10 Mini Teaching Session
Instructions
- You will be assigned a week and topic to present. Each presentation will be 10 minutes long.
- Some suggested reading material for each session on the Teams site.
- If you are not presenting, be prepared to ask questions during the sessions, and reflect critically on what you can learn from another group’s presentation. This will be supplemented by your Teaching Journal.
Objective of Mini Teaching:
- Allow students to develop confidence in communicating mathematical ideas clearly and effectively to an audience
- Apply evidence-informed teaching strategies with the opportunity for informal feedback
- Critically examine and adapt contemporary issues in mathematical education and communication to support learner understanding
- Reflect critically on their own teaching practice and identify areas for future development
- Collaborate effectively with a teaching partner to design and deliver a shared learning experience
Vague prompts/ General Directions
- Compare two approaches to teaching the same mathematical idea.
- Explain a challenging concept using an analogy.
- Show how can introduce an abstract concept.
- Demonstrate how to reduce cognitive load when teaching a difficult topic.
- Teach a concept through a rich mathematical task.
- Show how AI could be used responsibly to support learning a mathematical topic.
Prompts: Learning & Cognition
- Is procedural fluency more important than conceptual understanding?
- Should students always understand why before learning how?
- Do help students learn mathematics better than problem solving?
- How can teachers design lessons to reduce cognitive workload?
- How has social media changed how students learn and behave?
Prompts: Classroom Practice
- Should calculators be used more or less in mathematics classrooms?
- How much productive struggle should teachers encourage in mathematics lessons?
- What makes effective questioning in mathematics?
- How can teachers make abstract mathematics more accessible?
Prompts: Assessment
- Should mathematics exams place greater emphasis on reasoning than calculation?
- Is showing working more important than obtaining the correct answer?
- Can assessments ever be completely fair?
Prompt: Equity and Inclusion
- What is the biggest barrier to accessibility in mathematical education?
- How can teachers support learners with mathematics anxiety?
- How should mathematics be adapted for learners with ?
- Does setting by ability help or hinder mathematics learning?
- What does equitable mathematics teaching look like?
- Is equity the same as equality in mathematics education?
- How can schools support disadvantaged learners without stigmatising them?
Prompt: Technology and AI
- Should AI be embraced or restricted in mathematics classrooms?
- Does technology deepen mathematical understanding or create dependency?
- Should coding have a greater role in school mathematics?
Prompt: Representations
- Do visual representations always improve mathematical understanding?
- Should real-world contexts always be used to teach mathematics?
Prompt: Professional Practice
- How should teachers evaluate whether students have really understood a mathematical idea?
- What makes feedback effective in mathematics?
- How can teachers create classrooms where pupils are confident communicating mathematics?
- Why should we continually evaluate our teaching?