Professional Development Videos: Enhancing GCSE learning

These videos show ideas for enhancing learning in GCSE Mathematics lessons. Each video is approximately five minutes in length and demonstrates a different idea.

The videos were filmed at St Edward’s College in Liverpool.

Videos



Working with quadratics


Questions for reflection

  • How does using the tiles support students of different abilities in working with algebraic expressions?
  • How does the discussion between students deepen understanding?
  • What issues would be faced when working with dimensions such as x-2?

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Completing the square


Questions for reflection

  • How does this visual representation support the students' understanding of what happens as we 'complete the square'?
  • What are the possible advantages and disadvantages of working in pairs on these tasks?
  • What questioning strategies would support students in developing their reasoning skills?

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Turning points


Questions for reflection

  • What are the advantages and disadvantages of using graphing software?
  • How does the use of paired work support students in developing their reasoning skills?
  • How would the card matching activity embed the students’ understanding of the of the relationship between the graphs and their equations?

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Real life graphs


Questions for reflection

  • What are the possible advantages and disadvantages of using a real life clip?
  • What are the possible advantages and disadvantages of using the mathematical model form the software?
  • How does the questioning support students in moving from the model to real life?

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Levels of proof


Questions for reflection

  • How does giving students three options (always, sometimes, never) challenge them to think more deeply about the statements?
  • How does the use of discussion encourage development from informal explanation to more formal proof?
  • How does using the alternative strategies for developing proof in the lesson materials support students in understanding the reasoning needed for rigorous proof?

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