Can I tempt you to try a pre-worked example?
Pre-worked examples (written up in full before the lesson)
I'm a convert.
I rarely do first examples live.
Here's why: .
- I can plan exactly my steps and layout.
- I can focus on the students whilst they are studying the example.
- I can write self-explanation prompts to direct the students thinking.
But what about I do/we do/you do?
It's still there, of sorts.
Here's an example, prompts and follow up task.
Question 5 is written as a “we do”.
The first few questions in the follow up task are also available as additional examples if needed.
How does it work in the classroom?
Ideally I want to display just the question first, to give students a chance to consider how they might answer it, and then display the whole solution.
In reality it often happens that I forget to cover up the solution so they see both at the same time.
Once they've had a chance to read through the question and solution in silence, I use cold call to check for basic understanding of steps.
For this example those cold call questions might be:
We then proceed to the prompts.
- Why has Karen subtracted 156° from 180° to find the size of an exterior angle?
- Why has Karen divided 360° by 24 to find her final answer?
Depending on the ability of the class these can be done individually, with their partner or one at a time with me leading from the front.
How do you write the prompts?
I tend to focus on:
I don't worry too much if I manage to cover one of these points when I'm cold calling.
- common misconceptions;
- error checking;
- “we do” or “you do”.
The process of writing down their answers ensures everyone has understood.
Below you can see how I came up with the prompts for this example:
|1 ||The word regular is doing a lot of heavy lifting in this question.
I should check they understand what that means.
I'd like them to write down a defintion rather than just a cold call answer.
|What does the word “regular” mean in this question?
|2 ||A common misconception is to think that interior and an exterior add up to 360°.
It would be worth making this error explicit.
|Karen's friend says that to find one exterior angle you have to work out 360°−150°.
Explain why they are wrong.
(You may find it useful to draw a sketch.)
|3 ||It would be useful for them to write down the statement exterior angles in a polygon add up to 360°.
||What fact about exterior angles in polygons has Karen used to answer this question?
||4 ||They should realise that if they get a non-integer answer they have made a mistake.
||If Karen got an answer of 15.25 sides, how would she know that she had made a mistake?
|5 ||A "we do".
||What if the question said:
A regular polygon has an interior angle of 150°.
How many sides does the polygon have?
What would your answer look like?
Can I tempt you to try a pre-written worked example?