on culture as a strength. This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-21/ Time-stamps: Jody's background. (1:53) What do you mean by early algebra? (7:34) Cultural representation of mathematics in school. (14:17) The power of geometric patterns. (21:39) How children's academic achievement accelerates. (26:56) Shoehorning in inverted commas and real-life applications. (31:58) Strategies on how to integrate cultural learning into maths. (38:06) Advice for teachers on how to help students. (43:58) The role of comparative judgement in evaluating student responses. (47:45) Getting students to look at other students' responses. (53:07) Quality-assured resources for teachers. (58:58)

Paul Howard-Jones joins me to discuss how and why teachers use (and don't use) research to inform their teaching. This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show notes here: mrbartonmaths.com/blog/research-in-action-20/ Time-stamps: Paul's background. (4:15) Why research doesn’t play out as well in the classroom? (10:36) How do researchers and educators work together? (16:27) The shift towards evidence of impact in research. (22:30) Understanding the why and how of the research. (29:23) Implementation adaptation and sustainment. (36:26) How to break down barriers to research. (43:10) Advice for teachers who value research. (48:51) Fostering a culture of innovation in the classroom. (54:06) The research community’s take on practical classroom techniques. (59:30) What Paul is currently working on in the field. (1:05:53)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fourth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss live coaching, shared lesson plans, CPD, Dylan Wiliam and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-4/ Time-stamps: Is this now correct? (5:29) Some elements of good teaching I don't use enough in CPD (11:14) Moving towards shared lesson plans (26:26) Live coaching (44:12) When are you ready to be a head of department? (1:04:26) Task structures (1:14:21)

Science teacher, Pritesh Raichura, shares his insights about how to ensure 100% of our students are listening, thinking and understanding at each stage of a lesson. From All-Hands-Up Cold Calling, to high-frequency checks for listening, this episode is jam-packed with incredible, practical insights. You can access the resources and videos from the episode here: https://www.mrbartonmaths.com/blog/170-how-to-secure-100-student-engagement-with-pritesh-raichura/ Useful time-stamps: Welcome to Pritesh (06:51) Pritesh's favourite failure (10:37) What does Pritiesh mean by attention? (19:25) What does 100% attention look like? (22:53) Is 100% attention really achievable? (28:15) What is the relationship between attention and behaviour? (33:44) All-Hands-Up Cold Call (46:06) How do you secure attention when students are practising independently? (1:16:37) Show Call (1:20:35) High-frequency checks for listening (1:25:20) Desks in rows (1:43:05) S-L-A-N-T (1:58:10) Silence as a default (2:08:36) The instruction sandwich (2:18:44) Making routines work in the classroom when they are not whole-school policies (2:26:51) The three phases of questioning (2:33:41) Backload the means of participation (2:45:51) Turn and Talk (2:52:24) Mini-whiteboards (3:10:59) Head down, fist on head for answering multiple choice questions (3:21:38) Pritesh's Big 3 (3:30:02)