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From OECD GTI
375 plays 5/5Encouraging students to self-reflect and self-evaluate their learning can be challenging. In this classroom, the teacher has established a routine for self-evaluation at… -
From OECD GTI
352 plays 5/5Delivering cognitively demanding work can be challenging, but this teacher here offers a rich example of how to push students’ thinking forward by modelling to… -
From OECD GTI
274 plays 5/5Mistakes and misunderstandings can be rich opportunities to learn, and in this Mexican classroom the teacher shows how to embrace them. The students are working on… -
From OECD GTI
356 plays 5/5Technology is a key part of driving student learning forward here in this Mexican lesson. The teacher is exploring with the class how quadratic functions vary, and uses… -
From OECD GTI
577 plays 5/5This Japanese teacher offers a clear example to students of how there is not just one way to approach solving a problem. He challenges students to reverse their thinking… -
From OECD GTI
220 plays 4.8/5In this Colombian classroom the teacher is letting students explore how quadratic expressions can be represented through different visual representations. Students are… -
From OECD GTI
496 plays 4.5/5This Japanese teacher begins his lesson with a demanding and challenging problem for students. He poses an open-ended, abstract problem for students to think about,… -
From OECD GTI
279 plays 4.3/5Students have been organised into small groups and challenged to investigate graphing different quadratic functions. You will notice that there are a lot of phones out,… -
From OECD GTI
179 plays 4.3/5Students in this Colombian classroom are exploring quadratic functions through a real life problem related to the Golden Gate Bridge. The class have been working… -
From OECD GTI
285 plays 0/5It can be challenging in education to help students see that problems and challenges can often be solved in more than one way. This Mexican teacher offers an example of…
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