Teaching low attaining students
Defining deep progress
Expected improvements
Establishing work habits
a) Behaviour
b) Challenge and struggle
c) Silent moments

Participation
a) Joining in with your mind
b) Learning and moving
c) Speaking and listening
d) Getting a good discussion

Interaction
a) Question types
b) Between teacher and students
c) Creating discussion between students
d) Working in pairs

Reacting to students to answers and non answers
a) Shifting responsibility to students
b) Focussing on questioning answers
c) Dealing with unexpected answers
d) Storing good ideas

Giving time to think and learn
a) Immersion in a topic world
b) Thinking is more important than finishing
c) I got rhythm
d) Working quickly and reflecting slowly

Developing memory
a) Structuring teaching to help memory
b) Explicit work
c) Doing the whole thing in your head
d) Using physical and visual memory
e) Combine words, symbols and actions

Visualising
a) Developing imagination
b) Using equipment

Students' writing
a) Writing helps learning
b) Writing hinders learning

Students' awareness of progress


a) Knowing what you have learned



Giving choice
a) Choosing what to do
b) Choosing how to do it
c) Choosing what to do next

Making mathematical connections
a) What is changing; what is staying the same?
b) Between tasks

Dealing with mathematical complexity
a) Really doing mathematics
b) Sorting out complexity
c) Doing your own maths


Bibliography and resources.