Malcolm Gardner
Maths Teacher · West Coventry Academy
★★★★★
Mr James Harry Watton
Senior Leader for mathematics , Moreton school · Moreton school
★★★★★
Since adopting unstoppable learning and atomization, my students' success and engagement levels have significantly increased. The atomization approach has been particularly effective in math, building their confidence and attention during lessons. My belief in every student's ability to succeed has dramatically strengthened.
Chapters
Transcript
Since adopting unstoppable learning and atomization, I've seen a clear increase in pupils' success during lessons. Learning is now structured so the success is the norm. So working with unstoppable learning has allowed my students to gain success throughout the lesson um and increase the engagement, um, mainly due to the fact that the atomization approach has allowed them to actually have success. When maths is atomized, students succeed. That success builds the confidence, the confidence that is missing you with so many students. Since working with Unstoppable Learning, I've found that my students are much more willing to engage, especially with mini whiteboard activities, um, and I've also found that the students' attention is much higher than it was before we actually took the atomized approach. My actual willingness to believe that 100% of students can actually get a question right or get a routine correct has increased dramatically. That has definitely been one of the major benefits of working with unstoppable learning is that my expectations that I believe were high originally are now much higher and actually genuinely high. I can honestly say working with unstoppable learning an atomization has transformed how I teach maths. 100% success with the students is now a given. If they're not succeeding it's because I haven't communicated something correctly. Atomisation is transformational in how we teach maths. If concepts are atomized and taught correctly, students will succeed. That success means they feel confident, they start enjoying maths, and that's what we all want. Working with unstoppable learning has led me to um think in much more depth about mathematics and how we actually deliver learning in mathematics. Say that once you have an idea of how to implement the actual programme and you take your time to develop staff at their own pace, that's when you get the actual positives. The tricky part is the true atomization beforehand, looking at a concept and breaking it down, but the delivery has an impact straight