#194 A chat about Ollie Lovell’s lesson

Craig Barton
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Sponsor details

This episode of the Mr Barton Maths podcast is proudly supported by Casio Education. Check out the fantastic resources they have available for teachers here: education.casio.co.uk/mr-barton-maths

Episode details

Regular listeners will know that each month, I get together with my good friend and podcasting arch-enemy Ollie Lovell to discuss things we have been thinking about or experiencing with in the last few weeks. If you haven’t listened to any of those episodes, then check them out on my podcast page. 

But this time we tried something a bit different. Ollie sent me a recording of a maths lesson he had recently taught in a school he has been supporting. I suggested a discussion of the lesson, centring around Ollie’s planning, the decisions he made, and his responses in the lesson. Fortunately, Ollie agreed, hence what you are listening to now.

Time-stamps

  1. Planning and teaching a math lesson to high-achieving year 10 students. (5:48)
  2. Using Google Docs and Word for lesson planning, with a focus on sharing and iterating plans. (10:56)
  3. Lesson plan for probability and statistics lesson. (16:58)
  4. Using Google Docs for teaching, with a focus on whiteboard routines. (20:24)
  5. Using mini whiteboards for checking understanding in math lessons. (24:37)
  6. Teaching strategies and check for understanding in lessons. (29:47)
  7. Teaching strategies, including checks for listening. (35:15)
  8. Using hands-up to gauge student understanding during an I Do. (40:29)
  9. Teaching math concepts using independent practice and addressing common misconceptions. (43:51)
  10. Teaching model lessons and participation strategies in math class. (46:47)
  11. Assessing math understanding through turn-and-talk and self-assessment. (51:19)
  12. Using two-way tables to teach math concepts, with a focus on self-assessment and checking. (55:39)
  13. Teaching strategies and student engagement. (58:31)
  14. Circulation and instruction during math lesson. (1:04:39)
  15. Improving circulation in classrooms for efficient understanding checks. (1:09:48)
  16. Using silence in lessons, with insights on when to enforce silence and when to allow productive conversations. (1:13:37)
  17. Lesson structure and independent practice. (1:17:21)
  18. Plenary activities in math lessons. (1:21:21)
  19. Teaching strategies and reflecting on a lesson. (1:25:47)
  20. Teaching strategies and classroom management. (1:31:05)
  21. Improving teaching methods through model lessons. (1:34:51)
  22. Using non-examples in teaching to improve lessons. (1:39:16)
  23. Teaching methods and student feedback. (1:43:09)
  24. Using student voice to improve teaching methods. (1:47:26)
  25. Using student voice to improve math lessons. (1:52:44)
  26. Teaching strategies and lesson planning with a focus on scaffolding models for teachers. (1:56:27)

Episode summary

In this conversation, Craig Barton and Ollie Lovell discuss Ollie’s recorded lesson and the decisions he made during the planning and teaching process. They explore topics such as the use of mini whiteboards, the importance of checking for understanding, and the role of modeling in teaching. Ollie explains his approach to planning, which involves using past exam questions to create a sequential progression of ideas. They also discuss the use of Google Docs for lesson planning and the benefits and challenges of different presentation tools. Overall, the conversation provides insights into effective teaching strategies and the importance of being responsive to students’ needs. In this part of the conversation, Ollie and Craig discuss various aspects of the lesson structure, including the use of silence, the importance of circulation, and the decision to allow or encourage student conversations during certain phases of the lesson. They also touch on the role of mini whiteboards in checking for understanding and the need for standardizing formats to facilitate efficient checking. Ollie emphasizes the importance of being responsive to the needs of the class and adjusting the level of silence based on the specific context and goals of the lesson. In this part of the conversation, Ollie reflects on his lesson and discusses the importance of starters, planning, and independent practice. He also talks about the role of plenaries and exit tickets in his teaching. Ollie and Craig discuss the need for clear norms and expectations in the classroom, as well as the importance of student voice and feedback. They also touch on the use of non-examples and the value of collecting data from students to inform teaching practices. In this final part of the conversation, Ollie reflects on his struggles with bringing people along on his teaching journey and the importance of building a culture of error and providing explicit scaffolding for teachers. Craig pledges to do a similar lesson observation and recording in the future.

Video clips:

1. Mini-whiteboard routines

2. The I Do

3. Who thinks they can now do the rest of the question?

4. The You Do

5. Turn and Talk

6. Reviewing answers

7. Checking for listening

Takeaways:

  • Using mini whiteboards can be an effective way to quickly and efficiently check students’ understanding, especially when teaching a new class or unfamiliar content.
  • When planning a lesson, it can be helpful to use past exam questions to create a sequential progression of ideas and identify core concepts that students need to know.
  • Different presentation tools, such as Google Docs or PowerPoint, can be used to create lesson plans, but it’s important to consider factors like ease of use, flexibility, and the ability to make changes on the fly.
  • During the modeling phase of a lesson, it’s important to consider the type of knowledge being presented and whether it’s appropriate to check for understanding or simply check for listening and engagement.
  • Checking for listening can be a useful strategy to ensure students are engaged and paying attention, and it can be built into the classroom culture over time.
  • Reflecting on teaching practices and being open to trying new strategies can lead to continuous improvement and more effective teaching. Silence can be beneficial during certain phases of the lesson, such as the do now, the teacher-led instruction (I do), and independent practice.
  • Circulation is a crucial part of effective teaching, and it should be purposeful and focused on specific goals or areas of student understanding.
  • Using mini whiteboards during circulation can enhance the effectiveness of conversations and provide a tool for quick and efficient teaching.
  • Standardizing formats and narrowing the focus of checking can help streamline the circulation process and make it easier to identify and address student errors or misconceptions.
  • The level of silence in the classroom should be responsive to the needs of the students and the goals of the lesson, and it can vary depending on the specific context and the behavior and engagement of the students. Starters are an important part of a lesson, but they should be relevant and aligned with the content being taught.
  • Planning is crucial for effective teaching, and breaking down skills into smaller parts can help with instruction and practice.
  • Allowing time for independent practice is important, especially in older years, and it’s important to accurately judge the amount of content that can be covered in a lesson.
  • Plenaries can be useful for summarizing key takeaways, but they are not essential in every lesson.
  • Exit tickets can be valuable for assessing student understanding, but it may be more effective to assess student learning at the start of the next lesson.
  • Clear norms and expectations should be established in the classroom, including norms around listening to each other’s contributions.
  • Non-examples can be helpful for highlighting misconceptions and reinforcing effective teaching strategies.
  • Student voice and feedback are important for improving teaching practices and creating a culture of learning.
  • Collecting data from students can provide valuable insights and help teachers make informed decisions about their teaching.
  • Creating a culture of error and emphasizing the value of mistakes can help students feel more comfortable taking risks and learning from their errors. Building a culture of error and providing explicit scaffolding is crucial for effective teaching and supporting teachers.

Ollie’s stuff

  • Sign up for Ollie’s newsletter here: edthreads.ollielovell.com
  • On Twitter, Ollie is @ollie_lovell
  • Ollie’s website is ollielovell.com 
  • You can check out Ollie’s podcast, The Education Research Reading Room here
  • Ollie’s first book, Cognitive Load Theory in Action, is available from Amazon
  • Ollie’s second book, Tools for Teachers, is available from Amazon

My usual plugs

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