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\nResource Booklet  \nPublished: Summer 2022  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| About this resource | 4 |\n| Follow-on Pathways | 5 |\n| Next Steps: Observation and Deliberate Practice | 6 |\n\nAbout this resource  \nWe have designed this resource to make it easy for you to share what you’ve learned from our virtual MathsConf event. This resource will enable you to deliver your own CPD session foryour colleagues and it includes activities and resources linked to the virtual MathsConf topics to:  \n• Remind you of the topics covered during the event so you can brief colleagues or run a similar session with your team.  \n• Provide follow on activities and discussion areas for you and your team so the content can betaken further and applied or embedded in your school or college.  \nResources available  \n• A copy of the PowerPoint from the meeting with notes for the presenter.  \n• Follow on pathways showing the topics covered during the meeting and ways to develop them.  \n• A pre and post meeting confidence check questionnaire to benchmark confidence of colleagues around the topic of your session.  \nWe hope this gives you the opportunity to make the most of the time you invested in attending the event.  \nFollow-on pathways  \nThis section takes topics, discussion or activities from the virtual MathsConf meeting and provides suggestions of areas for development and follow-on activities you can do with your colleagues.  \nResource sharing  \nA copy of the group chat containing the links shared by members of the virtual MathsConf will be made available after the event. One suggestion would be to disseminate these around the department and ask them to evaluate the resource in advance of a department meeting, with a view to sharing with colleagues how that resource might work in your setting, and where it might fit into your scheme of work.  \n5 Ways to check for understanding  \nHow can the techniques discussed be embedded into your everyday practice? Would a reminder on your planning template be useful? Or a post-it note in a key location? Perhaps a reminder of key sentence starters somewhere you stand when leading a class discussion?  \nIs there a planned opportunity for students to share their understanding for every objective you teach?  \n5 ways to check for understanding which were shared in the presentation:  \n• Summarise what has happened so far  \n• Think aloud  \n• Agree or disagree?  \n• Using multiple choice questions for Pose, Pause, Pounce Bounce  \n• Repeat the instructions  \nNext steps: observation and deliberate practice  \nSelect a way in which you will provide an opportunity for students to demonstrate their understanding (perhaps one from the five discussed in the presentation) .  \nEither using a recording of the lesson by yourself, or via a peer observation with a colleague, evaluate your techniques for checking understanding during that episode of learning. A suggestion would be to focus on a 5–10-minute chunk of the lesson.  \nRosenshine’s research findings could be a good place to start when choosing a focus for consolidation of your classroom practice. You can download and read his paper Principles of Instruction: Research-Based Strategies That All Teachers Should Know for free. Number 6, about checking understanding, points out that it needs to be about all the students, moving learning into the long term memory and checking for misconceptions.  \nIs everyone on the Maths bus?  \nCredit: © [iStocK.com/ graphic-bee](iStocK.com/ graphic-bee)  \nNotes  \nContact us  \nOur friendly team will be happy to support you between 8am and 5pm, Monday to Friday.  \nTel: 0161 957 3852  \n[Email:](Email: maths@aqa.org.uk)[ maths@aqa.org.uk](Email: maths@aqa.org.uk)  \n[Twitter:](Twitter: @AQAMaths)[ @AQAMaths](Twitter: @AQAMaths)  \n[aqa.org.uk](aqa.org.uk)","cbCailDSgchvP8bg","https://ap.wps.com/l/cbCailDSgchvP8bg","pdf",474639,"English","# About this resource\n# Follow-on Pathways\n## Resource sharing\n## 5 Ways to check for understanding\n# Next Steps: Observation and Deliberate Practice","[{\"question\":\"What is the purpose of this MathsConfOnline resource booklet?\",\"answer\":\"It helps you share what you learned from the virtual MathsConf event, deliver your own CPD session, and apply linked activities to your school or college.\"},{\"question\":\"What materials are included for educators?\",\"answer\":\"A copy of the meeting PowerPoint with presenter notes, follow-on pathways developing the covered topics, and a pre/post confidence check questionnaire for benchmarking colleagues’ confidence.\"},{\"question\":\"What are the five strategies suggested to check for understanding?\",\"answer\":\"Summarise what has happened so far, think aloud, agree or disagree, use multiple-choice questions with Pose/Pause/Pounce/Pounce Bounce, and repeat the instructions.\"}]","GCSE - MathsConfOnline - Five strategies to help you track student understanding - Resource Booklet | PDF",1792462522]