#22 Ask students to respond in full sentences

This is so important... even in maths lessons!

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💡 A quick tip to try in class this week 💡

Consider the following exchange:

Teacher: What is the formula to work out the area of a triangle?… (wait)… Kate?

Kate: Base multiplied by perpendicular height, divided by two

Teacher: … (wait)… correct

There is a lot to be admired about it:

• The initial thinking time to give students chance to think about the answer

• Putting the name at the end of the question to provide an incentive for all students to think

• The correct use of technical language by the student

• The second thinking time to give students an opportunity to process their peer’s answer before the teacher evaluates it

But there is another improvement that could be made, and it is one I rarely see in maths classrooms: the requirement for students to respond in complete sentences.

So instead, we might have:

Teacher: What is the formula to work out the area of a triangle?… (wait)… Kate?

Kate: Base multiplied by perpendicular height, divided by two

Teacher: Full sentence, please

Kate: The formula to work out the area of a triangle is base multiplied by perpendicular height, divided by two

Teacher: … (wait)… correct

Why is asking students to respond in full sentences a good idea? Well, for three reasons:

1. It reduces the chance of knowledge being fragmented and meaningless. In the first version of the exchange, the first and second parts of the statement are separated, both by time and additional dialogue. On its own, base multiplied by perpendicular height, divided by two is meaningless. If students remember it, then so what? But when combined with the first part of the statement, we have something that makes sense and is worth remembering.

2. It may help improve students’ written communication. If students cannot respond in full sentences, it seems they will be less likely to write in full sentences (something I discussed with literacy expert, Alex Quigley, here). The way we speak is often very different to the way we write, so if we can promote this more formal way of responding, it could provide a smoother transition for when we ask students to write in full sentences. And students need this practice. A cursory look through any maths GCSE examiner’s report reveals just how much students struggle with questions that ask them to explain, describe and discuss.

3. It helps students who might not have been paying attention. Imagine a student, Isaac, has not been paying full attention. He tunes it at the part of the exchange where Kate responds: Base multiplied by perpendicular height, divided by two. He has no clue what that means. In the second version of the exchange, with the question and answer united, Isaac has a better chance of making sense of it.

One final point: students are likely to wonder why you are asking them to do this, and may even be resistant to your request. As with many teaching strategies, it is a good idea to explain to students why you want them to do this. Explain the benefits, and more should get on board.

• What would you need to change to make this tip work for you?

• When could you try it for the first time?

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📺 A video to discuss with a colleague 📺

Learning design expert, Sarah Cottingham, discusses the curse of knowledge

If the video doesn't play when you click on it, click here

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👂 A podcast episode to listen to on your way home 👂

Primary teacher and reading expert, Chris Such, shares his five tips:

1. Learn about reading development

2. Analyse words using morphology and etymology

3. Assess reading difficulties and respond

4. Feign enthusiasm when necessary

5. Depressurise learning 

Listen to the podcast here.

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