Mr Barton Maths Podcast

This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-25

Time-stamps:

1. Introduction to today’s topic. (6:29)
2. How parents engage with their children. (11:20)
3. Differences between the quality of the interactions and the frequency. (15:37)
4. The ideal combination of frequency and quality. (19:58)
5. The home mathematics environment in China. (24:35)
6. The hierarchy of what parents should do for their environment. (29:08)
7. The role of shape and space in mathematics development. (34:31)
8. The maths environment at home and literacy. (41:53)
9. The role of first impressions in learning and performance. (49:25)
10. Teacher perception of a student. (52:51)
11. How parents can help their children think more intentionally. (59:04)
12. The weak relationship between mathematics environment and learning outcomes. (1:02:19)

This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-24

Time-stamps:

1. Introduction to Kinga. (0:14)
2. Craig's background. (2:08)
3. Maths Anxiety. (8:52)
4. The bias for positive findings in research. (15:17)
5. What is dyscalculia and what does it mean? (19:34)
6. Differences between students with dyscalculia and those without. (25:32)
7. Diagnostic criteria for dyscalculia. (32:17)
8. New developments in the field of dyscalculia. (37:02)
9. Gender differences in dyscalculia. (44:23)
10. Is it possible to outgrow dyscalculia? (48:38)
11. Comorbidities between dyslexia and dyscalculia. (58:23)
12. The modularity of the mind. (1:02:54)

Dave Hewitt taught in schools for 11 years, including as Head of Department working with all-attainment classes from Years 7-11. Dave has since been working in teacher education for over 30 years, initially at the University of Birmingham and then setting up the mathematics PGCE at Loughborough University in 2014. Dave was last on the show back in 2020 when we discussed when to tell students how to do something.

This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-23

Time-stamps:

1. Dave's background. (2:07)
2. The law of efficiency and short term success. (7:36)
3. The subordination of teaching to learning. (13:16)
4. Children can abstract from a world of complexity. (19:49)
5. Direct access to students. (25:15)
6. Direct access vs. prior knowledge. (33:12)
7. Assess the knowledge of your students. (41:32)
8. The power of learning generated examples. (45:59)
9. Not enough time for maths. (50:35)
10. Teachers are not assessors. (55:19)
11. Fluency-based learning. (1:00:02)
12. Assessments are not just about assessment. (1:04:45)
13. How to get students to explain things. (1:09:25)
14. Discussing departmental meetings around the task. (1:14:51)
15. How to assess where students are in the mind. (1:18:38)
16. Being creative in the classroom. (1:24:21)
17. What’s an example of something you’ve changed your mind about? (1:29:45)
18. Building Thinking Classrooms. (1:32:36)
19. The importance of enthusiasm and believing in mathematics. (1:38:47)
20. Mimicry and direct instruction. (1:45:05)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fifth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss instructions, the Split-Attention Effect, backwards-faded worked examples, and the first lesson with a new class. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-5/

Time-stamps:

1. Front-loading instructions (09:09)
2. Backwards fading for worked examples (12:51)
3. Never write what you don't understand (28:36)
4. Hands-up who thinks they know the answer (40:02)
5. Do you really understand the Split-Attention Effect? (49:50)
6. First lesson with a new class (58:36)

Camilla Gilmore is the Developmental Psychology and lead of the Centre for Early Mathematics Learning. She has done research for 20 years focused on learning mathematics in particular looking at cognitive aspects (e.g. executive function skills that we discussed back in episode 151)

This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-22/

Time-stamps:

1. The importance of early years maths. (7:38)
2. What are the age groups of early learners? (11:52)
3. How much variation is meaningful and how much incidental? (15:42)
4. Early years and executive functions. (21:11)
5. Cognitive load theory and extraneous load. (27:13)
6. How retrieval practice works in early years. (31:10)
7. The month of birth effect on learning. (35:33)
8. How much do emotional aspects play a role? (39:47)
9. Positive attitudes to maths in early years. (44:26)
10. What secondary teachers can learn from early years teachers? (48:39)
11. How did you change your mind about the centre? (54:20)

This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-21/

Time-stamps:

1. Jody's background. (1:53)
2. What do you mean by early algebra? (7:34)
3. Cultural representation of mathematics in school. (14:17)
4. The power of geometric patterns. (21:39)
5. How children's academic achievement accelerates. (26:56)
6. Shoehorning in inverted commas and real-life applications. (31:58)
7. Strategies on how to integrate cultural learning into maths. (38:06)
8. Advice for teachers on how to help students. (43:58)
9. The role of comparative judgement in evaluating student responses. (47:45)
10. Getting students to look at other students' responses. (53:07)
11. Quality-assured resources for teachers. (58:58)

This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show notes here: mrbartonmaths.com/blog/research-in-action-20/

Time-stamps:

1. Paul's background. (4:15)
2. Why research doesn’t play out as well in the classroom? (10:36)
3. How do researchers and educators work together? (16:27)
4. The shift towards evidence of impact in research. (22:30)
5. Understanding the why and how of the research. (29:23)
6. Implementation adaptation and sustainment. (36:26)
7. How to break down barriers to research. (43:10)
8. Advice for teachers who value research. (48:51)
9. Fostering a culture of innovation in the classroom. (54:06)
10. The research community’s take on practical classroom techniques. (59:30)
11. What Paul is currently working on in the field. (1:05:53)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fourth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss live coaching, shared lesson plans, CPD, Dylan Wiliam and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-4/

Time-stamps:

1. Is this now correct? (5:29)
2. Some elements of good teaching I don't use enough in CPD (11:14)
3. Moving towards shared lesson plans (26:26)
4. Live coaching (44:12)
5. When are you ready to be a head of department? (1:04:26)
6. Task structures (1:14:21)

Science teacher, Pritesh Raichura, shares his insights about how to ensure 100% of our students are listening, thinking and understanding at each stage of a lesson. From All-Hands-Up Cold Calling, to high-frequency checks for listening, this episode is jam-packed with incredible, practical insights. You can access the resources and videos from the episode here: https://www.mrbartonmaths.com/blog/170-how-to-secure-100-student-engagement-with-pritesh-raichura/

Useful time-stamps:

1. Welcome to Pritesh (06:51)
2. Pritesh's favourite failure (10:37)
3. What does Pritiesh mean by attention? (19:25)
4. What does 100% attention look like? (22:53)
5. Is 100% attention really achievable? (28:15)
6. What is the relationship between attention and behaviour? (33:44)
7. All-Hands-Up Cold Call (46:06)
8. How do you secure attention when students are practising independently? (1:16:37)
9. Show Call (1:20:35)
10. High-frequency checks for listening (1:25:20)
11. Desks in rows (1:43:05)
12. S-L-A-N-T (1:58:10)
13. Silence as a default (2:08:36)
14. The instruction sandwich (2:18:44)
15. Making routines work in the classroom when they are not whole-school policies (2:26:51)
16. The three phases of questioning (2:33:41)
17. Backload the means of participation (2:45:51)
18. Turn and Talk (2:52:24)
19. Mini-whiteboards (3:10:59)
20. Head down, fist on head for answering multiple choice questions (3:21:38)
21. Pritesh's Big 3 (3:30:02)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the third of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss connections, worked examples, teacher knowledge, iPads and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-3

Time-stamps:

1. Be explicit about connections (05:27)
2. A quadrilogy for worked examples (14:07)
3. Expectations of teacher knowledge have fallen over time (29:44)
4. The best use of iPads I've seen (41:21)
5. Buy some timer dice! (52:02)
6. Rewards for revision (54:55)

Experienced heads of department, Femi Adeniran and Matt Findlay, join me for an epic conversation about leading a maths department. We cover everything from consistency versus autonomy, departmental meetings, handling parental complaints and allocating sets. You can access links to the resources discussed, time-stamps and videos on the podcast show-notes page here: https://www.mrbartonmaths.com/blog/168-how-to-lead-a-maths-department-with-femi-adeniran-and-matt-findlay/

Time-stamps:

1. Matt's favourite failure (06:26)
2. Femi's favourite failure (10:38)
3. Matt's route into becoming a head of department (15:45)
4. Femi's route into becoming a head of department (18:17)
5. How many year's classroom teaching should you have before becoming a head of department? (21:02)
6. How strong a teacher does the head of department need to be? (24:41)
7. What does your timetable as a head of department look like? (28:43)
8. Do you find you are teaching more these days than 5 years ago? (32:38)
9. Does your teaching suffer with all the other things you have to give attention to? (40:00)
10. How does your workload compare to a teacher with a full time-table? (46:39)
11. How often would you be pulled out of a lesson to deal with something? (52:13)
12. How do you balance the need for consistency across your department with a desire for teacher autonomy? (56:46)
13. What are the non-negotiables that members of your team have to follow? (1:32:54)
14. What do your departmental meetings look like? (1:57:13)
15. How do you ensure good practice is shared around the department? (2:21:51)
16. How do you support less experienced colleagues, non-specialists, those who are struggling? (2:23:16)
17. How do you deal with directives from SLT that you don't agree with? (2:41:26)
18. What do you do to help non-specialists (particularly SLT) understand what the characteristics of high-quality T&L in maths are? (2:48:37)
19. How do you deal with difficult members of the department who are reluctant the make changes? (2:54:59)
20. How do you deal with parental complaints? (3:00:48)
21. How do you allocate teaching sets? (3:05:19)
22. Final reflections (3:19:37)
23. Craig's takeaways (3:32:42)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the second of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss reasons students don't understand things, behaviour, copying things down, and more! For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-2

Time-stamps:

1. Three reasons students don’t know the answer (06:06)
2. Three reflections on behaviour in schools (19:22)
3. Develop competing hypotheses when observing teaching and learning (37:11)
4. Further thoughts on the Myth of Copying Things Down (47:19)
5. Rethinking To-Do Lists (1:06:13)
6. End the day on a positive (1:16:24)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the first of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this first episode, we discuss checking for understanding, curriculum, PowerPoint and more! For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-1/

Time-stamps:

1. The crucial role of curriculum (05:18)
2. No hints before a check for understanding (14:19)
3. Diagnosis in coaching (24:12)
4. The Tick Trick (39:29)
5. The power of a slideshow for teaching mathematics (45:32)
6. How to get better sleep (59:24)

Peps McCrea makes his third appearance on the podcast, this time to take a deep dive into how we can be more evidence-informed as teachers. We discuss his process for identifying and summarising key research finds, and then discuss some key pieces of research and their implication for the classroom. I learned so much from this one. For links to the resources discussed in the episode and videos of our conversation please visit the episode show-notes page here: https://www.mrbartonmaths.com/blog/how-to-be-more-evidence-informed-with-peps-mcrea/

Time-stamps

1. How does Peps find good quality research to share with teachers? (08:44)
2. How does Peps summarise research so teachers can quickly digest and apply it? (14:29)
3. What is a piece of research we both believe in, but wish was not true? (21:53)
4. Willpower is overrated (48:20)
5. Consistency before challenge (59:26)
6. Interruptions leave a wake (1:07:04)
7. Mind your modes (1:12:47)
8. What's happening in AI right now, and what does it mean for education? (1:23:33)
9. Coaching chat! (1:37:23)
10. Peps' new book (1:49:58)
11. My takeaways (1:51:57)

In this episode I talk to fellow maths teacher, Craig Latimir, about his process for planning a lesson... and it takes us 3 hours. But this is one of my favourite conversations I have had on the podcast. It should be useful whatever your level of teaching experience, but particularly useful for those n the early stages of their career. I wish I had had someone like Craig to stop me from making so many planning errors in the early days! For resources and videos from this episode just follow this link: mrbartonmaths.com/blog/how-to-plan-a-maths-lesson

Useful time-stamps:

• Craig and I discuss our past lesson planning crimes (15:01)
• Craig shares his key principles for lesson planning (22:45)
• Craig tells us the first thing he thinks about when planning (52:18)
• Craig discusses how he plans and delivers the Do Now (57:18)
• Then the exposition (1:20:37)
• Then modelling (1:29:04)
• Then how he questions and checks for understanding (1:44:32)
• Then how he responds to those checks (1:59:56)
• Then the practice phase (2:08:00)
• And finally the end of the lesson (2:16:15)
• I begin my reflection on all I learned from Craig (2:55:36)

Science teacher and author, Adam Boxer, joins me to discuss his process for observing colleagues teach and then giving them feedback. Adam's approach - which he calls the Hypoesis model - has been hugely influential on my own observation and coaching process, and it was great to discuss it in depth. Adam is a smart guy! For links, resources and videos, please visit the show-notes page here: https://www.mrbartonmaths.com/blog/how-to-observe-a-lesson/

You can listen to more episodes of Beyond Survival here: https://podcasts.apple.com/gb/podcast/beyond-survival-the-new-teacher-podcast/id1643514835 

My own Tips for Teachers podcast is here: https://tipsforteachers.co.uk/podcast/ 

You can find out about my Tips for Teachers book here: https://tipsforteachers.co.uk/book/ 

• Tips for Teachers website
• Tips for Teachers podcast
• Tips for Teachers newsletter
• Tips for Teachers book
• Online and face-to-face CPD and departmental support

Three Tips for Teachers episodes to check out:

1. Jamie Thom
2. Sammy Kempner
3. Craig Latimir

The Mr Barton Maths Podcast will be back soon!

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ollie-lovell-tools-for-teachers/

This episode of the Mr Barton Maths Podcast is a taster of my new project: Tips for Teachers (check out the website here: tipsforteachers.co.uk )

Each episode of the Tips for Teachers podcast features a guest sharing 5 tips to improve any aspect of teaching life.

To get you in the mood, I wanted to share one tip from each of my first five guests:

• Adam Boxer: To reduce “choppy time” in lessons, use a Front Loaded Means of Participation and wait for Golden Silence
• Jo Morgan: Don’t forget the respond part of responsive teaching
• Tom Sherrington: Start with whoever got 8 out of 10
• Jemma Sherwood: Plan sequences not lessons
• Harry Fletcher-Wood: Do less, but better

Please help support the Tips for Teachers podcast by:

1. Subscribing on your podcast platform of choice (you can find links to the most common platforms here: tipsforteachers.co.uk/podcast)

2. Rating and reviewing the Tips for Teachers podcast

3. Telling your friends and colleagues about it

4. Visiting the Tips for Teachers website: tipsforteachers.co.uk

Thanks so much!

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/adam-boxer-explanations-retrieval-and-maths-science-working-together/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/dan-draper-overlearning-and-conceptual-leaps/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/paul-rowlandson-getting-mixed-up-with-interleaving/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jo-morgan-depth-and-sequencing-of-the-maths-curriculum/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/tom-harbour-engaging-parents-in-their-childrens-learning/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-19-teaching-mixed-attainment-with-tom-francome/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-18-comparative-judgement-with-ian-jones/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-17-executive-function-with-camilla-gilmore/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-15-childrens-early-understanding-of-number-with-francesco-sella/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-14-counting-in-the-animal-kingdom-with-krzysztof-cipora/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-13-the-self-explanation-effect-and-how-experts-read-maths-differently-with-lara-alcock/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-12-inquiry-as-a-way-of-being-with-barbara-jaworski/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-11-university-transition-and-oral-assessments-with-paola-iannone/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/christian-bokhove-coherence-textbooks-and-research-best-bets/

You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/anne-watson-and-kris-boulton-in-conversation/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 3 of the Mathematical Association 2021 virtual conference, discussing topics such as:

• Colin Foster's brilliant opening keynote about what it means to "understand" something
• Angles as a measure of turn
• TIMMS data
• Good tasks and how to adapt them
• And more!
  

You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-3/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 2 of the Mathematical Association 2021 virtual conference, discussing topics such as:

• Hannah Fry's keynote on communication
• Transition from GCSE to A Level this summer
• Talking maths with your children
• Parental support for learning in general
• My session on misconceptions with area and perimeter
• And more!

You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-2/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 1 of the Mathematical Association 2021 virtual conference, discussing topics such as:

• Black mathematicians, 
• Creating a Low Threshold High Ceiling Classroom, 
• What makes a good task?, 
• Misconceptions
• Paper folding
• Ratio and proportion
• Mathematical diagrams
• Ofsted

You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-1/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/michael-pershan-teaching-with-worked-examples-part-2/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/michael-pershan-teaching-with-worked-examples-part-1/ 

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/doug-lemov-tips-for-the-return-to-classrooms/

The original show notes and links are here: http://www.mrbartonmaths.com/blog/dani-quinn-part-1-michaela-school-planning-lessons-low-stakes-tests/

Enjoy, and I will be back with some new episodes soon

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jo-morgan-teaching-key-stage-3-maths/ 

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ollie-lovell-cognitive-load-theory-in-action/ 

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-10-when-to-tell-and-teaching-algebra-with-dave-hewitt/  

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-9-phds-and-maths-textbooks-with-beth-woollacott/

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-8-numbers-and-space-with-krzysztof-cipora/ 

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-7-designing-and-interpreting-educational-research-with-matthew-inglis/