Unit 1.1d: First Impressions

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    Martina Metz

    In what ways do the five Math Minds principles resonate with your current views about teaching and learning mathematics? In ways do they challenge your current views?  In what ways do they prompt you to think about things you may not have considered before?

    • This topic was modified 7 months, 3 weeks ago by Martina Metz.
    Sarah Richards

    The 5 principles have already all been broadly accepted by me and I’m looking forward to finding out more about them. It was interesting that cognitive science has moved into philosophy, anthropology etc. I hadn’t realised that. It was useful to get some new vocabulary e.g., ribboned lesson structure. Minds link overlapping events seems the most challenging to me. How to overlap events meaningfully?

    Martina Metz

    Hi Sarah…. If you’re interested in the minds linking overlapping events and how to structure learning to increase the likelihood of meaningful associations, you’ll probably find variation theory to be of great interest (if you haven’t already)!

    E Pedley

    Increasingly I’m aware that variation in lessons is great but is dependent on the learners having understood crucial elements. I’m a big fan of using problem solving questions later in the lesson to give the pupils opportunities to tie the knowledge together. However giving staggered variation and letting learners discuss and make connections is something I want to do even more of.

    Looking forward to learning more.

    Martina Metz

    Yes, problem solving can be a powerful way to integrate familiar ideas! In Sessions 1.2 and 1.3, we highlight ways that appropriate variation can be used to prompt attention to crucial elements.

    Mandy Forbes

    I have already come across the first 4 principles and try to incorporate them in my practice. I struggle with getting the level of variation right for all learners. Some students grasp ideas much more quickly than others, it often feels like I’m holding them back.
    Overlapping events sometimes occurs naturally but could be used to highlight less obvious connections.

    Martina Metz

    Hi Mandy, Working with diverse groups is probably the #1 challenge identified by the teachers we’ve worked with as well. In Session 1.4 and again in Unit 2, we highlight the importance of identifying the key elements that can be (meaningfully) varied within a particular topic. This can open up spaces that are helpful both for supporting those who struggle and for extending in ways that challenge those who are ready. That way, everybody can work on the same idea even if some do so with more complex examples. As an added bonus, when there is a clear connection between the easier and harder variations, those who start with the easy ones are more likely to transition to the harder ones.

    Dominique BODIN


    Using already Variation Theory ideas in my teaching I’m looking in the RaPID model for :

    1) The formative assesments interleaving with the raveling phases.
    2) How to manage high achievers Ss with extension/bonus question without slowing down later the whole group for giving them specific feedback and corrections.
    3) Using a Moodle environment, I’m trying to implement interactive plannings and I’m wondering how the RaPID model would fit in a kind of Blending learning.

    Best regards,
    Dominique BODIN

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