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Bearings Golf, Rekenweb and Purple pens TMmaths 3/4

March 23, 2016

(Apologies in advance but this post is quite picture heavy.)

toby r

Toby’s entertaining presentation gave a really nice idea that doesn’t take much preparation. In Bearings Golf, students take turns to state a bearing and distance (up to 12 cm) they want to hit the ball. They then measure to see where their ball lands. Here are the features:

  • Light green – fairway.
  • Dark green – rough. Maximum distance is 6cm.
  • Yellow – bunker. +1 shot and maximum distance is 6cm.
  • Blue – water. +1 shot and go back to the start!
  • Trees. These just stop the ball dead.

Here are some examples including ones that students made.

Toby suggests that when students are designing their own, you recommend am attempt to make it ‘par 5’. He also mentioned options for crosswinds with the ball landing 10% of the distance shot to the East of where it would have landed. Another advanced option is to roll dice to determine the wind direction and additional % to move from the position the ball would have landed in.

I think this is a great idea and I’ll definitely try it when I’m doing bearings next. As Toby said, this idea even makes golf interesting!

beth p

Ably assisted by Tom Probert, Beth showed off a website called Rekenweb (link here) and particularly the sections listed below:

rekenweb

The site has a set of brilliant 3d resources and Beth demonstrated some of her favourite parts along with ways to differentiate them. A really fantastic resource for plans and elevations.

emily s

Emily showed some marking strategies for showing student dialogue. She made me promise to make it clear that this is the work of her whole faculty and that she was ‘just’ the spokesperson.

Mark their work and set a question for them to do as their starter Q which uses the feedback you gave them.

Marking 1

When marking use symbols instead of writing comments to prevent having to write the same thing over and over again in books.

marking 12

Get students to put their own feedback in their books using the key and then act on it with their starter Q.  The teacher sets up a question for pupils to carry on with. Example below.

MArking 3

After a test, students fill in their top targets and one thing to remember.

They then set themselves a next step.

The teacher responds and starts a dialogue.

markig 4

In KS3 , Beths’ school uses the course booklet as a ‘storage’ space for all feedback meaning it doesn’t get lost.

marking ks5

There were lots of ideas in this talk and I know my school is particularly thinking about the KS5 aspects to implement.

Thanks Toby, Beth and Emily.

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From → Maths, Teaching

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