R1: Boosting messages Diamond 9 activity – Tell students: no such thing as “there’s Use open questions that encourage a stupid question”. multiple ideas & methods, and allow Tell them you love questions about all learners to participate. maths and that you value them. Encourage students to ask questions – of you, of other students & of themselves. Praise effort, perseverance, and ideas E.g. How does that work? Why does not answers, speed or ability! – that make sense? How could I draw that? When students get something wrong, When you pose questions, insist that don’t be discouraging, say a “That’s everyone has time to think before you really important mistake you’ve – take any answers. learnt a lot from that!” When good questions are asked, Keep telling students that you value celebrate them by writing them onto their ideas & depth of thinking, not posters that you display around the their speed room. When giving feedback on a small Invite students with mistakes (esp. group activity, include a focus on how deep, conceptual ones) to present well groups worked together & them on the board so everyone can supported each other. discuss and learn from them. Don’t let maths discussions be driven Encourage learners to discuss their by the fastest or most confident different ways of approaching students. Insist on turn taking & calculations and maths problems. listening to others.
R1: Boosting messages – Diamond 9 activity Tell students: “there’s no such thing as a stupid question”. Tell them you love questions about maths and that you value them. Use open questions that encourage multiple ideas & methods, and allow all learners to participate. Encourage students to ask questions – of you, of other students & of themselves. E.g. How does that work? Why does that make sense? How could I draw that? Praise effort, perseverance, and ideas – not answers, speed or ability! When you pose questions, insist that everyone has time to think before you take any answers. When students get something wrong, don’t be discouraging, say “That’s a really important mistake – you’ve learnt a lot from that!” When good questions are asked, celebrate them by writing them onto posters that you display around the room. Keep telling students that you value their ideas & depth of thinking, not their speed When giving feedback on a small group activity, include a focus on how well groups worked together & supported each other. Invite students with mistakes (esp. deep, conceptual ones) to present them on the board so everyone can discuss and learn from them. Encourage learners to discuss their different ways of approaching calculations and maths problems. Don’t let maths discussions be driven by the fastest or most confident students. Insist on turn taking & listening to others.
r1_boosting_messages__diamond_9_activity.docx