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TALK FOR MATHS: Study Day 2

TALK FOR MATHS: Study Day 2. Douai Abbey 15 March 2013. Lucy Sayce-Browne lucy.sayce-browne@reading.gov.uk. Programme. 9.30 – Introduction 9.45 – Sharing headlines 10.20 – Reflective teams 11.00 – Coffee 11.15 – Reflective teams 12.30 – Making connections 1.00 – Lunch

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TALK FOR MATHS: Study Day 2

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  1. TALK FOR MATHS:Study Day 2 Douai Abbey 15 March 2013 Lucy Sayce-Browne lucy.sayce-browne@reading.gov.uk

  2. Programme • 9.30 – Introduction • 9.45 – Sharing headlines • 10.20 – Reflective teams • 11.00 – Coffee • 11.15 – Reflective teams • 12.30 – Making connections • 1.00 – Lunch • 1.45 – Planning the report • 3.00 – Review impact statements and evaluations • 3.30 - Close

  3. AIMS OF THE PROJECT • To develop confidence in teaching maths that is exciting and engaging. • To be comfortable to take risks with teaching maths. • To be able to make maths more accessible for all. • To explore ways to deepen understanding of maths • To challenge the idea that it is socially unacceptable to fail at maths.

  4. AIMS OF STUDY DAY 2 To provide time and space to share and reflect on experiences so far To plan the final report and agree deadlines To review impact statements

  5. REFLECTIVE TEAMS Speaker outlines what has happened and any issues to be resolved. Each member of the team may ask ONE question for clarification or to facilitate reflection (or may choose to pass). The speaker may respond to the clarification question (but this is does not develop into a conversation). Each member of the team may comment positively on something that has impressed them from what they have heard. The speaker sums up and adds any further reflections as a result of the team comments.

  6. FEEDBACK FROM REFLECTIVE TEAMS Plus Having a go at new things Reflecting on how well its worked and adapting Children reasoning and explaining Positive attitude of pupils Being open minded and adapting ideas to suit different age group Lots of practical ideas to try out Real life contexts and making maths meaningful Fitting maths into topics e.g. Roald Dahl Everything discussed has been accessible

  7. Sharing with staff and other schools • Children sharing • Including pupils in planning process • Developing talk and explanations • Process focused • Teachers’ focus has changed as well as pupils’ • Letting go and allowing children to lead • Organic • Lots of different bits of maths covered all at once • Learning is sustained • Builds pupils’ resilience • Motivation and engagement increased • Fewer children saying ‘I’m no good at maths’ • Increased confidence

  8. Children can break up problems and make them more accessible • Being good at maths doesn’t mean speed • Improved girls’ engagement • Pupils engage in higher level conversations about maths • Encourages teacher to be creative with contexts • More children taking maths home • Thinking about maths beyond the classroom

  9. FEEDBACK FROM REFLECTIVE TEAMS Minus Because they’re covering lots of areas, not always easy to assess and evidence against objectives Teachers taking a risk by going into the unknown Have to be prepared to be flexible in trying to get other staff on board May not cover all the objectives that you intended Gains have to be seen in the long term Difficult to convince SLT to wait for gains Planning can’t be done in advance as led by outcomes from the first lesson

  10. Don’t overload other members of staff • May need to give staff specific ideas to try out first • Planning time can increase • Time to think up ideas • Time to discuss with peers • Managing group work • Need to teach pupils about talk • Sometimes difficult to keep the maths at an accessible level but still real

  11. FEEDBACK FROM REFLECTIVE TEAMS Interesting Brain storm board for topic on display in the staffroom Talk Maths rules Talk currency Children don’t necessarily have the skills to deal with the problems that have been generated. Balance between problem solving and skills Project at start of year to provide assessment data Opportunities for cross curricular learning through maths

  12. Children are able to steer the learning in a direction that interests them • Children can be flexible within the success criteria • Powerful questions as starting points that can be broken down into smaller bits • Evidence from SATs trials that it has helped pupils to access questions. • Pupils better at making connections • Makes maths less of a competitive sport and more collaborative

  13. STRUCTURE OF THE REPORT Audience – teachers, headteachers, maths coordinators, TAs, academics, other educational advisers, Pie, uni lecturers, parents What will it look like: online through website or own website; hard copy document; include CD What do we do with it: parents meetings; presentations to headteachers;

  14. Content: • executive summary • CD – exemplar lesson plans, video of lessons, pupil talking • 10 minute ideas, single lessons, project work • Exemplar class journey • Case studies • Importance of the process and justify the time spent • Rationale (DH) • Small text book • How to create your talk for maths environment ie washing line (EG) • Photos • Quotes from pupils

  15. Content contd: • Safe learning environment – pupil attitudes, having a go, open mind set (Nick) • Using TAs • Research • Where to get more info • Bank of projects for each year group linked to common • Teachers taking risks • Games activities (Pop start need a name!) Hill, plus anyone else • FAQ

  16. Who does what • Boxing up (Jeff and Katesgrove) • Actions (Katesgrove) • Maths stories • Books (everyone) • Washing line (Katesgrove) • Story sacks (Micklands) • Talk for maths rules – promoting talk (Nick) • Stimuli (St Martins) • Managing group work (Lucy) • Story mapping (Southcote) • Differentiation (Redlands)

  17. Case study format • Include photos • Year group/ ability/NC spread • No of children/adults • Context of school/class EAL/SEN/pupil premium etc • Resources • Why, what, how it went, outcomes for pupil/teacher • Pupil quotes • Examples of work

  18. Lesson plan format • As per example – • No homework • Expected duration • Previous learning • No evaluation – next steps

  19. NEXT STEPS Who is doing what? (Also see slide 16) All: Case studies Exemplar lessons Games to Sarah and Katie (The Hill) Quotes from pupils Personal quotes Videos of pupils Post drafts onto NCETM community Deadlines: Drafts by June 13th Twilight in July to check final edit

  20. IMPACT STATEMENTS Pupils engage in high quality conversations about mathematics where they explain their thinking. Pupils identify maths in everyday situations. Pupils are confident learners in maths. Pupils are able to break problems down into smaller steps. Learning is led by problems where pupils experience age appropriate real life examples of maths. Pupils value the process. Learning is pupil led where pupils try out their own ideas. Pupils enjoy maths. Pupils perception of a good mathematician is based on ability to reason and take time on a problem.

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