Building mathematics skills in a vocational context

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How did the pairs of teachers evaluate the new lessons?

After the CTE teachers taught each lesson, they discussed how it went with their maths colleague. The researchers supported this discussion by providing a schedule of useful questions, which is set out below.

Post-teaching debriefing questions

1. In general, how did it go?
2. How did your students respond? In your opinion, did students understand the maths concepts?
3. What elements of the enhancement were particularly effective?
4. What would you like to build on or strengthen?
5. What elements of the lesson were challenging or difficult to teach?
6. Were there some elements of the lesson you did not have an opportunity to teach?
7. If so, why were you unable to teach some elements of the lesson? (If the answer is ‘lack of time’, please identify what caused the time crunch.)
8. What would you like to do differently next time?
9. What kind of support do you need to prepare for the next enhancement?

Teacher comments
CTE teachers were very positive about the programme, although they often found it challenging, especially at the beginning.

“The first couple of lessons, I’ve got to tell you…[I was a] fish out of water!”

Later, the same teacher claimed to be “having a blast!”

Teachers approved of the reinforcement of maths skills through real-life situations.

“Maths that is given in authentic and contextual situations is more meaningful for the learner and is more powerful than rote practice.” (CTE teacher)

“I like these ideas. Now I can explain why these concepts are important. I knew how to do them, but I never understood how you guys use those in real life.”(Maths teacher)

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How much did the students’ maths improve? How did the teachers prepare for and implement the project? What was the typical pattern of a CTE lesson designed to support students’ maths? How did the pairs of teachers evaluate the new lessons? What did the researchers believe might improve the success of a future programme? What were the aims of the study and how was it designed? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Building mathematics skills in a vocational context This digest found in Mathematics Send to a friend Word doc 70KB Printer friendly Collate for later How did the pairs of teachers evaluate the new lessons? After the CTE teachers taught each lesson, they discussed how it went with their maths colleague. The researchers supported this discussion by providing a schedule of useful questions, which is set out below. Post-teaching debriefing questions 1. In general, how did it go? 2. How did your students respond? In your opinion, did students understand the maths concepts? 3. What elements of the enhancement were particularly effective? 4. What would you like to build on or strengthen? 5. What elements of the lesson were challenging or difficult to teach? 6. Were there some elements of the lesson you did not have an opportunity to teach? 7. If so, why were you unable to teach some elements of the lesson? (If the answer is ‘lack of time’, please identify what caused the time crunch.) 8. What would you like to do differently next time? 9. What kind of support do you need to prepare for the next enhancement? Teacher comments CTE teachers were very positive about the programme, although they often found it challenging, especially at the beginning. “The first couple of lessons, I’ve got to tell you…[I was a] fish out of water!” Later, the same teacher claimed to be “having a blast!” Teachers approved of the reinforcement of maths skills through real-life situations. “Maths that is given in authentic and contextual situations is more meaningful for the learner and is more powerful than rote practice.” (CTE teacher) “I like these ideas. Now I can explain why these concepts are important. I knew how to do them, but I never understood how you guys use those in real life.”(Maths teacher)