Big Maths Beat That!

Yes, Zero Marking!

Yes, Zero Marking!

Big Maths Beat That isn’t like any other assessment and tracking system. It is at the very centre of the school’s entire maths curriculum. It is the engine room of the pedagogy, as opposed to ‘bolt on tracking’. If you were told to throw out all your tracking systems, unless you desperately wanted to keep them for your own purpose, then BMBT would remain. When the curriculum, pedagogy and tracking are one, then you have an easy and natural response to the question, ‘What impact is our curriculum having on our children’s learning?’

The progression and the content of the BMBT challenges are at one with the curriculum design and the age-related expectations from the national curriculum, this means that at any moment in time we can see if a child is on track, off track or ahead of track. This all happens through a simple scoring system. If we take the 19 progressive ‘CLIC Challenges’, we can see that if a child is currently on CLIC Challenge 12 (i.e. CLIC Challenge 11 is too easy and CLIC Challenge 13 is, as yet, too difficult) and has attained 6 out of 10, they would score 12.6. If they carry out the same challenge next week (with only slightly different numbers involved in the questions) and score 7 out of 10 their score goes up to 12.7.

Continue reading
Share this:

Adaptive Teaching is Alive!

Adaptive Teaching is Alive!

In my previous post I noted that exploring adaptive teaching can lead schools into advancements with their curriculum design, quality of teaching, and, crucially, the joining of the two. Here, I present 2 basic features of curriculum design that spring out of adaptive teaching, and then 3 broad modes for approaching adapting teaching, and finally 3 classic implementation errors.

Curriculum Design: 2 Basic Features

There are two basic requirements of a curriculum designed for adaptive teaching (i.e. one that empowers the teacher to be constantly responding to learners in a purposeful way).

Continue reading
Share this: