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Meet the team

Meet the course educators
© Babcock Learning and Development Partnership LLP 2019. All rights reserved.
Throughout the course, members of the team will be joining in the conversations and appearing in videos. The team consists of Primary Mathematics Advisers from Babcock Education.
We recommend that you ‘Follow’ the Babcock LDP team on this course so that you can easily view their comments. To do this, click on their name which is a link to each profile, and then click the pink ‘Follow’ button.
You have already met Ruth Trundley, the lead educator, so here are the rest of the team – Stefanie, Carolyn and Helen. Whilst our research has focused specifically on teaching and learning in mathematics, it is clear that these strategies can be applied to any subject at any stage.
Ruth Trundley
Carolyn Wreight
Stefanie Burke
Helen Edgington

An Activity for you

Read this quote by Bloom (1968)
Carroll's view that aptitude is the amount of time required by the learner to attain mastery of learning a task. Implicit in this formulation is the assumption that, given time, enough, all students can conceivably attain mastery of a task. If Carroll is right, then learning mastery if theoretically available to all, if we can find the means for helping each student. It is this writer's belief that this formulation of Carroll's has the most fundamental implications for education
The phrase ‘given time, enough’ contains a challenge; the challenge of providing additional time for learners who need it in a form that will maximise impact whilst minimising disruption to the rest of their learning. This is discussed within NCETM literature relating to teaching for mastery in mathematics in England, where the practice in Shanghai has proved influential and ‘rapid intervention’ is suggested.
Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention – commonly through individual or small group support later the same day: there are very few ‘closing the gap’ strategies, because there are very few gaps to close. (Mastery approaches to mathematics and the new national curriculum NCETM October 2014) (2).
If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson. (The Essence of Maths Teaching for Mastery NCETM June 2016) (3)
Can you think of when you have needed more time to learn something than someone else and struggled to keep going? How did this make you feel? Make some notes in your journal and comment below.
Throughout the course, members of the team will be joining in the conversations and appearing in videos. The team consists of Primary Mathematics Advisers from Babcock Education.

We recommend that you ‘Follow’ the Babcock LDP team on this course so that you can easily view their comments. To do this, click on their name which is a link to each profile, and then click the pink ‘Follow’ button.
You have already met Ruth Trundley, the lead educator, so here are the rest of the team – Stefanie, Carolyn and Helen. Whilst our research has focused specifically on teaching and learning in mathematics, it is clear that these strategies can be applied to any subject at any stage.
Ruth Trundley
Carolyn Wreight
Stefanie Burke
Helen Edgington

An Activity for you

Read this quote by Bloom (1968)
Carroll's view that aptitude is the amount of time required by the learner to attain mastery of learning a task. Implicit in this formulation is the assumption that, given time, enough, all students can conceivably attain mastery of a task. If Carroll is right, then learning mastery if theoretically available to all, if we can find the means for helping each student. It is this writer's belief that this formulation of Carroll's has the most fundamental implications for education
The phrase ‘given time, enough’ contains a challenge; the challenge of providing additional time for learners who need it in a form that will maximise impact whilst minimising disruption to the rest of their learning. This is discussed within NCETM literature relating to teaching for mastery in mathematics in England, where the practice in Shanghai has proved influential and ‘rapid intervention’ is suggested.
Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention – commonly through individual or small group support later the same day: there are very few ‘closing the gap’ strategies, because there are very few gaps to close. (Mastery approaches to mathematics and the new national curriculum NCETM October 2014) (2).
If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson. (The Essence of Maths Teaching for Mastery NCETM June 2016) (3)
Can you think of when you have needed more time to learn something than someone else and struggled to keep going? How did this make you feel? Make some notes in your journal and comment below.
© Babcock Learning and Development Partnership LLP 2019. All rights reserved.
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