Directive versus creative, intervention versus facilitator: answering the pedagogical rubric to effective Primary mathematics teaching.

Directive versus inspiring, intervention versus facilitative: answering the pedagogical rubric to effective Primary mathematics teachingCatriona Robinson15th April 2014BCME8Introduce myself 1Overview BackgroundPurposeResearch Context

2Pedagogical approachesDirective/interventionist informs or trains pupils on how to complete an activity or taskFacilitator coaches pupils; belief that pupils have something to bring to the learning experienceInspiring provides pupils with a memorable learning experience that is purposeful and valuableMultiplication methodsEgyptian Russian PeasantNapiers BonesGelosia

Get group to complete the Egyptian & Gelosia method

Go to next slide to start the clock and run video clip for Russian Peasant method4Russian Peasant

Napiers Bones

Learner TypeLearner TypeStrategyResponseLow motivation & low skill Direct teaching (Egyptian)Pupils would feel reassured by high levels of teacher inputLow skill & high motivationIntervention (Gelosia)Addressing specific gaps in skills would increase confidence levelsHigh skill & low motivationInspiring (Russian Peasant)Reluctant pupils would be motivated by an exciting stimulusHigh skill & high motivationFacilitative (Napiers Bones)Pupils would enjoy leading their own learning and challenging themselves beyond the scope of the lessonSkill & will matrix identified in Claxtons work7Pause for thoughtSo does a certain teaching style maximise learning?Or rather the careful consideration of theTypes of activitiesResourcesQuestionsWay of learning