Author Archives: Kris Boulton

About Kris Boulton

Teach First 2011 maths teacher, focussed on curriculum design.

My best planning. Part 3

Craig Barton interviewed me recently, during which I discussed a series of lessons I planned and taught on solving simultaneous equations. I could be wrong, but I think this was the best planning and teaching I ever did. Several people … Continue reading

Posted in Uncategorized | 6 Comments

My best planning. Part 2

Craig Barton interviewed me recently, during which I discussed a series of lessons I planned and taught on solving simultaneous equations. I could be wrong, but I think this was the best planning and teaching I ever did. Several people … Continue reading

Posted in Uncategorized | 2 Comments

My best planning. Part 1

Craig Barton interviewed me recently, during which I discussed a series of lessons I planned and taught on solving simultaneous equations. I could be wrong, but I think this was the best planning and teaching I ever did. Several people … Continue reading

Posted in Uncategorized | 10 Comments

Maths: Conceptual understanding first, or procedural fluency?

Should you teach conceptual understanding first, or focus on raw procedural fluency? This question drives endless debate in maths education, but its answer is very straightforward: it depends. I can demonstrate this quickly and easily with a single example, by … Continue reading

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Never ask pupils a question to which they have not already been told the answer.

Never ask pupils a question to which they have not already been told the answer, unless they know enough that answering the question requires them only inching forwards. Years ago I wrote on questions and questioning, a seemingly important aspect … Continue reading

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Why we need to get rid of lesson objectives

The problem of Juxtaposition Prompting In sum: 1) The problem of Juxtaposition Prompting is endemic in our classrooms. It prevents generalisation and transfer, and therefore what we consider ‘deep understanding’ or ‘deep thinking.’ 2) To overcome it, we must reconsider … Continue reading

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MECE – 7 – Mental Models for Education

Pronounced ‘Mee-See,’ this is another fave from the world of consulting. When mapping out a curriculum, assessment, taxonomy, decision or driver tree, consider whether its components as you’ve outlined them are Mutually Exclusive, as well as Collectively Exhaustive. In other words, make sure … Continue reading

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