Solving familiar and unfamiliar problems including empty box/find the missing symbol, ‘Here’s the answer - what is the question?, Always/Sometimes/Never, etc challenge mathematical thinking i) Can you 'do it'?įocus on the ‘What it is?’ Simple, standard examples followed by non-standard examples challenge procedural fluency.įocus on the ‘What it is not?’ Active argument tasks - eg True/False, Do you agree? - focus on misconceptions and mistakes to challenge conceptual understanding Some schools have decided to change the labels - which is fine as long as the principles are valued and not changed - otherwise the lesson design will not have the desired impact on pupils' learning and outcomes. Do It, Bop It, Zap it, Kick It, Whack It (now that's just being silly) is pointless without respecting the pedagogcial principles behind them. The use of labels 'Do It, Twist It, Solve it' / 'Do It, Secure It, Deepen it'. 'Apply understanding to solve familiar and unfamiliar problems' It embraces the core principles of Variation Theory by supporting teachers to design examples and exercises to secure and deepen pupils' understanding of mathematical ideas by highlighting essential features of a concept through the use of: It has been used in hundreds of schools since 2014 and the lesson design was inspired by a mathematics visit to Shanghai and working with schools in the UK, in particular the outstanding Headteachers Karen Horne (Mansfied Green Academy) and Anthony Mitchell (Glenfall Primary School). The 'Do It > Twist It > Solve It' or 'Do It > Secure It > Deepen It' lesson design structure created by Steve Lomax supports a teaching for 'mastery' - teaching for 'secure and deep understanding' - approach.
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