Almost all the children in my classes play Clash of Clans, so I thought it would a good basis to try my first 3-Act lesson, as per Dan Meyer.
There’s some arithmetic and geometric progression that’s ripe for more advanced students, but I teach KS2 and KS3 so wanted something a little simpler. This thread on Reddit gave the starter
Anyway, looking forward to trying it with my Year 7s tomorrow.
Slides here: Clan Maths – Build Walls
Info Sheet here: Clash of Clans – Wall build – info sheet
Rough notes below
Act 1: The set-up
Introduce Clash of Clans / make sure everyone understands it
Show pictures of time-lapse growth and ask for questions
Discuss everyone’s questions – which interesting, which mathematical etc
Make list of these so can come back to them and try to answer
Ask for estimates of real cost of walls in gems.
Act 2: The Wrestle
Ask what sort of information we’d need to work out the answer
keep it precise
help with proportion / rate problems if need be but try to ensure students do heavy lifting
Handout info sheets
ask children to team up to find useful bits of information
can use calculators
Act 3: The Reveal
Show the answer
Explain steps and discuss how tie in to discussions in Act 2
Look at left-over questions – room for answers, what next
Took a while to get there, what with train cancellations, but it was worth it.
Lots to think about, though various themes/books seemed to be being hammered home. Nuthall’s Hidden Lives of Learners and Berger’s Ethic of Excellence were heavily plugged.
Notes from what I saw:
- Institute of Cognitive Neuroscience at UCL
- focused on development of social cognition and the factors affecting decision-making.
- late arriving but conclusion seemed to be that a lot of research shows teens are greatly affected by peers whereas adults typically are not, or are influenced far less.
- Peer-learning presumably needs to take account of this. She mentioned the paradox of adolescence, i.e. that you are most prone to take risks at your healthiest time of your life. A pack mentality is a great indicator of increased risk-taking so question is how peer attitudes affect risk-analysis.
There’s a talk of hers below which covers some similar things
Ken Brechin, Cramlington & CPD
Bible seems to be Daniel Muijs’s book Effective Teaching.
Big questions were: “Is your CPD having an impact?” and “How do you know?”
Various ways of measuring impact – analysis of student data through to anecdotal evidence – but context affecting currency. Main thing is to make sure you know what you want CPD to achieve.
Spoke to various punters – all agreed that CPD often not great in schools. Seemed usually to be an expensive, hard to argue for OSIRIS course and then no sharing of what learnt
Ray Healey on Creating and Extension Culture in Maths
- Emphasised value of a whole department thinking it’s worth it, rather than being one member of staff’s bolt-on
- Good extension questions are: simple, attractive, accessible, have maths merit, are open-middled and manageable
- Need to create culture of engagement: e.g. maths is learned not innate, encourage strategic thinking, avoid sounding like the expert
- Some useful resources are:
- Took us through a typical “IB/Inquiry learning” Primary lesson, from planning to delivery to assessment
- Powerful stuff – big thing for me was seeing the various Hidden Lives/Daniel Willingham books being made real
- Ironically harder to write notes during but felt learned more
- More here
Barbara Oakley on Learning how to Learn
Other notes online/slides from talks