Episode sponsors

This episode of the Mr Barton Maths podcast is proudly supported by Learning Resources. Check out their fantastic range of products to help support children’s understanding of maths here: learningresources.co.uk

***Plugs***

1. Craig Barton is coming to Australia in June 2025. Click here to book your place!
2. Check out Craig’s brand new 90-minute online CPD series here

Episode details

In this episode, Ollie and I tried something different. I’ve been working with a school to help develop a departmental lesson structure with their maths team. I know Ollie had been doing something similar with a school he has been working with, so it seemed a good idea to chat through our ideas to see where we agreed and differed.

My original plan was to cover this all in one pod. But, as you will hear, I may have been a bit optimistic about that. So, we are going to turn this into a series of episodes. Given how far we got in this conversation, we should just about wrap up our dive into a lesson structure by 2029.

Episode summary

In this conversation, Craig and Ollie discuss various aspects of teaching, focusing on instructional coaching, lesson structures, and the importance of purpose in lessons. They share insights from their experiences, upcoming conferences, and the development of teaching strategies, particularly around the ‘Do Now’ phase of lessons. The discussion also touches on the need for departmental cohesion in teaching practices and the balance between flexibility and structure in lesson planning. In this conversation, Craig and Ollie delve into the intricacies of teaching philosophy, particularly focusing on the structure and purpose of ‘Do Now’ activities in the classroom. They discuss the importance of reflection in shaping teaching practices, the need for a balance between flexibility and structure in lesson planning, and the dynamics of their conversation as they navigate areas of agreement and disagreement. The dialogue emphasizes the significance of understanding the context in which teaching occurs and the necessity of creating a supportive environment for student learning. In this conversation, Ollie and Craig discuss various teaching strategies, focusing on the design and implementation of ‘do now’ activities, the importance of retrieval practice, and reflections on their teaching practices and resolutions for the new year. They emphasize the need for structured lesson components, the significance of consistent timing in activities, and the value of engaging students effectively.

Takeaways:

• Ollie is bringing Australian schools to the UK for instructional coaching.
• Craig has revamped his tips for teachers page with extensive resources.
• Lessons should start with a spaced retrieval Do Now for effective learning.
• Purpose in lessons is crucial for student engagement and understanding.
• A four-question Do Now is ideal for effective retrieval practice.
• Departmental structures in teaching can enhance collaboration and consistency.
• Flexibility in teaching is important but should be balanced with structure.
• Revisiting lesson structures can lead to improved teaching practices.
• Feedback from teachers is essential for refining lesson strategies.
• Collaboration between educators can lead to better teaching outcomes. Reflection is crucial for shaping teaching philosophy.
• Identifying areas of agreement and disagreement enhances collaboration.
• Contextual factors influence teaching strategies and decisions.
• Effective communication dynamics can lead to productive problem-solving.
• A structured approach to ‘Do Now’ activities can maximize student engagement.
• The first question in a ‘Do Now’ should be easy to encourage participation.
• Avoiding unnecessary distractions in the classroom is essential for focus.
• Balancing question difficulty is key to student success and motivation.
• Multiple correct answers can complicate assessment in ‘Do Now’ activities.
• Understanding the purpose behind teaching practices fosters better outcomes. A single right answer is crucial for a do now.
• Design do nows that last the same amount of time to establish routines.
• Retrieval practice is essential for long-term retention of knowledge.
• Teachers should aim to spend more time on retrieval than on new content.
• The total time spent on retrieval should ideally be 70-80% of lesson time.
• Consistency in lesson structure helps students engage better.
• Using mini whiteboards can enhance student participation but requires careful data collection.
• Teachers should avoid overcomplicating do now questions to ensure clarity.
• Reflecting on teaching practices can lead to better strategies and outcomes.

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

• Check out my brand new 90-minute online CPD series here
• You can help support the podcast (and get an interactive transcript of this episode) via my Patreon page at patreon.com/mrbartonmaths
• If you are interested in sponsoring an episode of the show, then please visit this page
• You can sign up for my free Tips for Teachers newsletter and my free Eedi newsletter
• My books are “Tips for Teachers“, “Reflect, Expect, Check, Explain” and “How I wish I’d taught maths”