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Debbie Morgan discusses differentiation
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Manage episode 333045790 series 2361943
NCETM’s Director for Primary tells us why she thinks teachers no longer need to provide different work for different children
Debbie Morgan, NCETM Director for Primary, has been considering the practice of differentiation in the primary maths classroom – specifically the practice of planning for different questioning and supplementary tasks for different groups of children, even where most of the lesson is taught to the whole class. Fresh from speaking at a number of summer conferences in 2022, Debbie explained her developing thinking to us on the podcast.
Show notesTaking part in the discussion:
- Debbie Morgan, NCETM Director for Primary
- Gwen Tresidder, NCETM Communications Manager
- 01:04 – Should there be any differentiation within a teaching for mastery approach?
- 04:41 – How can teachers cater for children who understand concepts more quickly?
- 14:19 – Can all children access these lessons, even those with SEND that affects their maths learning?
- 16:36 – How does whole class teaching work for children with gaps in schooling?
- 18:06 – Would you remove differentiation from an upper primary class that were new to a mastery approach?
- 20:11 – Does removing differentiation reduce teacher workload?
- Debbie tweets as @ThinkingMaths
- More about teaching for mastery can be found on the NCETM Teaching for mastery page
- To explore CPD opportunities in teaching for mastery, visit the Maths Hubs CPD page: What Maths Hubs are doing | NCETM, then use the ‘Primary’ filter.
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Archiwalne serie ("Kanał nieaktywny" status)
When? This feed was archived on September 02, 2022 14:28 (). Last successful fetch was on July 28, 2022 09:36 ()
Why? Kanał nieaktywny status. Nasze serwery nie otrzymały odpowiedzi od kanału przez zbyt długi czas.
What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.
Manage episode 333045790 series 2361943
NCETM’s Director for Primary tells us why she thinks teachers no longer need to provide different work for different children
Debbie Morgan, NCETM Director for Primary, has been considering the practice of differentiation in the primary maths classroom – specifically the practice of planning for different questioning and supplementary tasks for different groups of children, even where most of the lesson is taught to the whole class. Fresh from speaking at a number of summer conferences in 2022, Debbie explained her developing thinking to us on the podcast.
Show notesTaking part in the discussion:
- Debbie Morgan, NCETM Director for Primary
- Gwen Tresidder, NCETM Communications Manager
- 01:04 – Should there be any differentiation within a teaching for mastery approach?
- 04:41 – How can teachers cater for children who understand concepts more quickly?
- 14:19 – Can all children access these lessons, even those with SEND that affects their maths learning?
- 16:36 – How does whole class teaching work for children with gaps in schooling?
- 18:06 – Would you remove differentiation from an upper primary class that were new to a mastery approach?
- 20:11 – Does removing differentiation reduce teacher workload?
- Debbie tweets as @ThinkingMaths
- More about teaching for mastery can be found on the NCETM Teaching for mastery page
- To explore CPD opportunities in teaching for mastery, visit the Maths Hubs CPD page: What Maths Hubs are doing | NCETM, then use the ‘Primary’ filter.
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