A deep dive into the I Do phase of a worked example
Thank you Mr Barton, really helpful as usual. What do you think about allowing students to copy your modelled example on their mini-whiteboards during the silent teacher phase? (From an ECT1 career changer with my first Y11 class)
I would ask myself: what do they gain from having it copied? What could they lose by focusing on copying?
Definutely no copying whilst the teacher is modelling. I want their full attention on what is happening at the board
Thank you Mr Barton, really helpful as usual. What do you think about allowing students to copy your modelled example on their mini-whiteboards during the silent teacher phase? (From an ECT1 career changer with my first Y11 class)
I would ask myself: what do they gain from having it copied? What could they lose by focusing on copying?
Definutely no copying whilst the teacher is modelling. I want their full attention on what is happening at the board