<\/p>\n\n\n\n
Here\u2019s a little insight into how I organise an effective, engaging lesson.<\/p>\n\n\n\n
This is a graph showing what an effective teaching lesson looks like versus an ineffective maths lesson. The red line shows a highly engaging and effective maths lesson with a high level of maintained momentum, while the grey line shows an inconsistent and mainly ineffective maths lesson, which starts with a high momentum that isn\u2019t maintained and eventually leads to what I like to call the \u201cTrench of Lost Momentum\u201d.<\/p>\n\n\n\n
1) Don\u2019t lose the momentum and goodwill engendered by an engaging and fun warm-up.<\/p>\n\n\n\n
2) The introduction to the student activity should be brief and concise \u2013 outline the task, state your expectation, and let the kids get on with it.<\/p>\n\n\n\n
3) Too much teaching talk takes up invaluable kids\u2019 doing time.<\/p>\n\n\n\n
4) This is where you teach \u2013 during the student activity, not the introduction (and not in low momentum, as the location of the 4 might suggest). Let the kids get started and teach at your points of need.<\/p>\n\n\n\n
5) The Trench of Lost Momentum. No one digs this trench for you \u2013 you dig it for yourself by adopting a lecture-style teaching method that disengages and loses your kids, and loses your momentum!<\/p>\n\n\n\n
6) Concise, doable, effective share\/reflection task.<\/p>\n","protected":false},"excerpt":{"rendered":"
Here\u2019s a little insight into how I organise an effective, engaging lesson. This is a graph showing what an effective teaching lesson looks like versus an ineffective maths lesson. The red line shows a highly engaging and effective maths lesson with a high level of maintained momentum, while the grey line shows an inconsistent and […]<\/p>\n","protected":false},"author":4,"featured_media":1071,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[34],"tags":[],"class_list":["post-1069","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article"],"aioseo_notices":[],"_links":{"self":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts\/1069","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/comments?post=1069"}],"version-history":[{"count":1,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts\/1069\/revisions"}],"predecessor-version":[{"id":1072,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/posts\/1069\/revisions\/1072"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/media\/1071"}],"wp:attachment":[{"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/media?parent=1069"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/categories?post=1069"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/robvingerhoets.com.au\/maths\/wp-json\/wp\/v2\/tags?post=1069"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}