Topic outline

  • General

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  • Weekly Schedule

    The timetable for our module is organised for Week N in the table below; every week, we would like you doing some kind of reading, interacting, watching, reflecting, and writing.  Below is a sample schedule for navigating the weekly work for this module:

    MonTueWedThuFri
    Placement prep
    		Placement
    		Research
    		Review Week N-1
    Prepare questions for Fri
    		09:00-11:00   MTH6110 Session
    Reading
    		Logbook Writing

    Coursework

    		PDP Reflection
    		Friday Video
    Looking ahead Week N+1

    • Recordings of Discussion Sessions will not be available, as this module relies on your participation to work!
    • You are expected to complete all Week N-1 content before our Fri session in Week N
    • Office Hours are optional and are intended to provide you with an additional point of contact, support and feedback


  • Module Information

    This module provides an opportunity for final-year students to gain first-hand experience of mathematics education, through a mentoring scheme with mathematics teachers in schools and colleges. The module is offered within the framework of the Undergraduate Ambassadors Scheme.

    Students will typically begin by observing the teacher's handling of the class and progress from this classroom assistant stage through small teaching tasks to at least one opportunity to undertake whole class teaching.  There may also be an opportunity to undertake and evaluate a special project on the basis of discussion with the teacher.  In the process, students will gain valuable transferable skills that include communication and presentation of mathematics, team-working, active listening, time management and prioritisation.   The module will be supported by regular classes and assessed by a combination of written reports and an oral presentation. 

    Registration for this module requires validation; places will be limited and interviews to assess suitability will be held during Semester A.


  • Weekly Placement Sessions

    During the UAS placement, the undergraduate students will be involved in the following broad areas of learning and teaching within the classroom:

    • Classroom observation and assistance:
      Initial contact will be made with the teacher and pupils as a classroom assistant. The student will watch how the teacher manages the learning environment, the lesson structure and the level their subject is taught to. Practical support will be offered to the teacher in the classroom or a lab.
    • Teaching assistance:
      The teacher will assign teaching tasks to the student which vary depending on specific needs and the student's own ability as it develops over the placement. This could include offering problem-solving coaching to a small group of higher ability pupils or taking the last ten minutes of the lesson for the whole class.
    • Extra-curricular projects:
      The student may help to run an out-of-timetable activity such as a club, or special coaching periods for higher ability pupils.
    • Special Projects:
      The student may devise a special project on the basis of discussion with the teacher and their own assessment of the needs of the particular pupils they are working with. This aspect of the scheme may include whole class teaching for the student.

    As Maths Ambassadors in this module, we will be working closely with our partner schools to adjust and accommodate the above activities to best support childrens' interrupted learning in the classroom due to the pandemic.

  • Assessment

    While there are no exams for this module, your mark is based on multiple submissions of different types, including video recordings, written work, and live presentations.  Assignment briefings and Marking Schemes will be made available for your information in due course, so that you can get an idea of what is required for each submitted component prior to the deadline.  In 2023-24, your module will be assessed as follows:

    • CV - 10%
    • Maths Video Presentation - 20%
    • Research Article Essay - 20%
    • Group Project - 20%
    • Engagement - 20%
    • Teacher Feedback - 10%

    The  Engagement mark is built from your participation in the module holistically, including completion of online quizzes, attendance and interaction in our Friday sessions (including professional behaviour if you need to miss a session), creation of a Personal Development Plan and submission of a Reflective Learning Logbook.

    • Teacher Feedback Form File

      Teacher Feedback comes in the form of a questionnaire, which is then used to form a mark for this module.  Please note that mentor teachers may choose to leave some questions blank, as not all questions are applicable for all placements/classes.  This is common and will not adversely affect your Teacher Feedback mark.

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  • Application Procedure

    Each participant serves as an ambassador of the School of Maths and represents QMUL serving as both a teaching assistant and role model in the local community.  In light of these responsibilities and also the limited number of available opportunities, ultimate participation in this module is highly selective.  Selection will be based on your interest and commitment to the module's aims, communication skills and aptitude for working in an educational environment, and academic record to date.

    APPLICATION STEPS:  Submitting your application will require that you do the following:

    • Register for the module at the start of the autumn term.  This is essential in order for you to receive correspondence regarding the application process and mandatory training.  Please note that if your application for this module is not accepted you will have to change your registration to drop MTH6110 and add a different module in January.
    • Submit an Application Form, describing your interest in the module
    • Attend an interview with the Module Organisers (if shortlisted)
    • Complete a Disclosure and Barring Service (DBS) check as part of your application (if selected)

    Please note that you will not be regarded as finally accepted on the module until you have passed the interview stage, undergone the DBS check, attended the mandatory UAS Training day, and signed an agreement form with the school/College at which you have been placed.

  • Application Form

    In order to be considered for the module, your application must be submitted below by 17:00 Tue 10 Oct 2023.

  • Interview

    Due to the high volume of applicants, interviews will take place virtually during Week 4 (18, 19 and 20 October) on Teams.  Teams links for each interview block appear below.  Please note the directions on entering/leaving this virtual interview room below.

    If you have been selected for interview, please

    • Select a 10-minute interview slot below,  by 5pm Mon 16 October
    • Prepare a 2-3 minute mock teaching session on a selected topic of your choice; this should involve explanation of some school-level maths (for any year you wish) which you can present to us in a video interview.
    • You may also be asked questions related to your presentation or responses in your application form, as appropriate

    To keep things running in time and avoid any possible tech issues, please do not use any additional equipment/hardware (e.g., tablet, pen, etc.).  You are welcome to use powerpoint/pdf, visual props or simply speak with us as you deem appropriate for the topic you choose.  If you do choose to use powerpoint/pdf, please make sure you know how to share your screen in advance of the interview.

    • For the interview, please arrive 2-3 minutes early and "wait in the lobby" until you are admitted.
    • If you do not see a lobby on your device, you can send a Teams chat to SB or ML, indicating that you have arrived.
    • Please do not join the room until we have confirmed that the previous candidate has left.


    We look forward to seeing you and wish you GOOD LUCK!

    --SB and ML

  • Disclosure and Barring Service (DBS) Check

    All applicants will be required to complete a DBS check; this is a legal requirement for working in a school; general information about DBS checks can be found via the Directgov website.  The DBS check details will be given to you by email once you have been accepted onto the module. 

    • You may read the Guide for Applicants to see what kind of information and identification documents you will be asked to provide; documentation for the paper form is provided to give you an idea of the general procedure.  Note that we will follow an online procedure which will also have similar rules we will need to follow strictly.
    • Your documents will need to be countersigned here in the School of Maths.  Your identification will be checked and the forms submitted. You should then receive your DBS certificate through the post.
    • Please note, it is your responsibility to ensure that you complete a DBS form and countersigned by the School Office and sent off in good time. It can take around anywhere between 2-6 weeks for DBS clearance to come through, and you will not be able to secure a place in a School without one.
    • You may be asked by your Placement School/College to present your original issued DBS form to the relevant HR Department at the start of your placement.

    DBS UPDATE:  As in previous years, DBS checks will be completed virtually this year.  If you are selected for this module, you will need to have your DBS check completed and confirmed with the Maths Office before the end of the January Assessment period (04-19 Jan 2024) in order to go out to your placements in Semester B.




  • Feedback

    It is very important that you participate actively in this module by staying on top of your work, asking questions and seeking feedback for your ideas continuously, both from us (your module organisers) and your mentor teachers!

    Here are some avenues of support and feedback available to you:

    • Ask questions  during or after sessions with your mentor teachers,
    • Participate actively in the workshop sessions with us and with guest speakers,
    • Visit us in office hours/Learning Café hours for more personalised feedback (see Module Info block on the right),
    • Query your peers and the lecturers (us!) using the student forum.
    • Include questions in your submitted work  (e.g. as footnotes)
    If you choose to use email, please include both of us in the query, as this will allow us to reply faster.

    Your feedback comes in many forms.  It is not just written comments on a piece of coursework. Please make sure that you actively engage with all these opportunities, as they are there to help you learn and gain confidence in learning how to analyse pedagogy research, write essays as well as how to (better) teach mathematics!


  • Induction & Training for Successful Applicants

    There will be a Induction Session for students accepted onto the module 13:00-15:00, Wed 06 Dec 2023 (Week 11 of Semester A), with details to be announced in due course.  Attendance is required in order to participate in MTH6110.

  • Week 1 - Welcome & Overview

    • Week 1 Checklist

      1. Attend the first session of MTH6110 with ML and SB: Welcome on Fri 26 Jan (9:00-11:00 in PL-302) and acquaint yourself with this QMPlus page
      2. Complete Week 1 Reading and remaining parts of the Self-Audit
      3. Finalize Placement details (DBS, Mentor Teacher, days/times, etc.)
      4. Watch your Friday Movie: "Mathematics is the sense you never knew you had"
      5. Start preparing a 2-page Curriculum Vitae


    • Slides from Week 1 Session File
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    • Week 1 Reading File

      Read carefully pp. 1--7 of 'What makes great teaching?' by Coe et. al.

      Identify the six components of great teaching appearing in the Executive Summary.  Look carefully at the Contents page to understand the layout of this review article.  You might also find it useful to peruse the References at the end for style, and find how these sources appear in the body of the work.


      Think about your own answers to the following questions:

      • What happens when you incorporate the words/phrases Mathematics, Mathematicians, in a Mathematics Classroom,  into each of the six headings?
      • Arrange the six components from most important to least.  Do you think the order of importance changes if you add the words/phrases above?
      • Are there any missing components, i.e., are these six the most important components of 'Great Mathematics Teaching' or did we miss anything?
      As we continue this reading assignment in the coming weeks, we shall return to these questions.
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    • Friday Movie!  As a continuation of our discussions and for a little inspiration, please listen to award-winning Mathematics teacher, Eddie Woo deliver a TEDx talk on how we are all born to be mathematicians...



  • Week 2 - Mathematics Education Research Literature

    • Week 2 Checklist

      1. If you have not already done so, complete Sections 1 and 2 of your Reflective Learning Logbook and begin drafting Assignment 1 - Curriculum Vitae
      2. Attend your Friday session - Mathematics Education Literature with SB and ML
      3. Complete Week 2 Reading
      4. Watch your Friday Movie: "Vectors, what even are they?"
      5. After your first placement session, complete Session 1 of your Weekly Log Entries (section 3 in the Reflective Learning Logbook)


    • Slides for Week 2 Session File
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    • Week 2 Reading File

      Read carefully pp. 8--24 of 'What makes great teaching?' by Coe et. al., the Introduction and first chapter, called What is good pedagogy?  Elements of teaching effectiveness.

      Here are some guidelines to help you read this assignment:

      • The first citation is (Strong et al 2011; Hamre et al 2009).  Do you know how to find and cite references like this?  Do you know where you would look to find out?
      • What makes this a well-written introduction?  What could be done better?
      • To self-check comprehension, try to write down a few brief summarizing sentences for each of the six subsections that appear in the first chapter.
      Of course, discussion on any of the above questions with your colleagues (and us) is encouraged!

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    • Reflective Learning Logbook File

      Here is an editable word file of your Reflective Learning Logbook.  

      Over the course of your placement, you are expected to keep a log of the weekly activities you undertake with your Mentor Teacher and students.  You can either print out further Weekly Log Entries to take with you and use when out on your placement, or you can type your observations in this file and update weekly. 

      You may occasionally need to refer to this or be asked to share your entries, so please do stay up to date with this task and bring your Log Book with you each week to our sessions.

      This template is very close to the kind of logbook you would be expected to keep in a PGCE course and completing it well will help you to focus and achieve your PDP goals!

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    • Friday Movie!  This week, we have selected a video from the lovely YouTube channel 3blue1brown, in which  Grant Sanderson teaches us about a very familiar object, the vector!  Take a look and think about what factors make this video appealing while not sacrificing mathematical accuracy.

      The seamless graphics are created using Python: pause around minute 9 to see snippets of his simple code.  If you are camera shy, you might consider having a go at  producing such a video when we get to our Maths Presentation assignment...




    • Placement Survey Quiz

  • Week 3 - Qualitative vs Quantitative Approaches I

    • Week 3 Checklist

      1. Complete an Induction/first visit/next visit at your placement School/College
      2. Attend your Friday live session - Qualitative and Quantitative Approaches to Teaching and Learning
      3. Complete Week 3 Reading
      4. Watch your Friday Movie: "How to be good at math, and other surprising facts about learning"
      5. Submit Assignment 1 - Curriculum Vitae (due 17:00 Fri 09 Feb)
      6. Don't forget to complete your Weekly Log Entries (section 3 in the Reflective Learning Logbook) after each placement visit!
    • Slides for Week 3 Session File
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    • Week 3 Reading File

      Read carefully pp. 25--37 of 'What makes great teaching?' by Coe et. al., the second chapter, called How do we measure it?  Frameworks for capturing teaching quality.

      Below are some guidelines to help you read this assignment as well as practice writing for your first Critical Analysis Essay:

      • Compare page 9 to page 25.  Why might the authors have chosen to start the second chapter in a different manner than the first?  Did this change help you read the section more easily?
      • Check your basic comprehension by writing down exactly two sentences describing each of the seven methods of evaluation in this chapter (e.g., What are value-added measures and how are they used to evaluate teaching quality?)
      • Now practice some "level 1" critical analysis by writing 2-3 bullet points on the benefits, impacts, risks and limitations of each method of evaluation.
      As always, peer-to-peer discussion (and with us) is encouraged!

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    • Find it! Use it! Reference it!  If you are uncomfortable with searching and referencing library resources, please visit

      https://qmplus.qmul.ac.uk/course/view.php?id=4440

      James Soderman, our S&E Library Rep, has kindly made a complete collection of online resources available to us. In the link above, go to Mathematical Sciences and select MTH6110 to find out more!




    • Friday Movie!  I claim that one of the top components of great maths teaching does not appear amongst the factors listed by Coe et. al.  Whether or not a student has a fixed vs. growth mindset can have an enormous impact on student learning and outcomes, without the  teacher having done or said anything explicitly on the issue.

      Please listen to Professor of Mathematics Education at Stanford University, Jo Boaler deliver a TEDxStanford talk on some surprising facts about learning (and teaching) mathematics.  Think back to our Week 1 session when I asked you to describe how you might teach someone to count to 5...



      Interestingly, whether or not an teacher has a fixed or growth mindset also affects student outcomes.  The following article appearing in Science finds that the single best statistical predictor for gender and racial achievement gaps in STEM disciplines was the presence of “fixed” vs “growth” mindset amongst faculty members.  Perhaps surprisingly, this held even for instructors that shared racial or gender identity with the students in question; it is the last paragraph of the study which hints that a change in pedagogical culture would have significant impacts:

      "[...] Our data suggest that academics who wish to diversify their fields might want to downplay talk of innate intellectual giftedness and instead highlight the importance of sustained effort for top-level success in their field. We expect that such easily implementable changes would enhance the diversity of many academic fields."

      So far beyond your words, your frame of mind will affect yourself and your students!

  • Assignment 1 - Curriculum Vitae

  • Week 4 - Skills Plenary

    • Week 4 Checklist

      1. If you have not already done so, complete Placement Quiz and your induction/first visit/next visit at your placement School/College; don't forget to complete your Weekly Log Entry for the visit!
      2. Attend your Friday live session - Skills Plenary
      3. Complete Week 4 Reading
      4. Watch your Friday Movie: "Classroom Observations"
      5. Start preparing your Mathematics Presentation


    • Slides for Week 4 Session File
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    • Week 4 Reading File

      Read carefully pp. 38--41 of 'What makes great teaching?' by Coe et. al., the third chapter, called How could this promote better learning?

      This week, the notes below will guide you through  are some guidelines to help you read this assignment as well as practice writing for your first Critical Analysis Essay:

      • Check your basic comprehension by writing down exactly two sentences describing each of the three subsections in this chapter
      • Practice critical analysis writing by writing exactly two sentences for each subsection on the benefits, impacts, risks and limitations and indicate which references you might follow to justify your conclusions
      • Did you notice that the authors used effect size to justify a position on teacher feedback?  Hint: see p.40
      Do compare notes with your colleagues!

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    • "Friday" Movie for this week!  Watch these two recordings of people actually teaching a mathematical concept; take some notes on what communication techniques the person is using; taking these notes will help in preparing you for completing your Reflective Learning Logbook.  I strongly suggest doing this exercise fairly early in the week to use what you have observed in your own placement so far.

      Tutorial on Integration by completing the square, taught by C. Breiner


      Demonstration lecture on Trigonometry, taught by R. Bodhe


  • Week 5 - Evidence-based Decision-making in Education

    • Week 5 Checklist

      1. If you have not already done so, update Placement Quiz and your induction/first visit/next visit at your placement School/College; don't forget to complete your Weekly Log Entry for the visit!
      2. Attend your Friday live session - Evidence-based Decision-making in Education
      3. Prepare and seek peer-to-peer feedback before submission for Assignment 2 - Mathematics Presentation
      4. Complete Week 5 Reading
      5. Watch your Friday Movie: "Public Speaking Tips & Tricks"

    • Slides for Week 5 Session File
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    • Week 5 Reading File

      Read carefully pp. 43--49 of 'What makes great teaching?' by Coe et. al., the fourth chapter, called How might we take this forward?

      This week, the notes below aim to help you continue developing your analytical reading and writing skills; it also will help you reflect on how you might take the results of this review, moving forward.

      • Check your basic comprehension by writing down exactly four sentences describing the first subsection in this chapter (Overview of the evidence)
      • In reading the second subsection (A general framework for teaching quality), think back to your very first ordering of the six components of great teaching.  Has your ordering changed based on what you have learned?  Why/why not?  Much of our discussion was based our impressions, which you can now substantiate; can you justify your position with research evidence now?
      • The final subsection (Best bets to try out and evaluate) can be used when evaluating progress on your action plan.  Are there any aspects of your aims/goals which might benefit from the approaches suggested in the quick wins list?  How might you use what you have learned to become better at teaching OR communicating mathematics?

      As always, you are welcome to discuss ideas with us and colleagues using Office Hours or the Student Forum!

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    • Friday Movie!  Whether it is in a classroom or a boardroom, many of you have indicated that you would like to improve your public speaking skills; your next assignment will also involve presenting, so this week, we have chosen videos to set you up for success!

      First, take a look at these 5 basic tips from Toastmasters International, a well-known worldwide public speaking organisation (5 min):


      Look up World Championships of Public Speaking + Toastmasters and you will unearth dozens of examples of engaging speakers from around the world (and don't limit yourself to the 1st place winners) from whom you can learn some tricks of the trade.  I particularly liked the 2nd place speeches of Aaron Beverly in 2016 and Zhifang Sherry Su in 2018.

      Finally, here is a little inspiration from TED from Danish Dhamani on overcoming his fear of public speaking (8 min):

  • Week 6 - Qualitative vs Quantitative Approaches II

    • Week 6 Checklist

      1. If you have not already done so, complete Assignment 2 - Mathematics Presentation
      2. Continue to complete Weekly Log Entries for each of your placement visits (and update your Placement Quiz, if needed)
      3. Attend your Friday live session - Qualitative vs Quantitative Approaches II
      4. Complete Week 6 Reading (final week!)
      5. Review slides, learning resources and reading/writing exercises from the first half of our module
      6. Watch Friday Movie: "Perplexing Paperclips"
    • Slides for Week 6 Session File
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    • Week 6 Reading File

      Look through pp. 50--55 of 'What makes great teaching?' by Coe et. al., the Bibliography and read carefully pp. 56--57, the Appendix.

      This week, the notes below aim to help you cycle back and practice learned skills from the first half of the module: searching for references (J. Soderman's talk), reading comprehension and concise summary writing (Reading Assignments, weeks 1-5).

      • Choose 5 bibliography entries at random from the Reference list and search for them.  Do you recover just the abstract or are you able to retrieve the full resource?  Do you know what steps you would take to find the full source if you are not able to fully retrieve the reference?
      • Read the research questions appearing in the Appendix and use your notes from the previous Reading Assignments to summarise the authors' conclusions for each in a few sentences.  Some may need only 1-3 statements, whereas others may need more.
      As always, you are welcome to discuss ideas with colleagues or ask us for help!

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    • Friday Movie!  As another example of a well-executed maths talk as well as a little maths magic, please watch a video from the talented and unique Mathematician Tadashi Tokieda, on 'Perplexing Paperclips'


      Pay close attention to what is said at minutes 6:10 -- 6:30 and 7:50, for a direct connection to the teaching and learning of mathematics!

      For more examples of people communicating mathematics in lively and engaging ways, do look around and watch any video which catches your interest from this award-winning channel, Numberphile, e.g.,

      • Uncrackable?  The Collatz Conjecture (8min)
      • Winning at Rock, Paper, Scissors (6 min)
      • Monty Hall Problem (6 min)
      • How Random is a Coin Toss? (8 min)
      • Elliptical Pool Table (4min)




    • Feedback Quiz

      This is a quick feedback quiz to help us make sure basic things are going ok and plan the rest of the semester with your input!

  • Assignment 2 - Mathematics Presentation

    • Mathematics Presentation Marking Criteria File

      The heading above is a link to the presentation guidelines and marking critera that will be used to evaluate your Mathematics Presentations.

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    • Mathematics Presentation Assignment

      Choose a topic of your choice from one of your current modules and prepare a 4-minute video.

      Please carefully read through the Mathematics Presentation Marking Criteria and submit your recording by 17:00 Fri 01 March.

      There are two steps you will need to complete in order to successfully upload your submission:

      1. Uploading a video to your My Media
      2. Submitting a video assignment (using the video you uploaded to My Media)
      There is a link on Step 1 above to help you upload a video to My Media from your mobile.  For Step 2, once you are ready to submit your assignment, there  an "Embed Kaltura Media" button which allows you to access your My Media and select a video to share/upload.  It is the rainbow star, to the right of the microphone button:



      As video assignments differ from an average assignment, please make sure you read through the above directions and know how to submit your assignment well ahead of the deadline.  Uploading and processing a large video file can take a long time, so do be patient and allow yourself some time for this task.

    • Mathematics Presentation Feedback File
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  • Week 7 - Mathematics Communication & Employability

    • Week 7 Checklist

      1. If you have not already done so, complete Feedback Quiz
      2. Continue to complete Weekly Log Entries for each of your placement visits (and update your Placement Quiz, if needed)
      3. Attend your Friday live session - Mathematics Communication & Employability
      4. Complete Week 7 Reading
      5. Begin drafting your Research Article Summary for Assignment 3
      6. Watch your Friday Movie: "Abakus"

    • Slides for Week 7 Session File
      1.2 MB
    • Slides for S. Lassami's talk File

      Attached are the slides for Sonia's talk.  Please do take a look at the upcoming events and links to some of the resources mentioned during our session!



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    • Week 7 Reading File

      This week you will begin reading your Research Article in preparation for Assignments 3 and 4

      Please find your name in one of the assigned groups appearing in Assignment 3 - Research Article Summary.  Please do use the activities in our slides from Weeks 1-7 to help guide your reading and discuss any conclusions, questions and ideas with colleagues in your group as you start drafting your summary!   A summary of the reading assignments and skills gained so far in the module is attached here.

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    • Friday Movie!  This week, we invite you to explore a lovely website called Abakcus, a repository of interesting articles, projects, and tools for maths and science learning (for all ages).  Here are two sample videos you might enjoy (each ~2 minutes), but please feel free to look around and make your own selections!



      https://abakcus.com/video/the-feynman-technique/


  • Week 8 - Research Studies in Education

    • Week 8 Checklist

      1. Attend your Friday live session -  Research Studies in Education
      2. Watch Friday Movie 
      3. Begin the preparation of the Research Article Summary and the Group Presentation in Week 12
      4. Seek informal feedback from Placement Mentor Teacher


    • Slides for Week 8 Session File
      1.0 MB

  • Week 9 - Planning your Post-Graduation Steps

    • Week 9 Checklist

      1. If you have not already done so, complete your Peer Feedback Quiz and submit your Research Article Summary.
      2. Attend your Friday live session - Planning your Post-Graduation Steps
      3. Complete Week 9 Reading
      4. Watch Friday Movie - "Viviani's Theorem" and the "Feynman Method" on Abakcus
      5. Begin preparing Week 12 Group Presentation with your assigned group
    • Slides for Week 9 Session File
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    • Week 9 Reading File

      This is a sample Core Maths Curriculum Plan for Key Stage 4/Year 10 from the Oak National Academy Teacher Hub.  Please read this or any other curriculum document from the Teacher Hub in order to get an idea of topics and level of maths being covered to help you think of what you might contribute to your students' learning beyond your placement visits.

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    • Friday Movie!  This week, we invite you to explore a lovely website called Abakcus, a repository of interesting articles, projects, and tools for maths and science learning (for all ages).  Here are two sample videos you might enjoy (each ~2 minutes), but please feel free to look around and make your own selections!



      https://abakcus.com/video/the-feynman-technique/


    • Link to Ark Teacher Training URL

      Link to the website of the Ark Teacher Training programme, from whom we heard during this week's Friday live session.  If you are interested in applying to be a part of the programme, there is a button to direct you to the application portal (as well as some more information about the programme).

      Any questions about the Ark Teacher Training programme can be directed to alex.mansbridge@arkonline.org .

    • Link to Get into Teaching URL

      Link to the website of the Department of Education's Get into Teaching internships, about which we heard during this week's Friday live session.  If you are interested in applying for one of these internships, this website tells you the next steps you'll need to take.

      The programme also runs an Adviser Service to connect you to an experienced teacher who may be able to help you submit a successful application for scholarship applications or teacher training.  This can be found here.

    • Community-Based Learning and Teaching Workshop File

      Invitation to participate in a Community-Based Learning and Teaching in Higher Education workshop, jointly run by QMUL and UCL.  The workshop will take place between 13:00-15:00 on Friday 26th April.  Anyone interested in applying can do so via the link inside the document.

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  • Assignment 3 - Research Article Summary

  • Week 11 - Ethical Use of AI in Education

    • Week 11 Checklist

      1. Prepare your slides and rehearse for the upcoming Group Presentation (Week 12)
      2. Attend your Tuesday live session
      3. Watch Friday Movie - (if you need a bit of motivation)
      4. Get teacher feedback on any resources your sharing/creating
      5. Start assembling Reflective Learning Logbook (for submission at end of placement)
    • Slides for Week 11 Session File
      426.9 KB

    • Friday Movie!  This week, we invite you to explore some of the online resources past MTH6110 students have shared on Padlet when organising material for their placements.   There are both videos and reading resources amongst the recommendations from your alumni colleagues, so do look around!


  • Assignment 4 - Group Presentation Submission

    • Group Presentation Guidelines and Marking Criteria File

      The heading above is a link to the guidelines and marking critera that will be used to evaluate your Group Presentation.

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    • Research Article Group Presentation Slides Assignment

      Upload your slides for the Group Presentation of the Research Article you have been assigned.

      Please carefully read through the Group Presentation Marking Criteria and submit your slides in PDF format by 17:00 Wednesday 10th April.  Please note that each of you must submit a copy of the slides for your group so that we are able to assign you a mark for the presentation in our session on Friday 12th April.

  • Reading List Online