I would like to welcome you to the nilsbird training blog. Although I have tried blogging before, this is my first proper attempt, so please bear with me!
The purpose of the blog is for me to share news about what I am doing with nilsbird training, interesting facts and other useful stuff for education. You can access the blog directly by using davidnilsbird.com. You can also contact me directly using any of the contact information shown in the side bar.
One of the first things you will notice is the Mathematics Questions – Newsletters category.
I am now up to Mathematics Questions – Newsletter No. 4. This can be found in the Mathematics Questions – Newsletters category. Previous versions are available for download. (You can still access the newsletters if you sign up for the mailing list here and want them sent straight to your inbox.)
All the questions the newsletter refers to can also be found at nilsbirdtraining.com/mathematics-resources
So, as I say, welcome to my blog.
Please come again!
I am writing this post, after having provided my next bit of support, as a tutor, on a course. Before that I was doing some marking (where I fell asleep!) So, life is proving rather busy at the moment. (Have I taken too much on? – maybe!)
With my reference to Part 4 of motivation, I had a pleasant surprise from one of the 9/10 year old’s today. They said that they were now beginning to enjoy maths, when it comes to telling the time. (They have even been practising at home, it seems!) Another student, however, said they hate maths!
There seems to be such a disparity between different students’ perceptions about maths when they are young. Some like it and some hate it! I wonder if other subjects are the same?
Just so that you are aware, my Mathematics Question – Number 17 might be a little delayed due to how busy I am. Please keep an eye out here and on my website.
Bye for now.
Today, I’d like to add some more thoughts to this engagement question.
Thinking about some 9/10 year olds I worked with this afternoon, I began to think about what level of our UK GCSE (16 year old examination) they might sit in 6/7 years time. (Assuming this examination still exists!) It is clear to me that the students are already pretty good at mathematics and therefore I would predict they would sit the highest level.
So, assuming my prediction is correct, how do we keep the engagement going/keep them interested for another 6/7 years? (I think this is especially important to think about, when work the students can do/cover now will be revisited during the first few years of high school, and then within the actual GCSE examination.)
What would you do with such ‘bright’ students, as they progress through school?
Let me know your thoughts!
For those of you following the Mathematics Questions, Number 16 is now available to download from https://nilsbirdtraining.com/mathematics-resources.
As I said in a previous post, from Mathematics Question – Number 17 onwards, the questions and any additional information that would ordinarily appear in the Mathematics Questions – Newsletters, will become a feature of the blog. The newsletters will then become a summary of the blog posts. You can sign up to receive the Mathematics Questions – Newsletters here.
A new feature, coming soon, will be a dedicated domain name for the Mathematics Questions.
This week ended, after having spent my first time in a Junior School (7 to 11 yrs of age in the UK) since a few days of supply teaching I did 2/3 years ago. I am in the school for around 10 weeks; again as part of the UK Government’s National Tutoring Programme. I am working with groups of 3. (Students having been selected for extra support because of the education they have missed over the last year.)
One thing that struck me, from my first few days, was a comment that one of the 9 year olds said to me. They confidently declared that they don’t like maths. They like literacy instead. So, it makes you wonder what it is that has given the student this opinion? They are only 9 and they have already made the choice! What does this mean for the student, when they have another 7 years to study this subject? They have already decided they don’t like! (It makes you wonder how long a 14 year old, who is disinterested in maths, has held their opinion?)
Can we blame a teacher for the choice the student has made? Was maths taught in an uninteresting way and this caused the student to make their decision? We will never know. How are we now to bring the student to see the importance of the subject? The annoying thing is, I think the student shows promise of being good at the subject (with support).
I have just googled a phrase I remember. Something along the lines of, give me a child of 7 and I’ll make a man of him. One website says it’s Aristotle who said it: https://www.goodreads.com/quotes/709859-give-me-a-child-until-he-is-7-and-i. Another talks about it being the motto of the Jesuit Order: https://breakingspells.wordpress.com/2008/01/01/give-me-a-child-until-he-is-seven-and-i-will-give-you-the-man/
Does this phrase also mean, what I learn in the first few years of schooling can make or break my interest in a subject? We will ponder.
Your views, as always, are welcome. Connect with me using the contact details shown in the side bar.
My current teaching revolves around tutoring, as part of the UK Government’s National Tutoring Programme. This tutoring is designed to support students who have lost out on education because of the Covid Pandemic.
One thing myself, and others, are finding is a lack of enthusiasm/motivation from students to participate. The tutoring provides an ideal environment for catch-up but many students are just not that bothered. No doubt there are many factors as to why this is so but my thinking is: if the need to sit a public examination is taken away, will students then want to do tutoring?
So, this is an interesting point to ponder. What really engages and motivates students to learn in school? For older students, certainly, I would say that the need to pass an examination will motivate many but not all. But for younger students, what really motivates them?
More soon on this!
A report in the Guardian newspaper – https://www.theguardian.com/education/2021/apr/22/maths-scores-in-world-education-rankings-inflated-for-england-and-wales-study – says a report (soon to be published in the Review of Education) will claim that PISA maths results, from 2018, might show inflated scores for 15 year olds in England and Wales.
The report says the study, carried out by UCL Institute of Education, suggests scores were inflated because the sample was unrepresentative: low levels of participation in the test and not enough representation of lower achieving students.
This year will be the next round of PISA tests. I wonder where the UK will sit?
What do you think about the PISA tests? Does your country consider international comparisons important?
Let me know your thoughts.
Mathematics Question – Number 15 can now be found at https://nilsbirdtraining.com/mathematics-resources. This time the combination of topics is – geometric sequences, ratio and surds.
From Mathematics Question – Number 17, onwards, I plan to post each question on the blog, as well, with extra comments that will then appear in the Mathematics Questions – Newsletters. So, basically, each question, plus comments, will become part of the blog and then the newsletter will appear periodically, bringing together, each time, three questions plus comments (as it does now). Hope that makes sense!
See you soon,
As I write this post, Joseph Hubbard (https://creationresearch.net) is working on his materials for an interesting debate that will happen tomorrow night (Saturday), 10:00 pm UK time.
Joseph Hubbard works as a trainer for nilsbird training, presenting materials and support specifically for Christian teachers (https://nilsbirdtraining.com/teaching-creation-science-from-a-biblical-perspective-2)
At 10:00 pm UK time tomorrow (Saturday), Joe will be debating with ‘Snake Was Right’. The topic of the debate is ‘Young Earth Creation & Noah’s Flood–It Didn’t Happen!’
You can watch the event live at the following link: https://youtu.be/bfo25drVbsM.
I would encourage you to tune in, if you have ever considered, or are prepared to consider, alternative opinions to what you might have been taught (and always assumed was true).
See you soon.
As I write the mathematics questions, I think. Yes, this one’s ok. Then I find an error!
So, having shared question question 13 with a student I am tutoring, I saw that the question wasn’t clear.
It’s now been updated on the website – see here.
Just briefly looking at this article.
It seems England have improved in Primary Maths but done worse in Science.
Good behaviour helps bring better results?
One might say, this is obvious. And I would agree.
Attentive children learn. Inattentive children don’t.
What do you think?