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Learn how to teach maths using the
Singapore method
from the world’s leading expert
London five-day intensive course
Focus...
Dr Yeap Ban Har

Agenda
Dr Yeap Ban Har

Professional development course for teachers,
mathematics subject leaders/departm...
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Jan2014 mathsnoproblemtraining

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Transcript of "Jan2014 mathsnoproblemtraining"

  1. 1. Learn how to teach maths using the Singapore method from the world’s leading expert London five-day intensive course Focusing on essential aspects of pedagogy: mathematics mastery, bar modelling and problem solving Professional development for teachers, mathematics subject leaders/department heads and senior leaders (Foundation to year 6) with Dr Yeap Ban Har Dr Yeap Ban Har spent ten years at the National Institute of Education, Singapore, where he was involved in several funded research programmes in mathematics education and where he taught a range of teacher education courses, including Problem-Solving Heuristics in Primary Mathematics and Curriculum Studies in Primary and Secondary Maths. He works regularly in collaboration with the Curriculum Planning and Development Division of the Ministry of Education in Singapore and he is part of a team which reviewed the Singapore Maths curriculum for the revised 2013 syllabus. He continues to teach courses at tertiary institutions such as the National Institute of Education (Singapore), Wheelock College (Boston) and Rajabhat Maha Sarakham University (Thailand). He also sits on the advisory board of MATHS NO PROBLEM! the SEED Institute and several schools in Singapore and Asia. Two opportunities to join in on this 5-day seminar: Jan 13-17 Maths -No Problem! Bringing the Singapore Method to the UK w ww.mathsnoproblem.co.uk info@mathsnoproblem.co.uk Jan 20-24 The Chaucer Centre, Canterbury Road, Morden, SM4 6PX Professional development Registration details: Books To register please visit www.mathsnoproblem.co.uk/jan2014course Resources Fee: £800+vat
  2. 2. Dr Yeap Ban Har Agenda Dr Yeap Ban Har Professional development course for teachers, mathematics subject leaders/department heads and senior leaders (Foundation to year 6) A well-established name in teacher professional development, he presents numerous conference keynote lectures and holds frequent university seminars. with Dr Yeap Ban Har Two opportunities to join in on this 5-day seminar: He is the author of numerous books on education. Jan 13-17 An experienced educator, Ban Har spent ten years at the National Institute of Education, Singapore, where he was involved in several funded research programmes in mathematics education, and where he taught a range of teacher education courses, including Problem-Solving Heuristics in Primary Mathematics and Curriculum Studies in Primary and Secondary Maths. He works regularly in collaboration with the Curriculum Planning and Development Division of the Ministry of Education in Singapore, and he was part of a team which reviewed the Singapore Maths curriculum for the revised 2013 syllabus. The Problem-Solving Approach to Mathematics Teaching Using the Singapore Pentagon Framework, teachers are able to check if a mathematics lessons or a mathematics programme prepares students well enough for subsequent learning. Using topics that the participants are teaching, the lecturer generalises the discussion so that teachers teaching other year levels will still see the relevance. By the end of the session, participants should learn about five core competencies needed for students to be good at problem solving as well as two key strategies to help students develop this ability. Ban Har holds a Master of Arts in Southeast Asian Studies, a Master of Education and a PhD in Mathematics Education. Lesson Tool - Mathematics Journal The use of mathematics journal will be demonstrated throughout the course and discussed. How the journal helps students in communication, metacognition and problem solving will be discussed. Some facts and figures Lesson Structure - Three-Part Lesson Format The Singapore method for teaching mathematics has been implemented successfully in over 30 countries worldwide. Using examples from measurement topics, the lecturer will demonstrate how anchor tasks are carried out and lead a discussion on guided practise and independent practise. Six features of effective mathematics lessons will also be described. Topics include how the concepts of area and volume are introduced and how the different formulae are taught in a meaningful way. The International Association for the Evaluation of Educational Achievement conducted the Trends in International Mathematics and Science Study (TIMSS) since 1995. This is a 49 country study of Grade 4 and Grade 8 students every 4 years. Singapore has consistently been in the top ranking countries in 1995, 1999, 2003 and again in 2007. 79% 72% 67% 48% 38% 26% 91% From counting, to place value to the four basic operations and 74% 69% indices, participants across grade levels will learn strategies and tasks to help students develop a strong foundation in 46% 41% mathematics. 35% Teachers in upper grades will see how it connects to algebra. England The corresponding international averages are: 5%, 26% and 67% 16% 5% advanced learners Benchmark Grade 8 Whole Numbers Teaching of (UK Year 9)† At grade 4, 41% of Singapore students performed at or above the advanced mark, 74% reached the high benchmark and 92% reached Singapore the intermediate benchmark. International average 90% high learners 20-24 The Chaucer Centre, Canterbury Road, Morden, SM4 6PX Agenda to include He continues to teach courses at tertiary institutions such as the National Institute of Education (Singapore), Wheelock College (Boston) and Rajabhat Maha Sarakham University (Thailand). He also sits on the advisory board of the SEED Institute and several schools in Singapore and Asia. Benchmark Grade 4 (UK Year 5)† Jan 8% 15% 2% Teaching of Fractions advanced learners intermediate learners high intermediate learners learners Participants will learn a few key area that students need a strong foundation in - naming of † Average Benchmark performance across TIMMS studies 2003 and 2007. Source: International Association for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Studyfractions, equivalent fraction and the ‡ Source: International 8 (UK Year 9)† Benchmark GradeAssociation for the Evaluation of Educational Achievement, Program for International Student Assessment, 2009 meaning of the four basic operations. 91% At grade 8, 40% of Singapore 74% Teaching of Geometry 69% students performed at or above the advanced mark, 70% Selected lessons will be used to review learning theories and 46% reached the high benchmark and 41% 35% pedagogical strategies that have been discussed in the previous 88% reached the intermediate courses. In addition, the concept of teaching through problem benchmark. Benchmark Grade 8 (UK Year 9)† Grade 4 (UK Year 5)† 15% solving will be discussed and demonstrated. Lessons to teach 8% 91% 90% 2% The corresponding international basic concepts as well as drill-and-practice lessons can all be 79% averages are: 2%, 15% and 46% 74% advanced high intermediate 72% 69% problem solving in nature as well. 67% learners learners learners ational Achievement, Trends in International Mathematics and Science Study 48% 9 Singapore 46% 41% 35% International average 26% England 2% high learners 8% 15% †  Average Benchmark performance across TIMSS studies 2003 and 2007. Source: International Association advanced high intermediate for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Study learners learners learners Register online: www.mathsnoproblem.co.uk/jan2014course places are limited intermediate learners chmark performance across TIMMS studies 2003 and 2007. Source: International Association for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Study national Association for the Evaluation of Educational Achievement, Program for International Student Assessment, 2009

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