About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.

 

Personal Learning Login






Sign Up | Forgotten password?
 
Register with the NCETM

Secondary Magazine - Issue 120: Eyes Down


Created on 10 March 2015 by ncetm_administrator
Updated on 29 April 2015 by ncetm_administrator

 

Secondary Magazine Issue 120'point and shoot' by llreadll (adapted), some rights reserved
 

Eyes Down

Our monthly picture that you could use with your pupils, or your department, or just by yourself, to make you think about something in a different way. You can find previous features in this series here.

What do your pupils do when they get stuck? Is there a forest of hands asking for help, or have they developed some alternative – some more resourceful – strategies? Katie Holt at South Dartmoor Community College has done some work with her Year 10 pupils on getting stuck and now has this display in her classroom [click image to enlarge]. Thank you for sharing this with us Katie

Noticeboard from a Year 10 mathematics classroom

Having had some initial exploration of the equation of a circle, the pupils had been asked the question, ‘What does the graph of (x+2)^{2}+(y-3)^{2}=36 look like?’ The teacher recorded their responses and stuck them on the wall to model “knowing what to do when you don’t know what to do”.

Along similar lines, you could:

  • Talk to your pupils about what they should do when they get stuck.
  • Create a similar “I’m stuck – what now?” display of your pupils’ strategies in your classroom. What will you use for the stimulus question?
  • Make a video of your pupils talking through a problem where they get stuck, and how they respond to this, and upload this to your YouTube channel.
  • Talk to your pupils about the benefits of getting stuck, and explain to them that it’s when they are grappling with difficulty that they learn the most. Nobody got fitter/stronger/faster without getting sweatier first!
  • Spend some of a department meeting sharing with colleagues how you manage the plaintive “I’m stuck” cry, and agree some common cross-department responses so that there is consistency between classes.
  • With your colleagues look into the research of Jo Boaler and Carole Dweck, and then share this with your pupils. They need to have a growth mindset, just as we teachers do – and their parents/carers do too.

Let us know what you try, and what works well – and what doesn’t.

If you have a thought-inducing picture, please send a copy (ideally, about 1-2Mb) to us at info@ncetm.org.uk, with a note of where and when it was taken, and any comments on it you may have.

Image credit
Page header by llreadll (adapted), some rights reserved

 
 

 

 
 
 
 
Download the magazine as a PDF
 
Secondary Magazine Archive
 
Magazine Feed - keep informed of forthcoming issues
 
Departmental Workshops - Structured professional development activities
 
Explore the Secondary Forum
 
Contact us - share your ideas and comments 
 

 


Comment on this item  
 
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item

Comments

 


There are no comments for this item yet...
Only registered users may comment. Log in to comment