This is fantastic! You are way ahead but mastery is very much at the heart of my thinking with Chemistry. The need for short sharp questions is undeniable – so why aren’t there any?
This model also fits in effectively with flipping. The students could be introduced to a concept via a carefully designed video and then tackle the questions in class whilst we are there to support them. Once they have mastered one level, they then move on to the next.Plenty of questions to support and develop each level allows for differentiation and confidence building. Too often students feel that concepts are dealt out like a pack of cards with only a faction of them making it to each individual. A mastery textbook/flipped learning model offers real opportunities for collaborative learning and the development of oracy – the foundation of life-long literacy rather than purple pen purgatory.
For all of you who, like me, are befuddled by “new” Maths talk I’ve included a few must reads.
chapter1 from The Elephant in the Classroom: Helping Children Learn and Love Maths by Jo Boaler
RSC Maths booklet from the wonderful RSC, the font of all chemical knowledge (in my opinion).
If you want to link maths skills and practical work maths-and-practicals.
In the last year I’ve read a lot of very interesting stuff on mastery, deliberate practice, feedback, AfL, cognitive load, working and long-term memory, and direct instruction.
At the same time my school were going mad for progress in purple pen. I’d always met this need by getting pupils to write up an experiment or demo using one of a range of success criteria, peer marking and then improving in purple pen – I don’t want to go into it here, suffice to say SLT, HOD and I all thought it was marvellous but I now think it was shite.
In science pupils need to be able to answer lots of short questions with the single correct answer. “What is the force on this object?” ”Why does the colour of the liquid change?” Pupils need to answer lots of these questions to practice and to show up areas where the…
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