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Jun 23 • 4 tweets • 2 min read
This week's releases bring up the big FIVE-OH for BACKWARD FADED MATHS activities available at taylorda01.weebly.com.

This kind of achievement would bring polite applause from all around at Headingley!
It's #mathsconf29 on Saturday, and because I'm in Kettering presenting on Backward Fading, I've decided that the activities I'll share are by me. The first of which is 'Expected Values Using Probability'... Image
The second of which is 'Sine or Cosine Rule?' designed for my dearly-departed Year 11s post-mock exams... Image
In the spirit of sharing, with #mathsconf29 in mind, if you'd like to contribute to the amazing world that is the maths Twitter community and share your backward faded activities with us all, pass them on and I'll get them added to the site. Image

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More from @taylorda01

Dave Taylor Profile picture
Jun 25
🧵BACKWARD FADING: For me, THE key role of BF worked examples in lessons is to develop problem solving strategies in pupils. Generic problem solving strategies aren't necessarily helpful, and a lot of domain-specific knowledge is needed.
Let's look at what this looks like...
A novel idea is introduced to pupils after checking prereq. knowledge is good-to-go. The idea is shared in full, and understanding checked with mini-whiteboards. This will take a few goes - me, them, then me, then them, to the point that pupils can replicate the new idea in full.
Pupils begin to develop fluency in the novel idea become fluent. Expertise grows. The idea is no longer novel, and learning from example-problem pairs is losing impact. Me, them, me, them is having less of an impact than when they were novice.
Read 11 tweets
Dave Taylor Profile picture
Nov 28, 2021
tes.com/news/gcses-pup…

Why is every answer to education problems 'More money' instead of 'As a society, let's reform how we view and support education'?
"My Year 9s aren't doing their homework"
"Punctuality is poor"
Read 8 tweets
Dave Taylor Profile picture
Oct 16, 2021
In my @LaSalleEd #mathsconf27 session today, I talked about @AQAMaths and their Level 2 Further Maths qualification, amongst other things.

Here's a short version of what you might have missed:
Students who we deem as 'secondary ready' are probably able to achieve a grade 2 or 3 at GCSE. Higher attainers definitely capable of a grade 4 or 5.
@educationgovuk and @NCETM recently released their 'Mathematics Guidance: KS3' report. There are some important things in it.
Read 17 tweets
Dave Taylor Profile picture
Jan 12, 2021
I've been thinking a lot about how to get over the issues highlighted in the image below.
After just four weeks, if you're massing, students are performing at a level less than half of what they were.
So... how can I get spacing right? Image
I've started planning differently to how I used to. I'll use 'Fractions' as an example, with all of my lessons in the same .notebook file rather than individual objectives. This helps me to space out ideas and concepts in the exercises I set. 'Fractions' has 140 slides.
I've previously shared this, as our SOL, and I'm going to start with 'Addition and Subtraction of Fractions'. This starts in Unit 3 for us, with the same denominators. Image
Read 16 tweets

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