Whole-staff demonstration lessons

Would you like to see an expert classroom practitioner teach maths lessons to students in your very own school? Let Anita bring her infectious passion, practical ideas and curriculum knowledge to your teachers and their students.

In her unique demonstration lessons, Anita skilfully engages your school’s students in their own classrooms K-6 to provide the ultimate learning experience for your teachers. She will model effective whole-class instruction across all grades using her 5-part lesson structure and show how differentiation is doable!

Making differentiation doable!

Anita will show you how to teach the same concept across K-6 using one resource for the whole class that allows your teachers to:

  • experience how Anita ‘hooks’ all students at the start of a lesson 
  • see Anita’s strategies for minute-by-minute assessment using her questioning techniques
  • watch how Anita strategically seats students and ‘walks the floor’ to maximise learning time
  • adapt their lesson and differentiate ’on the go’ using mathematical language, visual models, and concrete materials.

Delivery

Anita runs three demonstration lessons in one day across your school, tailored to your teachers’ needs.

Working in grade/stage based Professional Learning Teams, each teacher participates in a
90-minute session:

  • a 15-minute pre-lesson briefing
  • observes Anita teach a 60-minute stage or grade-based lesson
  • concludes with a 15-minute debrief with Anita discussing what she did and why.

Anita’s 5-part lesson structure

Anita’s dem lessons follow a 5-part lesson structure, providing an invaluable learning opportunity for your team.

PART 1  |  Warm-up (daily REVIEW AND REFINE prior learning)
Often called ‘Daily Number Sense’ this is where students are given an opportunity to practise prior learning and make connections between concepts.

  • Whole-class, teacher centred: students are immersed in using mathematical language to describe an image whilst seated on the floor.
  • Individual, student centred: using prepared student whiteboard insert sheets whilst seated at desks.

PART 2  |  Explicitly INTRODUCE new content
Students are usually seated on the floor in an array. Teachers differentiate to make new content accessible and rigorous for all learners by:

  • connecting to prior knowledge to build meaning and understanding
  • explaining the new content by breaking it down into small steps with student practise after each step
  • using a range of mathematical language
  • using concrete materials and visual models as appropriate to support understanding 
  • modelling mathematical thinking verbally
  • modelling written recordings including words and symbols
  • questioning to check student understanding. 

PART 3  |  Teacher-led PRACTISE
Students are strategically seated at desks arranged in groups of six (K), groups of four (Y1-Y5) and/or pairs (Y6). Written communication can be via student whiteboards and/or maths exercise books (either blank scrapbooks or lined exercise books, but not grid books).

Students actively practise the new content: 

  • using a whole-class low floor, high ceiling task
  • are actively doing the maths
  • guided by the teacher with enabling prompts, extending prompts, thinking aloud and feedback, and/or
  • independently, in pairs or small groups, using mathematical language, and visual models / concrete materials as appropriate. 

PART 4  |  Student-centred PRACTISE
Teachers ‘walk the floor’ to monitor student progress on the task by:

  • identifying student misconceptions and taking action
  • questioning using enabling prompts and extending prompts
  • listening to students use of mathematical language and providing feedback
  • provide scaffolds, eg think alouds, language word walls, concrete materials
  • encouraging productive struggle and risk taking.

PART 5  |  REFLECT on learning
Students describe verbally or in written form (either as a whole class, individually or in pairs) what they have:

  • learned during the lesson, and/or 
  • enjoyed about the lesson.

Teachers summarise and connect to the mathematical focus of the lesson using student responses when given.
Students are seated as they were during the practise part of the lesson. 

Rosenshine’s principles of instruction

Barak Rosenshine has outlined 10 research-based principles of instruction along with suggestions for classroom practice. You should consider these principles of instruction when planning a 5-part lesson as they promote a culture of questioning, modelling, and repeated exposure.

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Ready to step up your learning journey?