Edexcel admirably give you access to detailed question by question data from their Maths exams with the use of Results+. However I have always found that it does not come in a format that is particularly useful for teachers or individual pupils.
I have created a spreadsheet that analyses the data at a class and individual level and presents both in what I hope is a helpfully colourful manner.
To use the spreadsheet you need to download the paper analysis from Edexcel for Paper 3 & Paper 4. Copy and past the raw data into the data entry sheet and watch the magic happen on the other sheets. The individual sheet should be sized so that you can print the data for each child on 2 sides of A4 paper.
I hope this is of use to other Maths teachers / leaders. Please feel free to adapt / share as you see fit.
Any questions, feel free to leave me a comment here. File here: http://db.tt/xevYyYl (data included is anonymised version of my own so you can see what it should look like).
In a really tough December week this two hours shone out as a great teaching and learning experience.
Before going any further, please head over to my previous post to read about the inspiration for this lesson.
In a nutshell, Sugata discovered that children can teach themselves with the aid of the Internet. His hole-in-the-wall experiment inspired the book that inspired the film Slumdog Millionaire. He has since been investigating how to apply these findings in Western school systems.
I followed some basic rules that Sugata has developed. I split the students into groups, each with a computer and then gave them a problem to solve.
The rules are simple:
Students were told to get into groups of their choice of around 4 children.
They had one laptop per group.
They could walk around and cheat, looking at what the other groups were doing.
They could move groups if they wanted to.
No input from me other than some encouragement and praise.
My Year 7 class (11-12 year olds) are an able group who I have done a little group work earlier this year. I gave them a simple question:
Who was Pythagoras?
And with it, the text (but not diagram) of a typical GCSE question:
A ladder is leaning against a wall. It is 5 meters long, the base of the ladder is 3.5 meters away from the wall. How far up the wall does it reach? Continue reading →
Progressive Education Network aims to engage with and challenge policy makers of every political hue by bringing the voice of experience and the wisdom of leading education professionals and school leaders to the debate. How do we best build on what’s working now to develop the education system that maximises the opportunities for the success of every child? Continue reading →
Following yesterday’s use of Twitter in the classroom, I was walking to Period 5 (same class as yesterday) after lunch, when inspiration struck. I remembered this post from @tombarrett .
Go and read it.
I threw my lesson plan out of the window and did exactly what Tom did, here are the replies: (click through for them all)
This caused great excitement and interest in the topic, and really helped us look in to the language and mathematics of describing chance.
This class have really been inspired with the idea of my network, I had to stop them spending the rest of the lesson bombarding you all with further questions! Bringing global connections into the classroom is a real attention grabber, and like it or not we are entertainers!
Nothing more to say – thanks Tom – a great idea, and thanks to everyone who contributed to the lesson.
I had an observation lesson today and decided to pull out all the technology tricks! We happened to be at a point in the scheme of work looking at data handling and collecting data in particular. I decided I’d develop the Questionnaires lesson which I used at interview last year. 60 minutes should be enough to do it more justice.
So here’s the plan:
Discuss data quality based on previous lesson
Tweet a link to my questionnaire and a Wallwisher for feedback on the questions
Fill out my questionnaire full of deliberate mistakes in class
Look at the live data spreadsheet
Groups look at the data for one question, suggest problems with the data collected, and suggest improvements to the data.
Discuss findings, looking at key points of: Leading Questions, Bias, Open/Closed Qs, Personal Qs, Options Boxes, Group boundaries etc.
Look at Twitter feedback on Wallwisher, compare to our own thoughts
Each team leaves one learning point on our own Wallwisher.
I attended a SSAT training day today about ensuring Maths progress for all. This included a 30 minute section about using IT within Maths. During this Paul Hynes from the SSAT demonstrated an augmented reality program that the Trust are currently working on.
For those new to the term Augmented Reality it involves overlaying virtual images on top of a live video stream. Some of the first examples are on the iPhone and the PS3.
Here is an iPhone example called Nearest Tube, directions to the nearest London Tube stop are overlayed onto the image from the phone’s camera:
First up a disclaimer: The lovely people at BrainPop UK offered me & my school a free 3 month subscription to their site in return for a post on their new Maths videos, this is said post.
With that out of the way, what’s BrainPop? The website has videos for many subjects, all starring Tim and his beeping robot friend Moby. Subjects covered include: Science, English, Maths, Humanities, Arts, PSHE, Citizenship & Design & Technology.
Tim & Moby can probably explain it better than me, head over to there introductory video here.
Cre8ate maths is a fantastic set of rich mathematical activities developed by the Centre for Science Education (CSE) with the mathematics lead from the Mathematics Education Centre (MEC), of Sheffield Hallam University. They have been created to support schools in Yorkshire & Humberside, and are focussed on the 12 priority industry sectors of the area. Activities are based around the chemical industry, food production, childcare and many others.