Your U-1, P-2 Approach In Action Comment ...
On the previous page we asked you watch (at least) from 11:00 - 17:30! This is where Belinda is referring to the U-1, P-2 approach making teaching easier, allowing her to spend more time helping students who most need her help. Note that this video interview was recorded before I began using the Understanding-1st, Procedures-2nd terminology.
Hyperlinked Video Timestamps
To watch a section of the video click one of the hyperlinks:
1:15 Belinda’s reflection on the changes to her teaching.
5:30 - This conceptually-based approach is ideal for ‘bottom’ classes (This is contrary to the common misconception that a student-centred, conceptually-based approach is only suitable for ‘top’ classes.)
11:20 - This conceptually-based, student-centric approach makes teaching easier, despite having students more widely spread throughout the unit of work.
13:00 - A conceptually-based, student-centric approach allows the teacher more opportunity to assist students with greater needs.
15:30 - The importance of mini-lessons
17:30 - The paradigm shift that is student-centredness, dealing with student spread.
20:00 - Contrary to what most teachers assume, working with a conceptually-based, (somewhat) student-centred, well-structured approach is no more time-consuming than a conventional approach. In fact, it will often save you time.
23:00 - A roadmap is required to change from conventional procedurally-based teaching to this approach.
24:00 - Why completing the Maths-Agency PD first was an advantage to doing the Conceptual Coordinate Geometry course.
28:00 - This ‘low’ Yr 10 class, 4-weeks later, performed well in the yearly without revising! This speaks to the power of understanding.
30:00 - The downward trend Belinda has noticed with HSC results.
Hyperlinked Video Timestamps
To watch a section of the video click one of the hyperlinks:
1:15 Belinda’s reflection on the changes to her teaching.
5:30 - This conceptually-based approach is ideal for ‘bottom’ classes (This is contrary to the common misconception that a student-centred, conceptually-based approach is only suitable for ‘top’ classes.)
11:20 - This conceptually-based, student-centric approach makes teaching easier, despite having students more widely spread throughout the unit of work.
13:00 - A conceptually-based, student-centric approach allows the teacher more opportunity to assist students with greater needs.
15:30 - The importance of mini-lessons
17:30 - The paradigm shift that is student-centredness, dealing with student spread.
20:00 - Contrary to what most teachers assume, working with a conceptually-based, (somewhat) student-centred, well-structured approach is no more time-consuming than a conventional approach. In fact, it will often save you time.
23:00 - A roadmap is required to change from conventional procedurally-based teaching to this approach.
24:00 - Why completing the Maths-Agency PD first was an advantage to doing the Conceptual Coordinate Geometry course.
28:00 - This ‘low’ Yr 10 class, 4-weeks later, performed well in the yearly without revising! This speaks to the power of understanding.
30:00 - The downward trend Belinda has noticed with HSC results.
