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  1. 1. Mhairi Stratton Humbie Primary School, East Lothian
  2. 2. What is Maths Recovery? <ul><li>Early Intervention programme </li></ul><ul><li>Developed by Professor Robert Wright at Southern Cross University, New South Wales, Australia </li></ul><ul><li>Identifies children at risk of failure in mathematics </li></ul><ul><li>Provides specialist Maths Recovery Teachers with an intervention programme that enables then to advance children to a level at which they can be successful in a classroom situation </li></ul><ul><li>Is essentially a short-term intervention programme </li></ul>
  3. 3. The Guiding Principles in MR <ul><li>Teaching approach is enquiry based </li></ul><ul><li>Teaching is informed by assessment </li></ul><ul><li>Teaching focuses just beyond the cutting edge of child’s knowledge </li></ul><ul><li>Teachers exercise professional judgement in selecting from a bank of teaching procedures </li></ul><ul><li>Teacher understands children’s numerical strategies and deliberately engenders the development of more sophisticated strategies </li></ul><ul><li>Teaching involves intensive ongoing observation and continual micro-adjusting </li></ul><ul><li>Teaching supports and builds upon children’s intuitive, verbally based strategies </li></ul><ul><li>The teacher provides the sufficient time to solve the problem and reflect </li></ul><ul><li>Children gain intrinsic satisfaction from their problem solving, their realisation that they are making progress, and from the verification methods they develop. </li></ul>
  4. 4. East Lothian’s Maths Recovery Teachers <ul><li>Maths Recovery Teachers (School Based) </li></ul><ul><li>Support for Learning Coordinators </li></ul><ul><li>Classroom Teachers </li></ul><ul><li>Each cluster has Maths Recovery Teachers </li></ul>
  5. 5. Support for Learning Coordinators <ul><li>Schools are informed of the types of children who may benefit from MR interview. </li></ul><ul><li>Identified child referred to SfL coordinator </li></ul><ul><li>SfL coordinator assesses child and provides teacher with detailed diagnosis and planned activities to “move the child on”. </li></ul><ul><li>Benefits / Challenges </li></ul>
  6. 6. Maths Recovery in Classroom Teaching <ul><li>Active Learning! </li></ul><ul><li>Maths Recovery provides teachers with a detailed framework of numerical knowledge </li></ul><ul><li>A teacher who understands these elements can begin with the child not mathematics. </li></ul><ul><li>This knowledge empowers teachers to be creative with learning </li></ul><ul><li>Teachers are visiting schools that are using Maths Recovery principles to improve learning through play </li></ul>
  7. 7. Why does East Lothian want to introduce Maths Recovery into every classroom? <ul><li>Maths Recovery training provides insight into the developmental stages of understanding number </li></ul><ul><li>Teachers who have had this training have the understanding and confidence to provide high quality interactive maths lessons </li></ul><ul><li>Teachers who have this training know how to manipulate materials to differentiate & challenge thinking </li></ul><ul><li>Teachers understand how to use screening effectively </li></ul><ul><li>Children’s self-esteem, confidence and understanding significantly improves </li></ul>
  8. 8. Delivers Numeracy Outcomes <ul><li>I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order. </li></ul><ul><li>I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways. </li></ul><ul><li>I can share out a group of items by making smaller groups and can split a whole object into smaller parts. </li></ul>
  9. 9. Maths Recovery in East Lothian What do we want? <ul><li>A framework to inform and plan daily teaching </li></ul><ul><li>Maths Recovery teachers for each school supporting teachers and providing detailed interviews </li></ul><ul><li>SfL coordinators supporting primary schools and creating links especially into secondary </li></ul>
  10. 10. How can we raise awareness of Maths Recovery ? <ul><li>Initial CPD for infant teachers raising awareness of the Maths Recovery: </li></ul><ul><li>Assessment interviews for class teachers - begin with the child not mathematics. </li></ul><ul><li>Developmental progressions with anchor points </li></ul><ul><li>Demonstrate how to observe and record each child’s growth </li></ul><ul><li>Profiling for more effective planning of Active Learning </li></ul>
  11. 11. Developmental Progressions <ul><li>Forward Number Word Progression </li></ul><ul><li>Backward Number Word Progression </li></ul><ul><li>Numerals </li></ul><ul><li>Addition and Subtraction </li></ul><ul><li>Finger Patterns </li></ul><ul><li>Spatial Patterns </li></ul><ul><li>Multiplication and Division </li></ul>
  12. 12. Forward Number Word Sequence & Number Word After <ul><li>Main messages: </li></ul><ul><li>NWS differ from counting activities </li></ul><ul><li>FNWS involve saying number words in a sequence and are sometimes referred to as “rote counting” </li></ul><ul><li>Being facile with FNWS is an important aspect of early number knowledge </li></ul><ul><li>It provides the basis for many early arithmetical strategies </li></ul>
  13. 13. Backward Number Word Sequence & Number Word Before <ul><li>Main messages: </li></ul><ul><li>BNWS usually progresses more slowly than FNWS </li></ul><ul><li>Facility with BNWS usually indicates that the student has a strong knowledge of the number word sequences by ones </li></ul><ul><li>This enables them access to a wider range of strategies </li></ul>
  14. 14. Numerals <ul><li>Main messages: </li></ul><ul><li>It is important to realise the complexity of introducing numerals </li></ul><ul><li>Numeral identification involves both generating the sound of the name and associating it with the written symbol. </li></ul><ul><li>Sequencing numerals also indicates a child’s understanding of early number. It shows the links that the child has made between numerals and number words. </li></ul>
  15. 15. Addition and Subtraction <ul><li>Main messages: </li></ul><ul><li>A child must be able to ascribe numerosity to a collection. This requires one-to-one correspondence and coordinating A NWS </li></ul><ul><li>Children solve addition and subtraction differently from adults and each other. </li></ul><ul><li>Using concrete materials and screens helps determine the strategies that a child will use. </li></ul>
  16. 16. Addition and Subtraction <ul><li>Main messages: </li></ul><ul><li>Tasks involving screened collections provide a bridge between totally concrete and totally abstract maths </li></ul>
  17. 17. Finger Patterns <ul><li>Main messages: </li></ul><ul><li>Children use fingers in many different ways to assist with partitions and combinations that support the development of more sophisticated arithmetical strategies </li></ul><ul><li>Finger Patterns are used to develop strategies for structuring numbers to 10 </li></ul><ul><li>Facile use of partitions and combination to 5, then 10 assist the child in mental computations. </li></ul>
  18. 18. Spatial Patterns <ul><li>Main messages: </li></ul><ul><li>Spatial patterns are used to develop strategies for structuring numbers to 10 and eventually 20. </li></ul><ul><li>Facile use of partitions and combination to 5, then 10 and then 20 assist the child in mental computations. </li></ul><ul><li>(Demo) </li></ul>
  19. 19. Multiplication and Division <ul><li>Main messages: </li></ul><ul><li>Initial ideas of multiplication are linked to combining a number of groups, each of which contain an equal number of items. </li></ul><ul><li>Initial ideas of division are linked to sharing a collection of items into equal groups. </li></ul><ul><li>Developing the idea of an abstract composite unit is fundamental for learning multiplication and division. </li></ul>
  20. 20. Training
  21. 21. Initial Professional Development <ul><li>Overview and theoretical basis of Maths Recovery </li></ul><ul><li>Aspects of progressions </li></ul><ul><li>Class assessment – Explanation of tasks and administration </li></ul><ul><li>Observing children solving task - reflect </li></ul><ul><li>Details of school task. </li></ul>
  22. 22. School Task <ul><li>½ day out of class. </li></ul><ul><li>Try out assessment. Video It! </li></ul><ul><li>Reflect </li></ul><ul><li>Work with another teacher? </li></ul>
  23. 23. Follow-up Workshop Components <ul><li>Evaluate ½ day in school </li></ul><ul><li>Assessment analysis </li></ul><ul><li>Class profile to guide active learning </li></ul><ul><li>Teaching exemplars – sharing good practice </li></ul><ul><li>Classroom management </li></ul>
  24. 24. Pilot <ul><li>Two approaches </li></ul><ul><li>Have to! – cluster approach </li></ul><ul><li>Want to – school approach </li></ul>
  25. 25. Support <ul><li>Drop in sessions </li></ul><ul><li>15 Maths Recovery teachers supporting training class teachers </li></ul><ul><li>26 Maths Recovery Teachers supporting schools </li></ul><ul><li>Maths Recovery blog (Beginning) </li></ul><ul><li>Active Learning Sessions – AiFL </li></ul><ul><li>Maths Recovery training </li></ul>
  26. 26. So what are we beginning to see in these schools?
  27. 27. Children talking as they learn
  28. 28. Children learning in a variety of ways
  29. 29. Children confidently working at their level of understanding
  30. 30. Teacher recognising and building on stages of development
  31. 31. Moving towards the abstract is gradual
  32. 32. Children self-check Satisfied learners
  33. 33. Confident teaching
  34. 34. Confident learning
  35. 35. Introducing symbols when the time is right.
  36. 36. Challenging Thinking <ul><li>Formative Assessment (AiFL) </li></ul><ul><li>How </li></ul><ul><li>“ Why?” </li></ul><ul><li>“ How did you know?” </li></ul><ul><li>“ Prove it!” </li></ul><ul><li>“ Prove it another way!” </li></ul><ul><li>“ What if…?” </li></ul>
  37. 37. “ Can we have Maths Recovery training, please?”
  38. 38. So where are we now? <ul><li>1 Accredited MR Trainer </li></ul><ul><li>26 Maths Recovery Teachers </li></ul><ul><li>15 Maths Recovery Teachers are supporting training </li></ul><ul><li>We have around 20/35 schools with MR input (Over 70 Teachers) </li></ul>
  39. 39. The future <ul><li>All teaching staff have initial CPD in Maths Recovery </li></ul><ul><li>Learning assistant CPD in Maths Recovery techniques </li></ul><ul><li>Maths Recovery coordinators for each cluster (PGCE Maths Recovery) </li></ul><ul><li>Maths Recovery Assessment and Teaching available as CPD modules </li></ul><ul><li>Fully accredited Maths Recovery Teachers in every school </li></ul>
  40. 40. East Lothian – Bigger Picture <ul><li>Maths Recovery Council </li></ul><ul><li>Scottish Network of Maths Recovery Teachers </li></ul><ul><li>Maths Recovery Cluster Coordinator Meetings (Monthly) </li></ul><ul><li>East Lothian Maths Recovery Blog </li></ul><ul><li>Cluster drop-in sessions </li></ul><ul><li>Planned inter-cluster CPD </li></ul>
  41. 41. Mhairi Stratton [email_address]