Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 4 | Kris Boulton

I’ve taught sets, mixed ability, and streams.

What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt reiterates this point, and takes it further by pointing out that those conclusions aren’t necessarily subject or key stage specific, while Lucy Rycroft-Smith suggested there was broadly no impact either way (MrBartonMaths Interview, roughly 52 min in.  Research Espresso.)

So, this has nothing to do with research,…

Continue reading here:

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Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 4 | Kris Boulton

I’ve taught sets, mixed ability, and streams.

What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt reiterates this point, and takes it further by pointing out that those conclusions aren’t necessarily subject or key stage specific, while Lucy Rycroft-Smith suggested there was broadly no impact either way (MrBartonMaths Interview, roughly 52 min in.  Research Espresso.)

So, this has nothing to do with research,…

Continue reading here:

http://ift.tt/2ETdvvv

Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 3 | Kris Boulton

I’ve taught sets, mixed ability, and streams.

What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt reiterates this point, and takes it further by pointing out that those conclusions aren’t necessarily subject or key stage specific, while Lucy Rycroft-Smith suggested there was broadly no impact either way (MrBartonMaths Interview, roughly 52 min in.  Research Espresso.)

So, this has nothing to do with research,…

Continue reading here:

http://ift.tt/2GJCwK0

Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 3 | Kris Boulton

I’ve taught sets, mixed ability, and streams.

What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt reiterates this point, and takes it further by pointing out that those conclusions aren’t necessarily subject or key stage specific, while Lucy Rycroft-Smith suggested there was broadly no impact either way (MrBartonMaths Interview, roughly 52 min in.  Research Espresso.)

So, this has nothing to do with research,…

Continue reading here:

http://ift.tt/2GJCwK0

Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 2 | Kris Boulton

I’ve taught sets, mixed ability, and streams.

What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt reiterates this point, and takes it further by pointing out that those conclusions aren’t necessarily subject or key stage specific, while Lucy Rycroft-Smith suggested there was broadly no impact either way (MrBartonMaths Interview, roughly 52 min in.  Research Espresso.)

So, this has nothing to do with research,…

Continue reading here:

http://ift.tt/2DDdM4q

Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 2 | Kris Boulton

I’ve taught sets, mixed ability, and streams.

What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt reiterates this point, and takes it further by pointing out that those conclusions aren’t necessarily subject or key stage specific, while Lucy Rycroft-Smith suggested there was broadly no impact either way (MrBartonMaths Interview, roughly 52 min in.  Research Espresso.)

So, this has nothing to do with research,…

Continue reading here:

http://ift.tt/2DDdM4q

Atomisation – Compound Shapes | Kris Boulton

Recently I used the word coined by Bruno Reddy, atomisation, to describe the process of breaking ‘solve two simultaneous equations’ into 13 different sub-tasks.

 

Even more recently. Ben Gordon used a similar approach to turn ‘find the area of a compound shape’ into 28 different sub-tasks!

I’m struggling to find anything missing… the obvious one that gets overlooked is ‘find unknown lengths between parallel lines,’ but it’s in there.

 

So, can anyone find anything that’s missing?  Can we split the atom any further, and turn 28 sub-tasks into even more?  (Assuming calculation /…

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