Hi, in the post you mentioned that CMC doesn’t apply to secondary. Could you explain why that is? I have all the materials for CMC but have found it difficult to get valid implementation at secondary level.
Naveen’s the real expert in this, but I would interpret that simply as the maths programmes don’t progress far enough. CMC stops well short of covering algebra, for example, and no stats and prob I think. So it’s not that they couldn’t work in a secondary setting, it’s just that they literally don’t cover the necessary content.
We are just implementing CMC at our secondary special school for autistic students. They arrived with us typically 3 yrs behind mainstream norms.. not because they arenot intellectually capable, but because their needs meant that they were able to engage in mainstream lessons effectively. I observed CMC in action at Athena and it's outstanding. CMC does all that good practice says we should should do.. chunked work, spaced and interleaved practice,really carefully planned sequencing of work, whole class feedback. The number of planned maths "thinks" and generative actions per lesson is about 5 fold a good standard lesson. And the teacher knows if any student didn't get it at every point in the lesson...No surprise there are gains
Hi, in the post you mentioned that CMC doesn’t apply to secondary. Could you explain why that is? I have all the materials for CMC but have found it difficult to get valid implementation at secondary level.
Naveen’s the real expert in this, but I would interpret that simply as the maths programmes don’t progress far enough. CMC stops well short of covering algebra, for example, and no stats and prob I think. So it’s not that they couldn’t work in a secondary setting, it’s just that they literally don’t cover the necessary content.
We are just implementing CMC at our secondary special school for autistic students. They arrived with us typically 3 yrs behind mainstream norms.. not because they arenot intellectually capable, but because their needs meant that they were able to engage in mainstream lessons effectively. I observed CMC in action at Athena and it's outstanding. CMC does all that good practice says we should should do.. chunked work, spaced and interleaved practice,really carefully planned sequencing of work, whole class feedback. The number of planned maths "thinks" and generative actions per lesson is about 5 fold a good standard lesson. And the teacher knows if any student didn't get it at every point in the lesson...No surprise there are gains