Natalie Stevenson

So, the mathsbot (@StudyMaths) arithmetic test generator has absolutely revolutionised my early work, and here's how. It's always kind of what I've had in mind, but now it's so easy to actually do. To start with here's the actual arithmetic generator as it initially looks.

We all have an (implicit) theory of learning that guides how we teach. Here's mine: ↓

Thank you to teacher @Poetbutterfly1 for doing this with your students. And thank you to all the teachers out there everywhere. Here's a tool for you to use:

#mathgame This is my first draft at the best K-12 math games. I'm very open to suggestions and improvements! Please, please, please! docs.google.com/spreadsheets/d… What content area is missing?

This video from @NorwichCityFC is the best bit of Mental Health Awareness I’ve ever seen… watch until the end.

Draft v1 CPD booklet 2: Faultless Communication The Curse of Knowledge, Explanations & Modelling Editable powerpoint version here: dropbox.com/scl/fo/czac5k6…

Kurt Vonnegut's 8 rules for writing that I think everyone should consider: ⁣ 1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted.⁣ ⁣ 2. Give the reader at least one character he or she can root for.⁣ ⁣ 3. Every character should want something, even if it is only a glass of water.⁣ ⁣ 4. Every sentence must do one of two things—reveal character or advance the action.⁣ ⁣ 5. Start as close to the end as possible.⁣ ⁣ 6. Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them-in order that the reader may see what they are made of.⁣ ⁣ 7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.⁣ ⁣ 8. Give your readers as much information as possible as soon as possible. To hell with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.⁣

Day 23 If children are struggling with one aspect of a calculation procedure, I often try to isolate that skill. So here, just considering the skill of regrouping and making that the only thing that children have to think about.

✍️NEW POST✍️ Do we need a teaching and learning policy? This is a write up of my spark session at the ⁦⁦@CognitaSchools⁩ Middle East leadership conference. mrnickhart.wordpress.com/2023/09/29/do-…

@MrNickHart This really resonates with me… I have some thinking to do!

A 🧵 on school policies… 1/14

Revisiting this from a recent article by @petegriffin7 in the @ATMMathematics journal…

❓Open Ended Questions❓ sbee.link/cy6p3xmt4h via @judyhanning #teachersoftwitter #skillbuilding #k12

In the latest Ofsted report on geography it states that in primary schools, fieldwork is “often conflated with field trips” and pupils “rarely learn” about how to carry out geographical work. Watch the GeogLive sessions on fieldwork in Primary for some great CPD. (Links below)

“A good explanation is the beating heart of an effective learning sequence” Perfect quote from @adamboxer1’s book for the cover of our HT2 CPD booklet on ‘Faultless Communication’.

@Linds_Bennett @Oggs26 @adamboxer1 I’ve found your first booklet incredibly helpful in making me SLOW DOWN the cpd and really take the time to practice. Great quotes and reading references too. Thank you so much!

@Oggs26 @adamboxer1 Of course!!! 🙌🏻

I've been thinking hard about the science of learning for the last 15 years. Here are 5 big ideas that every teacher should know, and how they hang together. ↓

This popped up in Facebook feed. Matching stones to their outlines. A great spatial reasoning activity - 2D & 3D properties of object, visualisation, spatial memory. Great tip about taking photos first - it can be trickier than it looks. littlepinelearners.com/a-simple-stone… @EChildhoodMaths

If there are any Year 6 teachers out there who are interested in improving their arithmetic scores, a few years ago we changed how we practiced arithmetic and it’s worked brilliantly for us.