iiinova — where your digital self keeps evolving

Phil Smith @philwainsmith.bsky.social · 06/10/2026

Such a devastatingly difficult job that even with the best systems and support, experience and skill, can still be soul destroying.

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Phil Smith @philwainsmith.bsky.social · 20/09/2026

I'm starting a Core Maths course with Manu Kanpur's (original credit may be due elsewhere) classic goals/points productive failure task on variance. I've used plenty of guided inquiry before but this will be a first. Any thoughts, opinions, or experience on this? I'm working completely on theory.

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Phil Smith @philwainsmith.bsky.social · 20/09/2026

I wonder if centralised resources and stricter control is playing its part. Do teachers, and even leaders I suppose, have little freedom to adapt and experiment. Or even if they have the freedom, are they more inclined to take the path of least resistance?

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Phil Smith @philwainsmith.bsky.social · 17/09/2026

Totally agree as solid base, but care should be taken to avoid forcing students to think there is a 'right' way to begin. Apologies for lack of clarity in 2nd example. (1/2)x + 2/3 = 1/6 Multiply the whole equation by 6 as an example of a good first move. Admittedly unlikely to feature at y7.

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Phil Smith @philwainsmith.bsky.social · 17/09/2026

I agree it's logical, but still feels like it would create barriers to fluency/flexibility to me. What about something like 123x + 246 = 369? Or 1/2x + 2/3 = 1/6?

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Phil Smith @philwainsmith.bsky.social · 15/09/2026

Does anyone have experience with AQA Core Maths (Certificate Level 3 Mathematical Studies) and wouldn't mind answering a few questions, please? Manu thanks, in hope, in advance.

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Phil Smith @philwainsmith.bsky.social · 06/09/2026

Tables also work brilliantly for understanding repeated percentage change (compound interest): each row makes visible why the decimal multiplier repeats, so the power — and the efficiency of writing it as a function — emerges naturally.

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Phil Smith @philwainsmith.bsky.social · 04/09/2026

And to go back to an earlier point, I think I would happily use a percentage unit to introduce proportion (multiplicative reasoning must already be present) and cover other proportion/ratio skills later.

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Phil Smith @philwainsmith.bsky.social · 04/09/2026

I would have already used a proportion unit to cover using a table to show unitary method and/or more efficient chunking (recipe questions are good for this). I've found this deepens the understanding of the full process and how and why different approaches might be preferable.

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Phil Smith @philwainsmith.bsky.social · 04/09/2026

Easier now to play to their preferred area of strength, be it fraction calculations, decimal calculations, chunking, or whatever calculator process.

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Phil Smith @philwainsmith.bsky.social · 04/09/2026

If students set up the table (at this stage all focus is on putting values in the right places) then they see the required calculation (starting with fractional multiplier), they are well placed to decide the most efficient method with which to proceed.

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Phil Smith @philwainsmith.bsky.social · 04/09/2026

Some examples, but you can imagine using this setup for more basic question types. (Sorry if alt text is poor - my first attempt).

Two ratio tables; one showing a setup for an 'increase by 23%", the other for a reverse percentage.

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Phil Smith @philwainsmith.bsky.social · 04/09/2026

Multiplicative and proportional reasoning all the way for me. I've never seen percentages come before ratio/proportion in a SoL (not that I see a compelling reason why) so students should have a decent foundation to tackle any type of percentage question.

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Phil Smith @philwainsmith.bsky.social · 15/07/2026

Really great set of episodes recently, looking forward to this one. Ted Dintersmith pitched some really similar thoughts to Conrad Wolfram. Both angling to realign math(s) education for modern relevance. Loved it.

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Phil Smith @philwainsmith.bsky.social · 13/07/2026

Wouldn't the stress be a sign of overloading working memory, in CogSci terms?

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Phil Smith @philwainsmith.bsky.social · 17/06/2026

I've just seen @agittner.bsky.social posted something similar, but more eloquently, to an earlier post. I'll get back in my box.

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Phil Smith @philwainsmith.bsky.social · 17/06/2026

Like so much in education, we suffer from a lack of definition (or a need to specify meaning in minute detail). Learn and perform in the very short term, but forgotten by the next session. Learn and perform in increasingly extended intervals, but unable to apply in an unfamiliar context.

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Phil Smith @philwainsmith.bsky.social · 01/03/2026

I often wonder how the balance of instruction plays out in terms of fact vs flexibility (this would be my definition of fluency).

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Phil Smith @philwainsmith.bsky.social · 01/03/2026

If it had to be one or the other, would you rather students (people) memorised TTs (to 12) or learnt strategies such as Darren suggests to work out TTs?

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Phil Smith @philwainsmith.bsky.social · 07/02/2026

Maybe it's my bad luck, but I see more and more ITT and ECT who only consider procedures. Application is, at best, an afterthought. If I were dramatic, I'd call it a crisis.

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Phil Smith @philwainsmith.bsky.social · 07/02/2026

Raises the question about distinction between mathematical skills and topics (even those terms warrant better definition). The skill/procedure is proportion, but the topic is it's own. Much like percentages.

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Phil Smith @philwainsmith.bsky.social · 03/02/2026

Do you mean it hasn't been, or is poorly defined, or that oracy could not exist? Also, what do you mean by transferable skill? Thanks.

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Phil Smith @philwainsmith.bsky.social · 29/01/2026

(Sorry I cannot DM) I was unable to make the live webinar, could I please have the recording link? Thanks.

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Phil Smith @philwainsmith.bsky.social · 24/01/2026

I've left secondary education (after 10+ years) to study this further. I adapted my teaching to incorporate the ideas of Boaler/Lilljedahl/Wolfram/etc. but was always too constrained by dull linear curriculum. I totally agree that KS3 (and earlier) should be driven by thinking skills not processes.

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Phil Smith @philwainsmith.bsky.social · 22/01/2026

Do you mean that sanctions are, at least partly, an effort to induce a sense of shame that comes to others more naturally? If not, I interpret the post as, at least, stating that shame is a keen factor in student behaviour.

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Phil Smith @philwainsmith.bsky.social · 21/01/2026

Creating and then buying the dip.

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Phil Smith @philwainsmith.bsky.social · 15/01/2026

So frequent randomised seating popped up in my research and I gave it a go. Nothing has yet convinced me to go back.

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Phil Smith @philwainsmith.bsky.social · 15/01/2026

I tried to find research and all that came up was that those nearest the teacher do better. (And don't let them choose for themselves). Does that mean we automatically sit lower attainers near the teacher?

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Phil Smith @philwainsmith.bsky.social · 15/01/2026

My change was prompted by my daughter. She's a bright but quiet student, so guess where she was being sat? Where would you seat her? Where would I have sat her? She knew she was being used as a tool. This made me question the equity of how I was using seating plans.

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Phil Smith @philwainsmith.bsky.social · 14/01/2026

Or randomised. When teachers create seating plans, I'm convinced they build in inequity. I started randomising this year, inspired by Building Thinking Classrooms, and other than more of a struggle to learn names, I'm glad I overcame my trepidation.

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Phil Smith @philwainsmith.bsky.social · 08/11/2025

One 10 question spaced retrieval quiz per class per week. Students have already marked/corrected so I'm mostly just marking their marking and gathering data.

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Phil Smith @philwainsmith.bsky.social · 14/09/2025

I think maybe you said it already, but also why so many headlines about Charlie Kirk?

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Reposted by Phil Smith

Matt Woodfine @matttheapp.bsky.social · 30/08/2025

🚨 Maths Giveaway! 🚨 Win a set of manipulatives, including Multilink Cubes, Counters, Base Ten, Fractions bars, Algebra Tiles & a 100 Square Popper – perfect for a classroom using @HUEcameras or mathswhiteboard.com webcam viewers. 📚✨ Follow & RT to enter. Ends 30/9. @mathsjem.bsky.social #maths

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Phil Smith @philwainsmith.bsky.social · 18/08/2025

open.spotify.com/episode/52Uz... If you haven't already found it, you might like this episode of a podcast related to BTC.

open.spotify.com

Ep 14 - Sophie Bresciani

Think Thank Thunk · Episode

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Phil Smith @philwainsmith.bsky.social · 14/08/2025

There's clearly loads of great stuff to cover once the basics have been seen, but it's the initial, more abstract concepts on curricula I wonder about. I've no doubt a bit of direct instruction is ok, essential even, but if you can offer any insights, I'd really appreciate it.

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Phil Smith @philwainsmith.bsky.social · 14/08/2025

I'm only 3 episodes in so maybe I'm jumping the gun with a question that has been addressed already, but here it is. I'm struggling to come up with a strategy to use BTC for something like trig. I can't see a way into the topic that doesn't need me to directly instruct, at least minimally, to start.

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Phil Smith @philwainsmith.bsky.social · 14/08/2025

@vendi55.bsky.social @webbkyle.bsky.social @maegangiroux.bsky.social Hi all. I've recently discovered the BTC book and it's re-inspired me to build more collaborative problem solving into my practice. I'm really enjoying your podcasts to fill in gaps and help adapt my initial ideas.

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Phil Smith @philwainsmith.bsky.social · 14/08/2025

Might it have something to do with security protocols? I don't doubt there exist adaptations, but they look like LHD vehicles brought with them so using default systems deemed safest? Or maybe plain arrogance, or a subset of arrogance, but it seems too easy to assert the convenient narrative.

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Phil Smith @philwainsmith.bsky.social · 10/08/2025

I had hoped your podcast might help me answer this question, and don't get me wrong, forcing me to ask the questions is a good thing, but I'd also have appreciated some help with the answers. In any event, thanks for the podcast.

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Phil Smith @philwainsmith.bsky.social · 10/08/2025

I think virtually all teachers would agree there can be no one-size-fits-all strategy, and that it would be naive to expect to read a book/research and expect to apply suggestions verbatim. So my thinking is always about how I can apply this to my situation.

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Phil Smith @philwainsmith.bsky.social · 10/08/2025

I agree with your criticisms (and praise) but I'd have liked to hear your expert opinions on how the strategies could be adapted/improved in light of their shortcomings.

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Phil Smith @philwainsmith.bsky.social · 10/08/2025

I'm sorry to say I was very disappointed with the podcast. Main gripe is that unless you'd read or read about the book (maybe that was your intent), listener would have little to no idea what the book is about so I think unlikely to foster engagement.

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Phil Smith @philwainsmith.bsky.social · 06/08/2025

That I couldn't and probably shouldn't give problem solving an equal footing with direct instruction.

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Reposted by Phil Smith

Paul Kirschner @paulkirschner.bsky.social · 06/08/2025

GIVEAWAY! We have a few copies of our - @carlhendrick.substack.com, Jim Heal, me - new book to give away. Bonus points if you reply to this tweet telling us something you used to believe about teaching and learning but don’t anymore. RT to be included in the draw. @hachettelearning.bsky.social

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Phil Smith @philwainsmith.bsky.social · 16/07/2025

For both, it's going to take additional time and effort for me to catch those starting ahead of me. I can't do the same things as them and expect to close the gap.

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Phil Smith @philwainsmith.bsky.social · 16/07/2025

I analogise most things to sport, and this holds for me that if I'm fitter/stronger to begin with, I can train harder/longer and will improve at a faster rate than others at a lesser starting point.

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Phil Smith @philwainsmith.bsky.social · 16/07/2025

I've recently finished Willingham's Why Don't Students Like School? and I really buy into the idea that students (well anyone) will learn more if they know more to begin with, so any gap will only widen.

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Phil Smith @philwainsmith.bsky.social · 19/06/2025

Would you ignore simplifying to begin with? My thought process is that to both simplify and convert improper/mixed, to really understand the concepts that underpin the 'tricks', students will need multiplying as the foundational skill.

a) underpin simplifying

b) underpin mixed/improper conversion

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