Interview lesson

[phlebasconsidered]

I have an interview and am required to teach a 30 min maths lesson to KS2. I was thinking of maybe using loom bands to investigate the fibonnacci sequence? Or is that too crazy? Either way i'd like to go with loom bands. Anyone done any great maths with them of that? Ideas! It's very late notice, the interview is on Weds!

Thanks in advance.

[Justtoobad]

What's you're lesson structure, learning objective, how will you show progress?

[RemusLupinsBiggestGroupie]

Wanting to use loom bands doesn't seem the most sensible way to start planning a lesson tbh. Start with the success criteria and LOs and then decide what activities/resources will help you get there.

Can't help re Maths though, sorry.

[phlebasconsidered]

I know, I know, point taken! I'm just stuck, I've been so bus planning my own lessons and so on that to have another one thrown at me with less than 48 hours notice has fried my brain. I have literally run out of ideas. I know where my own lot are and where my own LO and plans are taking me, but it's been years since I planned a one off in the middle of something. I'm kind of lost without a prior learning and next stage.

I think I am going to focus on Egyptian maths. They've been doing this, as far as I can tell, as a topic. So i'm thinking a lesson recapping finding area of a tomb. LA can count squares, MA can lXb, UMA could lXb with larger range, HA can split shapes to find exact area. LO would be along the lines of "I can use a method to find floor area". LA could have the tomb already drawn out on squared paper, MA / Ha could find area using dimensions. As an extension they could convert to the ancient Egyptian cubit measurement.

I'm struggling to show progress anywhere in that 30 mins though, unless I add an evaluation / Kagan structure thing, which won't work unless they are used to it. Maybe a self assessment ladder.

Argh, nearly bedtime.

[cardibach]

How about a Plenary Pyramid? It's a triangle really, but I always call it a pyramid (English teacher) and it fits with the theme then. TRiangle at top for one thing they already knew, '2 bricks' as a middle row for questions they have and three 'bricks' along the bottom for 3 things they have learned. I hope the description makes sense!

[toomuchicecream]

Can anyone show progress in 30 minutes with unknown children? In interview lessons, I've always taken the view that they're looking at the sort of rapport I establish with the children and how I relate to them. Does the session have a beginning, middle and end, a clear objective and does it meet the objective. Beyond that, what else do they expect to see??

Your lesson sounds great for an hour, which you haven't got! I'd be tempted to go with a structure which is 10 mins starter/input, 10 mins independent activity, 10 minutes feedback/plenary.

What year group?

[phlebasconsidered]

Year 4. I know what you mean, 30 mins is nothing! I like the pyramid idea. I just feel rushed in 30 mins, and i agree that this progress every twenty seconds is pants. I must treat ot like that odd half hour i sometimes get when the assembly has overun.

[cardibach]

I agree with toomuch. They will be looking for your ability to get rapport and to structure a lesson. If your starter could establish prior knowledge in some way it would help you show that you can adapt ideas during the lesson to challenge individuals.

[fedupbutfine]

Beyond that, what else do they expect to see??

You wouldn't get a job in my school if you couldn't demonstrate some progress in the first 20 minutes. 30 is a dream by comparison!

[Orangeanddemons]

Show progress like this:

Star the lesson....ok today we are going to do.....what does anyone know about this?

Then discuss at the end of your lesson what they now know after your lesson. You'll be amazed! Also talk about why some know more...or less..and how the others could improve that knowledge for them. AFL!

[Orangeanddemons]

Blob trees are good too

[Justtoobad]

Extra to orange suggestion and someone else, use the pyramid to fill in at start of lesson - what they already know following from your q and a, then half way through lesson the fill in at least one thing they know and one thing they would like to know, then at the end of lesson they either answer the question they wanted to know or add another question, plus two more things they've learnt. (Have I added up right?,)

Then do a skills reflection - what skills have we practised today e.g explanation, reaching conclusions, adding, subtraction, measurements etc....

Call it on your power point "progress check" (they love all that jazz!)

[phlebasconsidered]

I have settled on.using knowledge of shape properties and done a quick ten min what is my shape quiz to establish what they know ( with egyptian theme) , focusing on side lengths and symmetry. Then i'm pretending i'm and archaeologist who has flown over undiscovered pyramids and mapped them. But there has been a sandstorm and some buildings are partially covered. The tasks are to draw in the squares and rectangles of the buildings using what they know about shape. So it's differentiated by clues and maps. La is allsquares. Ma is quadrilaterals and ha is quads joined together. Lots of extension on each sheet, a box to explain how they knew what was under the sand. Perimeter and area if needed. Plenary is drawing extra pyramids onto the map according to secret plan directions. All on one sheet with extra map and extension slip. They should show application of knowledge if norhing else and it might be fun!

[Justtoobad]

That sounds amazing, they'll love it - well done (steals idea)

[phlebasconsidered]

I got the job! Notwithstanding I tried to do too much in one lesson the theme and shapes in differing orientations went well. In my learning pyramid: I must try not to fit too much in.

[RemusLupinsBiggestGroupie]

Well done! The lesson sounds fantastic.

[Justtoobad]

Whoop whoop - good stuff

[partialderivative]

Congratulations!

You probably wouldn't have wanted a job in fedupbutfine's school

Your approach could probably teach a lot of old hands a thing or two (i.e. me)

[phlebasconsidered]

I am very happy! It's part-time so I've got my life back, and i'll see my kids, and it's a lovely school with a great attitude to educating the whole child. The staff there were happy! So different to my current, SM, bullied and cowed staff. Smiling!

[Gwteacher]

@phlebasconsidered

I have settled on.using knowledge of shape properties and done a quick ten min what is my shape quiz to establish what they know ( with egyptian theme) , focusing on side lengths and symmetry. Then i'm pretending i'm and archaeologist who has flown over undiscovered pyramids and mapped them. But there has been a sandstorm and some buildings are partially covered. The tasks are to draw in the squares and rectangles of the buildings using what they know about shape. So it's differentiated by clues and maps. La is allsquares. Ma is quadrilaterals and ha is quads joined together. Lots of extension on each sheet, a box to explain how they knew what was under the sand. Perimeter and area if needed. Plenary is drawing extra pyramids onto the map according to secret plan directions. All on one sheet with extra map and extension slip. They should show application of knowledge if norhing else and it might be fun!

Hiya! Hope you’re enjoying your new job! I have an interview next week and loved the sound of the lesson you did, I don’t suppose you still have a copy of the materials that I could take a look at?
thanks in advance!