Following The Digital Teacher - adopting module on delivering effective learning with technology I started to think about metacognitive approaches in my lessons. In particular, as an A level maths teacher, I was thinking about how I model my thought processes to the students, then developing an activity where they were forced to consider their thinking and put together a plan of action before... more

Following The Digital Teacher - adopting module on delivering effective learning with technology I started to think about metacognitive approaches in my lessons. In particular, as an A level maths teacher, I was thinking about how I model my thought processes to the students, then developing an activity where they were forced to consider their thinking and put together a plan of action before they could actually start doing maths.

I created an activity to use during an online lesson delivered over Teams. Students were grouped in such a way as to ensure they brought complementary skills to the room, and sent into Breakout rooms to develop their plan. I gave them a complex, problem solving type question but blanked out any numbers so that they couldn't actually begin but needed to work out the steps they need to take, in what order, to reach the solution. To create the problem I took a relevant old spec exam question and removed the earlier parts of the question. These usually lead students through, but I wanted them to find their own path to the solution. This is a requirement in the new spec A level where problem solving has a much greater weight. They shared photos of their plans, and I kept in touch by dropping into their breakout rooms or interacting in the chat.
I then brought the group back together for a discussion, we shared ideas, then they went back to breakout rooms with the full question to work on.
By the end of the session one or two groups had successfully completed the question, but most had not. This left them feeling a bit deflated as if progress hadn't been made.

An adaptation I could make to this activity online would be to provide a collaboration space for the students to work in their groups, so that I can see more of the work they are producing, not just photos of it after the event. I could use a shared whiteboard or collaboration space in Class Notebook within teams to see more of their work in real time and offer more timely feedback.
Finally, it became clear, using this approach to a complex question needs additional time allocated compared to the time that would be needed if the path to the correct answer was immediately clear. I need to double the number of marks as a minimum to ensure thinking time is built in when introducing this kind of question, and work on speed at a later point. less

This is the first time I've tried this approach to a complex task so I think it's to be expected that they didn’t all end up exactly where I hoped, but I do believe they were making progress in other ways. It's important that they get used to feeling uncomfortable when maths is difficult. This activity also helps to expand their brains' problem solving capacities. Some... more

This is the first time I've tried this approach to a complex task so I think it's to be expected that they didn’t all end up exactly where I hoped, but I do believe they were making progress in other ways. It's important that they get used to feeling uncomfortable when maths is difficult. This activity also helps to expand their brains' problem solving capacities. Some of the students felt like they failed because they hadn't got the right answer, but the learning they were experiencing and conversations they were having were just as important to their development as mathematicians. less

I will try this again, but for now I would like to try in person. The type of activity could be really powerful, but I think the students might feel safer and better supported if I was in the room, not just offering comments and support in the chat. In person I could also direct groups to discuss things with each other if I feel like they could benefit, which wouldn't work (not easily)... more

I will try this again, but for now I would like to try in person. The type of activity could be really powerful, but I think the students might feel safer and better supported if I was in the room, not just offering comments and support in the chat. In person I could also direct groups to discuss things with each other if I feel like they could benefit, which wouldn't work (not easily) with breakout rooms. less