After spending a few lessons looking at how to convert between fractions, decimals and percentages I wanted to find a task to check for understanding that was not simply a list of questions. This is what I came up with: pyramids. Continue reading
It’s been a while since I have written a blog post. My last set of posts were written at the end of each week reflecting on what had been happening with my classes during the week. I really enjoyed writing these as it allowed me to look back to see the progress made with each class. I have yet to decide if I will continue with that style of blog post as it was a large time commitment. Maybe a monthly post instead.
In this post I want to share a few of the things that I am looking forward to working on during the next term. I am wary of taking on too much but these are areas which I feel ready to tackle. So here they are: Continue reading
This week was a good week. I found out that our department had passed our SQA verification. Whilst I was confident that we would, it was a relief to get official confirmation. Other than that, my week has been spent focussing on senior classes, trying to sort out change of levels and starting the build up to exam time.
My classes have been working on:
- S2: expanding single brackets and stem and leaf diagrams
- S3: factorising quadratics
- N5: vectors
- AH: inverse matrices, transformations and Euclidean Algorithm
Progress of the week Continue reading
It was a four day week this week but it still felt really busy. It was mostly due to having the S4-6 parents evening on Wednesday. I had a full schedule which meant I was talking from 4.30pm to 7pm without stopping. I always find it so useful to chat to parents and wish there was a way for us to be able to do that more often.
My classes have been studying the following:
- S2 – expanding single brackets
- S3 – factorising expressions
- National 5 – vectors
- Advanced higher – matrices
I was introducing how to expand single bracket to a class this week and it got me thinking. I have taught this hundreds of times and in many different ways but what is the best way? Recently I have used an area model to demonstrate. The examples I might use are:
I really like this method as it shows very clearly why 12(x + 1) = 12x + 12 and leads nicely into using a grid for expanding brackets.
So why did I want to change to a different method?
This week started with a snow day and ended with a holiday so I was only at work for three days. Even though, it was still a very busy week. We had a mini inspection, with a team from the Council in doing focus groups and observations.
My classes this week were working on:
- S2 – calculating bearings and simplifying expressions
- S3 – foreign currency
- N5 – trigonometric identities and percentages
- AH – no lessons this week since I only see them on Mon and Fri
This week saw the return of my senior classes after study leave. This meant I was back to a very busy timetable. It can be tough returning prelims to pupils. It’s great if they have done well as there are big smiles but it is tricky if they haven’t done well. I become torn between the sympathetic tone of “it was a tough paper, don’t get too upset by it” and the harsher tone of “if you had actually worked hard you might have done better”. Continue reading