Very useful. Thanks. Absolutely guilty of three of these in nearly every lesson.
There's a phase of the lesson that I feel is missed or maybe I'm just misreading. But surely there's a part before (or sometimes after) the I Do where you're actually explaining an idea, motivating a concept etc. I feel like this is the time when I can take too long, lose students' attention etc.
Maybe this is because I teach a lot of Science as well as Maths, but it seems like there's a lot more to be explained than just "watch as I Do".
Thanks for such a comprehensive summary, Craig. That diagram, which has been doing the rounds, is so useful. You have summed up so much of what I see in classrooms, too. And I'm embarrassed to say, I have been guilty of most of these issues in my own teaching, too. It is one thing knowing about these issues, another to form better teaching habits in the classroom. It takes practice!
Very useful. Thanks. Absolutely guilty of three of these in nearly every lesson.
There's a phase of the lesson that I feel is missed or maybe I'm just misreading. But surely there's a part before (or sometimes after) the I Do where you're actually explaining an idea, motivating a concept etc. I feel like this is the time when I can take too long, lose students' attention etc.
Maybe this is because I teach a lot of Science as well as Maths, but it seems like there's a lot more to be explained than just "watch as I Do".
Yeah, you are spot on. I write about that here: https://tipsforteachers.co.uk/purpose/
Thanks for such a comprehensive summary, Craig. That diagram, which has been doing the rounds, is so useful. You have summed up so much of what I see in classrooms, too. And I'm embarrassed to say, I have been guilty of most of these issues in my own teaching, too. It is one thing knowing about these issues, another to form better teaching habits in the classroom. It takes practice!