A poem about what happens when the I-we-you structure starts to have more focus than the learning.
#MathsEdPoetry day 3 (well almost, I won't have time in the morning!)
The I-we-you structure in lessons can easily become an "I", then, "I-again-but-with-minimal-pupil-interaction", then, "Off-you-go-whether-you-understand-it-or-not" structure instead.
This is a pupil perspective.
A poem about the experience of learning.
#MathsEdPoetry day 2.
Both the @atmmathematics.bsky.social principle "the power to learn rests with the learner" and Daniel Willingham's phrase "learning is the residue of thought" point to the idea that learning is done by the learner. It is not something that can be done to them. From MT287.
Poem about mathematics lessons from a pupil perspective.
Re-posting some of my #MathsEdPoetry on here over the next few days. This is 'Think with me not for me'. First published in MT277 @atmmathematics.bsky.social
