Metacognition is a hugely powerful pedagogy, with the potential to improve attainment by 7 months. This is for all students too, regardless of their socio-economic background, demographics, age, behaviour profile or prior attainment.

Being a metacognitive teacher does not mean throwing away everything you already do in search of these 7 months additional progress. Rather, being a metacognitive teacher is all about tweaking what you already do.

Therefore, this session will consider what makes a great metacognitive Maths teacher, and what how we can tweak our modelling, quesitoning and more, in order to activate the benefits of metacognition. Practical, Maths specific strategies and foci will be given in this session to ensure that practical changes to your teaching can happen from day 1.

Inquiry learning with graphing tools is a powerful way to explore phenomena beyond our immediate senses. It allows students to develop critical thinking skills by learning to analyze data, identify patterns, and draw evidence-based conclusions. Additionally, inquiry learning encourages students to ask their own questions and explore different possibilities, fostering creativity. In essence, inquiry with graphing tools empowers students to learn about the unseen world around them.

Join us in an interactive session where we delve into the world of #MathPlay, igniting excitement and curiosity in young mathematicians. Discover innovative ideas, practical routines, and valuable resources tailored to both classroom and home settings. Explore how fostering a playful approach to math not only makes learning enjoyable but also cultivates deeper understanding and empowers students to take charge of their learning journey. Don't miss this opportunity to revolutionize your math teaching with Libo Valencia!

Do you find the same misconceptions again and again from your students when teaching averages? Do they use informal, passed down definitions like 'add them up and divide by how many there are'? Do they always forget to order the data before finding the 'middle number'? I want to discuss how we can fine-tune the teaching of averages, and how a bit of stubbornness could produce more success both with lower and higher ability students.