Personally, comparing this approach to a faster one in previous years, I found the students to be more engaged and to have a deeper understanding when we moved on to another topic. Small steps appeared to be successful, but only time will tell if the students actually benefited.
FOOTNOTES and BIBLIOGRAPHY
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Daniel Kahneman: Thinking, Fast and Slow, p.60. Jo Boaler: Mathematical Mindsets, p. 12. Paul Chambers: Teaching Mathematics, p.108. White Rose a. https://whiterosemaths.com/ b. Home Learning - https://whiterosemaths.com/homelearning/year-7/ 5. 10ticks - https://www.10ticks.com/
Cecelia Bloom - How does the change of instructions of a topic help lower ability students access the topic? Summary of Main Findings: The topic that I wanted to teach two groups was; changing the subject of an equation. I had two groups; year 9 lower foundation and year 10 higher foundation. The approach was to give a visual representation that the students could access in year 9 and repetition of the method both in class and for homework. For year 10 the approach was to use the balancing method which followed on from solving equations which again they practised in class and for homework. Action: Year 9 Group 7
Below are examples of the flow charts used
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