An effective way to engage - Teacher Diary
![alt text](/filestore/BlogImage/25d6992e-b27d-43c2-8401-f3735d0b2bb8/44eb13cf-ed78-4f1c-82bd-26f7e02fa543Teacherdiary.jpg "Duncan") Our teacher diary follows one maths teacher's journey using LbQ. Duncan Whittaker at St Christopher’s Church of England High School gives us a snapshot of its application and its impact in these regular updates. ### ![alt text](/filestore/BlogImage/f8ec82cb-3c55-4469-ac7b-bfa70edd8a55/58a17718-a6a3-4bb9-948a-c5ede219badfDuncanPicEdit.png "Duncan") Class 8.3 - my class of year 8 pupils is a lively one. They sometimes find it hard to focus. They love to use Learning by Questions and when they use it correctly, there is a great class atmosphere and learning is effective. The average estimated class grade for the end of year 11 is grade 5. ## 14th January 2019 Aim of the lesson: introduce the topic of finding the gradient of a straight line using Find Gradients of Straight Lines. Length of session: 23:58 Number of students: 28 Number of answers: 605 Answers right first time: 54% ## Learning by Questions lesson overview This was the very first lesson on finding the gradient of a straight line. Usually, I would have used a worksheet to teach this lesson but the LBQ lesson looked great, and so I decided to go straight into it. This was a slightly tricky class and I thought that a change in teaching style might be an effective way to engage them. ## Teacher intervention ![alt text](/filestore/BlogImage/25d6992e-b27d-43c2-8401-f3735d0b2bb8/15eb7bbc-ea4e-4284-9759-7be8092a1f7cLesson414012019.JPG "Matrix") I showed them a straight line with a gradient of 2 and showed them that it didn't matter how you drew the right angled triangle - you should always get the same answer. I did 3 different triangles: 8/4, 4/2, and a 2/1 triangle. They seemed to understand that the gradient was always 2, no matter how the triangle was drawn. We talked about the formula, how some teachers use: (y2 - y1) / (x2 - x1) and how some teachers used: difference in y values / difference in x values, and how these 2 were exactly the same formula. **Q3. What is the change in y-coordinates from point A to point B?** This question proved tricky for several pupils: calculating the difference in y values. However, following this question, they all understood this concept. **Q5. What is the change in y-coordinates from point E to point F?** This again proved tricky as several pupils input a gradient of 9 instead of -9. This question helped to teach this concept. **Q6. What is the gradient of the line shown in the diagram?** Pupil A asked, "Where do you draw the triangle?" I explained to her that you could draw the triangle anywhere - done correctly, you should get the same result. **Q12. What is the gradient of the line shown in the diagram?** Quite a lot of pupils thought that 2/4 was 2 instead of 0.5. *Pupil names have been omitted.