Here's the discussion moved over from the video page, in chronological order, oldest to newest
Laurie_Jacques 29/08/2017 22:47:11
I was glad to have the opportunity to view a post lesson discussion but what I see here isn't really a profesional discussion or analysis, rather a list of tips for teaching that each teacher liked. I imagine there was more to this session that wasn't published but the teaches' reflection of the lesson seemed quite low level and it would be so useful to try and showcase some deeper analysis of what is going on in a lesson from the pupils' perspective and not just what the teacher 'does'. I didn't hear the teachers talking much about the learning and what difference their favourite 'tip' would make to the learning of the pupils they teach.
The lesson felt very dry with little opportunity for all pupils to discuss with each other before sharing with the teacher. The content was also not matched to the Y6 curruciulum so didn't feel there was sufficient challenge until the very end with the Dong Nao Jin problem that suddenly brought the mathematics to life and could have been the starting point to hook the children in to the purpose of what they were supposedly learning.
I don't know how others feel but 6 lessons of this would have me bored and disengaged with maths.
helenjw 30/08/2017 15:23:43
I couldn't agree more Laurie. The following is the list of observations I made as I watched the video:- Correct answers were merely received and not questioned or developed; little talk to develop learning; many of the pupils appeared to be able to do this already (this is content from the Y4 curriculum, not Y6); the teacher appears to be doing the work rather than the pupils; I wonder what the children thought? It was dull in the extreme; this is not mathematics as I know it - there were no problems to solve, no open questions to stimulate thinking and discussion, and no getting the pupils to do anything; simply compliance. In addition, the post-lesson discussion lacked insight and depth, was it edited? Surely someone had a question that stimulated some debate about what they had seen? I remain interested to hear the thoughts of all you Y6 teachers out there!
Debbie_Morgan 30/08/2017 18:28:41
Hi Helen and Laurie The lesson was not intended to be a model Y6 lesson, the start says the same lesson was also taught to Y4. It was just intended to draw out some of the feaures of mastery such as speaking in full sentences, justification of answers and a focus on methods and drawing pictures rather than just the answer. Interestingly the children loved the lessons and didn't find them boring. They commented that they now understood fractions more deeply. I think there was more pupil discussion than is shown in the lesson. Normaly when we film the crew get in amongst the children and capture discussion, but as this was a showcase lesson with lots of teachers watching we were unable to do this on this occaission. The post lesson discussion was limited due to time constratints and not what I would call a proper TRG. I thought it was nteresting though what the teachers said they would take back as they drew out some important points and worth showing. As requested above I am going to ask you to take this discussion to the maths cafe if you wish to continue.