Craig Barton interviews guests from the wonderful world of education about their approaches to teaching, educational research and more. All show notes, resources and videos here: https://www.mrbartonmaths.com/blog/
In a podcast cross-over episode, Ollie Lovell from the wonderful Education Reading Room podcast interviews US teacher, blogger and author Michael Pershan about worked examples. How does Michael plan his worked examples, what do they look like in the classroom, what does the research say, and why is self-explanation so important?
For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/michael-pershan-teaching-with-worked-examples-part-1/
Hello, and welcome to another episode of the Mr Barton Maths Podcast, with me Craig Barton.
Now this is an episode with a difference. And it will be a welcome difference for my listeners I am sure, as for the next couple of hours you won’t have to put up with my annoying voice infecting your ears, but instead you get to enjoy the dulcet Australian tones of Ollie Lovell speaking to US Maths teacher blogger and author Michael Pershan.
So, what is going on here. Well, basically, Ollie nicked my guest.
More specifically, I had intended to interview Michael about his wonderful new book – Teaching Math with Examples – but Ollie got their first. And Ollie’s interview on his outstanding Education Reading Room podcast was so flipping good, that I wanted as many people as possible to hear it. So, Ollie and I agreed that I would post it on my podcast feed, as Part 1 of a Pershan Double-Bill. And then the next episode after this in my podcast feed will be my conversation with Michael Pershan that will directly follow on from Ollie’s, but cover completely new ground, and so be Part 2. Does that make any sense at all… I hope so!
So, what is in store in Part 1 of the Pershan Double-Bill? Well…
- Michael discusses his journey engaging with research as a teacher
- Michael describes his worked example process in detail
- I particularly enjoyed the focus on the self-explanation prompts as a way to get students thinking harder about the worked examples, and the way Ollie shared some from a sequence of lessons he had delivered on Pythagoras
- Perhaps my biggest takeaway was the justification for avoiding too much discussion and struggle over the basics of a procedure in favour of simply explaining it to students in the most clear way possible – struggle will come, and our aim is to ensure that struggle happens at as deep a level of thinking as possible. In other words – or, at least my interpretation – explain now, so students can spend time thinking hard and struggling with the more complex problem solving elements of a learning episode
- And there is so much more gold in here
So, sit back and enjoy a couple of hours of engaging, deep educational chat, without any annoying flipping hecks. And if you don’t already, please subscribe to Ollie’s Education Reading Room podcast as it is so, so good. And I will see you next for Part 2.
My usual plugs:
- My online courses are here: craigbarton.podia.com
- My books are “Reflect, Expect, Check, Explain” and “How I wish I’d taught maths”
- If you are interested in sponsoring an episode of the show, then drop me an email at [email protected]
- You can help support the show via my Patreon page at patreon.com/mrbartonmaths