hook
line
sinker
line
sinker
An online resource book for people who teach Mathematics.
Collated by @MrJohnRowe
From the amazing #MTBoS and #iTeachMath communities
From the amazing #MTBoS and #iTeachMath communities
For those with not enough time and too much to do.
time you have < time it takes
time you have < time it takes
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sinkerPlease feel free to share this as much as you want.
Hook Line Sinker
An online resource book for people who teach Mathematics
Copyright © 2019 by John Rowe. All rights reserved.
Visit the author’s website at www.mrrowe.com
First Edition
This e-book has been written to support teachers to navigate online resources shared by people around the world. The resources I have referenced or linked are the intellectual property of the person(s) or corporations from which they have been linked and/or referenced to. I intend to take no royalties or financial benefit as a result of this e-book.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Ebook formatting by Book Creator, a trading name of Red Jumper Limited
Cover design by John Rowe
Illustrations © 2019 John Rowe
contents
introduction
so, you're about to teach...
deep sea fishing -
fishing hot spots -
fishing gurus -
big catches -
sharing this book around
acknowledgements
so, you're about to teach...
deep sea fishing -
fishing hot spots -
fishing gurus -
big catches -
sharing this book around
acknowledgements
trigonometry & pythagoras theorem
linear algebra
indices (exponents)
quadratics (parabolas)
probability
planning a conceptual approach
frequently used resources
great mathematical explanations
key contributors
linear algebra
indices (exponents)
quadratics (parabolas)
probability
planning a conceptual approach
frequently used resources
great mathematical explanations
key contributors
1
5
7
9
11
13
15
17
19
21
23
24
5
7
9
11
13
15
17
19
21
23
24
how to use this book
The more lessons I taught, the bigger the issue became of collating and organising resources. A key challenge is knowing where and how a resource could be used.
I devised a fairly simple and scalable model for sorting the resources I used, knew about, or created: Hook, Line, Sinker.
I devised a fairly simple and scalable model for sorting the resources I used, knew about, or created: Hook, Line, Sinker.
I created this resource for:
• teachers who simply don't have time to navigate thousands of online resources
• the teacher about to start a unit who wants to "see how someone else might do it"
• myself (I have a terrible file management system and an even worse memory)
• teachers who simply don't have time to navigate thousands of online resources
• the teacher about to start a unit who wants to "see how someone else might do it"
• myself (I have a terrible file management system and an even worse memory)
hook
line
sinker
How will you hook them in?
• Activities that don't rely on prerequisite knowledge
• Create the headache
• Develop the Need to Learn
• Language to interpret
• Activities that don't rely on prerequisite knowledge
• Create the headache
• Develop the Need to Learn
• Language to interpret
How will you build on what they already know?
• Activities to teach through
• Builds on a concept
• Prescribe the aspirin
• Hero's Journey
• Skills & procedures to learn
• Activities to teach through
• Builds on a concept
• Prescribe the aspirin
• Hero's Journey
• Skills & procedures to learn
How will you help them consolidate what they learn?
• Activities to apply learning
• Productive practice
• Multiple representations
• Connect to other topics
• Understanding of concept
• Activities to apply learning
• Productive practice
• Multiple representations
• Connect to other topics
• Understanding of concept
what is hook line sinker?
Similar to various teaching and learning frameworks, the Hook-Line-Sinker approach requires teachers to ask themselves:
• Why would students want to learn this?
• How might I teach students and help them learn more?
• What might help students consolidate their learning?
Organising resources in this way helps teachers to use the model on two levels:
1. Lesson planning (similar to a "starter, main, dessert")
2. Unit planning
• Why would students want to learn this?
• How might I teach students and help them learn more?
• What might help students consolidate their learning?
Organising resources in this way helps teachers to use the model on two levels:
1. Lesson planning (similar to a "starter, main, dessert")
2. Unit planning
In this book, I have organised the key tasks I use when teaching a topic. Some tasks have been classified as a "Hook" that can definitely be used as a "Line" or a "Sinker", but for simplicity sake, I have categorised it as how I would usually use that task.
For each topic, I have used the Hook-Line-Sinker model to show how and when I might use different resources and how I sequence learning. This is just one example, and even I would vary the sequence based on my learners' needs and the constraints I have to work within.
For each topic, I have used the Hook-Line-Sinker model to show how and when I might use different resources and how I sequence learning. This is just one example, and even I would vary the sequence based on my learners' needs and the constraints I have to work within.
hook
line
sinker
line
sinker
Hook-Line-Sinker model mapped to the
5E's Teaching and Learning Model
5E's Teaching and Learning Model
Engage
Explore
Explain
Explain
Elaborate
Evaluate
Evaluate
structure of the book
I have deliberately created this book in a simplistic way. Each "topic" includes a brief overview of what I'm going after as a teacher.
The example sequences are purely a conduit for the locations of the tasks I use.
The example sequences are purely a conduit for the locations of the tasks I use.
Bait - What I want students to take
This helps me summarise the key aspects I want students to take away with them, beyond the skills and procedures.This is in simplistic language to help me (and hopefully you) to understand and come back to when I'm too busy to think about it.
Hook, Line, Sinker
This helps show the importance of language and prior knowledge in the topic. This model, although far from perfect, is a simplistic way of showing that connections and extensions can help students consolidate what they learn in the Hook and Line columns.
This helps me summarise the key aspects I want students to take away with them, beyond the skills and procedures.This is in simplistic language to help me (and hopefully you) to understand and come back to when I'm too busy to think about it.
Hook, Line, Sinker
This helps show the importance of language and prior knowledge in the topic. This model, although far from perfect, is a simplistic way of showing that connections and extensions can help students consolidate what they learn in the Hook and Line columns.