Using BYOD to enhance
student achievement
FROM SAGE ON THE
STAGE TO GUIDE ON THE
SIDE
HELEN ADAMS BOPMA CONFERENCE 20
NOVEMBER 2015
Algebra – the generalisation of number
47 x 36
x
30
6
40
7
Algebra – the generalisation of number
47 x 43
x
40
3
40
402
3.40
7
7.40
3.7 = 21
Algebra – the generalisation of number
 47 x 43 =
 402 + 3.40 + 7.40 + 21
 402 + 10.40 + 21
 35 x 39
Algebra – the generalisation of number
 47 x 43
 Replace 40 with x (ie let x = 40)
x
x
3
x
7
Algebra – the generalisation of number
 What are we doing numerically when we expand (x+7)(x + 3)?
x
x
7
x
3
x2
3x
7x
21
 x2 + 3x + 7x + 21

x2 + 10x + 21
Algebra – the generalisation of number
 What are we doing numerically when we simplify
algebraic expressions?
 Can you give a numerical example that illustrates the
expansion of (a2b3)2
 https://www.youtube.com/channel/UCOfTtKYyp3g
_N_7Z7bVEfSg
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Learning styles
 Show me boards (whole class activity)
 explain everything video (independent / individual
activity)
Maths and computers
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Logo - turtle
Spreadsheets
Powerpoint presentations
Graphics calculators
(CAS) Algebraic manipulators
Autograph
wikispace
Geogebra
Mathsonline
Mathletics
Moodle
Maths buddy
Maths apps
The Problems
As a teacher
As a head of faculty
1. How to differentiate
the teaching and learning
of key skills
2. How to make time for
students to practice
being mathematicians
(rich tasks)
3. How to support
teachers of Mathematics
to become more effective
and to provide a uniform
quality of Maths
education across the
school
Differentiation
 3 different worksheets
 Extension questions
 Streaming
 Setting
 Formative assessment
Individualised programmes which best meet the
needs of all students at all times – students gaining the
key skills and concepts and adding to their
mathematical ‘tool kit’
Students work independently
Motivation
Extrinsic
Carrot and Stick (20th
century) – works for
simple tasks
Intrinsic
Autonomy
Acknowledgement
Progress
Mastery
Purpose
http://www.ted.com/talks/dan_pink_on_motiv
ation?language=en
https://www.ted.com/talks/dan_ariely_what_
makes_us_feel_good_about_our_work?languag
e=en
On-line learning environment
 Reliable wireless internet connection at school (and
at home)
 One-to-one devices (any)
 Learning platform e.g. google classroom
 Sockets/headphones/spare devices
The lesson
Web sites
 Khan Academy
 Khan Academy
 mymaths.co.uk
 Mymaths
 on-line homework
Motivation?
 Autonomy
 Progress
 Mastery
Explain Everything
Explain Everything
 explain everything
Motivation?
 Autonomy (creativity)
Where can this lesson be found and how is work
submitted?
 google classroom
Motivation?
 Acknowledgement – individualised feedback and
feed forward, just in time
 Progress
 Purpose – sharing excellent explanations with others
Google data
How does the physical lesson work?
Go into the google classroom
See if any work has been returned and resubmit if
necessary
Decide on your learning intention
Decide how to find out about this topic
When you feel confident of the concept try to explain
everything
Upload your work to the google classroom
The google classroom
Early thoughts
 Did the method increase differentiation?
 Did the on-line learning improve achievement?
 Did the method free up more time for students to work on solving
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the real life / rich problems?
I learnt a great deal about how the student works / thinks , very
quickly
Some students found it too difficult to get started – too much
autonomy
Some students were going straight to the ‘explain everything’
questions and trying to answer them with no knowledge
Some students got too distracted by other websites
Many students chose to listen to music whilst working
I missed being the sage on the stage
Early solutions (1)
 ISSUE
 SOLUTION
 Some students found it
 MathsX
too difficult to get started
– too much autonomy
mathsx
What happened next?
 Students and teachers from other year 10 classes
joined the MathsX classroom
 Other teachers used the explain everything videos
and worksheets with their classes
 The teachers were learning how to teach the topic
 3. How to support teachers of Mathematics to
become more effective and ensure a uniform quality
of learning across the school
Early solutions (2)
ISSUE
 Some students were
going straight to the
‘explain everything’
questions and trying to
answer them with no
knowledge
SOLUTION
 Students need to be
taught how to learn
Early solutions (3)
ISSUES
 Some students got too
distracted by other
websites
 Many students chose to
listen to music whilst
working
SOLUTIONS
These are modern day
issues. Students need to be
taught the appropriate use
of technology
Early solutions (4)
ISSUE
 I missed being the sage on
the stage
SOLUTION
In student feedback surveys
many students prefer being
taught at the board.
Easier! Less effort on their
part! Authentic learning? The
lesson is designed for the
mid-range students. The
students have been exposed
to this kind of learning for
their whole learning life, they
are accustomed to it.
Other benefits
 Students who are absent from class can catch up
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more easily
Students can easily revise topics from previous years
Courses can be adapted to individuals’ needs
Multi-course and multi-level courses can run in the
same classroom
Works well in the ‘learning commons’ set up
All students can benefit from being taught by the
expert teacher
For the future …
BIG PICTURE
 Learning how to learn (21st century)
 Teacher networks eg. Statistics Learning Centre /
mathsnz http://students.mathsnz.com/ncea-level3/3-14-distributions/part-7-the-binomialdistribution nrich http://nrich.maths.org/
 Management of technology
LITTLE PICTURE
 Start with a ‘do now’ to check in with ALL students
 Flip classroom (Purpose)
Final thoughts
 You can’t learn how to teach maths without teaching
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maths
How much intrinsic motivation exists????
The 80:20 rule
Who are we doing this for?
Quote from Haim Ginott
Haim Ginott – Between Parent and Child