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Mr Barton For Hire

Occasionally I have a spare date in my diary to give a keynote address, run a workshop, deliver bespoke INSET training to a maths department, or work with PGCE students.

I have been fortunate to do these things all over the UK and overseas over the last few years, including Bangkok, Nanjing and Cambodia, both to primary and secondary audiences. My sessions are always hands on, practical, fun, cliche-free and make use of the ideas and resources that I have found successful in my own classroom and with my own students. I make sure I always leave loads of free resources behind that can be used straight away in the classroom. Without wishing to blow my own trumpet, the evaluations and feedback I receive are always outstanding, and I work hard to provide sessions that will have a long-lasting positive impact for those involved.

Contents

Key Note Addresses/Workshopskeyboard_arrow_up
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Below are examples of some of the sessions I deliver. These can be 40-60 minute keynote addresses, or half-day or full-day hands-on workshops. Sessions may also be bundled together and adapted to fit your needs, and I may be able to deliver sessions on other aspects of maths teaching on request. And to reduce the costs, please feel free to invite other schools or colleagues along. If you are interested in discussing further, please email me
How I Plan a Lesson (I promise it is better than it sounds!)

This is essentially the culmination of my work in education over the last 12 years. Using all I have learned from the wonderful teachers I have worked with, whose blogs I have read, who I have interviewed for my Podcast, and the thousands of students I have taught, I have finally got a process for planning lessons that I am happy with. This interactive workshop looks at how you can take a topic - any topic - and plan out a series of lessons, encompassing assessment for learning, differentiation, purposeful practice, problem solving, use of interactive resources, homework, assessment and more. I hope it will change, and improve, the way you plan and teach mathematics for ever.

Preparing Students for the new Maths GCSE

In this interactive workshop we don't just look at the topics that are brand new to the Maths GCSE, such as Venn Diagrams, Functions, Quadratic Inequalities and more, but also those whose content has subtly changed, such as Trigonometry, Transformations and Data Collection. In my opinion, it is how students are prepared for the latter more than the former, that will determine how well they do. We will look at these topics in depth, and examine top class teaching methods and resources to support their delivery.

Developing a sense of Number and Pattern

Research from the US suggests that if students can develop a deep sense of number and pattern from an early age, it will lay in place solid foundations upon which the rest of their mathematical knowledge can be built. This is true for all students, but can have the largest effect on students perceived to be "low ability". In this interactive workshop I share the work we have done with our students using Number Talks, Estimations, Visual Patterns and Open Middle Problems. This has created a regular weekly routine for our students that has led to increased engagement and soaring levels of achievement.

Effective Assessment for Learning with Diagnostic Questions

The process of writing, asking and responding to diagnostic questions (or hinge questions) has been the single biggest change in my teaching over the last 5 years, ans the one that I believe has had the most positive impact. This practical workshop looks at the pedagogy behind diagnostic questions - how do we ask questions, how do we respond to students' answers, how do we use these questions to offer both support and challenge to students, to revolutionise departmental meetings, and to learn more about our students than we ever have before?

Use of Rich Tasks to promote Problem Solving and Effective Differentiation

"Problem Solving", "Rich Tasks" and "Differentiation" are phrases that often get banded around the world of maths teaching. In this interactive session we think about what they actually mean, and crucially how they can become an integral part of our daily routines - and not something that are just used as token one-off lessons. This is more important than ever with the arrival of the far more demanding maths GCSE. The days of differentiating by finding 5 different worksheets are over. This workshop will hopefully save you time and help you and your students enjoy mathematics much more.

The 5 most Interesting Misconceptions in Mathematics

Using the tens of millions of answers on Diagnostic Questions, I pick out five questions whose answers have surprised me, and drastically changed the way I teach certain topics. By playing the award-winning game of "Guess the Misconception", I challenge you to guess the most popular incorrect answer, and then we delve into students' actual explanations to gain real depth of understanding about the specific misconceptions they have and how we might help them.

How Misconceptions Change over Time

Students get better at maths as they get older, right? Well, as it turns out, no. There are some very specific areas of maths where students do not develop, and in fact get worse. In this interactive workshop - via a game of the awarding winning "Guess the Misconception: Extreme Edition" - we look closely at some of these areas and what we can learn from them. Using tens of millions of answers and explanations from Diagnostic Questions, this workshop will hopefully surprise you and make you think carefully about how you approach certain areas of mathematics.

For students: The Mathematics of Dating

Combining my passions for maths and economics, together with my painful period as a single man on Match.com, this engaging talks looks at how we can use mathematics to improve our chances of finding the one we love.

Work with Schoolskeyboard_arrow_up
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I have worked closely with many schools across the UK over the last few years, either one-off days or longer periods of time. Here are some examples. Please email me if you would like to discuss these.
  • Working with a maths department to plan and resource a new Scheme of Work
  • Working with one teacher or a group of teachers over a period of time to support them with their teaching
  • Help support the development of NQTs within one school or across a chain of schools
  • Helping support Heads of Department or TLR holders lead a department effectively


Biography and Photokeyboard_arrow_up
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I often get asked to provide a biography and a photo to help promote the workshops I am involved in. Please find a recent one below.

Craig Barton is a Secondary Maths Advanced Skills Teacher from Thornleigh Salesian College, Bolton, in UK. He is the creator of the popular mrbartonmaths.com website and blog, which provides free resources to teachers and students all around the world, with the aim of making maths more fun and exciting for everyone. Craig is the host of the Mr Barton Maths Podcast, interviewing leading figures from the world of education, such as Dylan Wiliam and Dan Meyer. He is the co-creator of Diagnostic Questions, a formative assessment website, which aims to help students and teachers from all around the world to identify, understand and resolve key misconceptions, and currently has over 11 million answers and explanations. For the last six years, Craig has been the Secondary Mathematics adviser for the Times Educational Supplement (TES), the largest professional network of teachers in the world. Craig has been fortunate enough to run workshops and work with teachers and students all over the world, from Bangkok to Basingstoke. He is the host of the Just the Job Podcast and the author of 3 (non-maths!) novels. Fingers crossed he is also still married to Kate when you are reading this.