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Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
Numeracy
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Numeracy

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EYHT COnference - Numeracy

EYHT COnference - Numeracy

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  • 1. Numeracy and Active Learning
  • 2. What is numeracy? <ul><li>Being numerate involves developing a confidence and competence in using number that allows individuals: </li></ul><ul><li>to solve problems, </li></ul><ul><li>interpret and analyse information </li></ul><ul><li>make informed decisions </li></ul><ul><li>function responsibly in everyday life and contribute effectively to society. </li></ul><ul><li>Engagement Process: Numeracy Experiences and Outcomes </li></ul>
  • 3. Why Active Learning? <ul><li>It uses observation to determine where children are in their thinking. </li></ul><ul><li>It engages children in their own thinking. </li></ul><ul><li>It challenges current thinking and can engender more sophisticated thinking </li></ul><ul><li>It reinforces this thinking through real experiences. </li></ul><ul><li>It evaluates learning and identifies next steps </li></ul>
  • 4. Implications for staff <ul><li>We need to be clear of what active learning is </li></ul><ul><li>We need to understand what numeracy is </li></ul><ul><li>We need to know the building blocks to being numerate </li></ul><ul><li>We need to focus on concrete experiences </li></ul><ul><li>We need to access teaching techniques that engenders sophisticated strategies </li></ul>
  • 5. Guidelines <ul><li>Establishing what Active Learning in numeracy is and identify: </li></ul><ul><li>Role of teachers, </li></ul><ul><li>Impact on learning environment, </li></ul><ul><li>Planning implications, </li></ul><ul><li>Valuable learning experiences </li></ul><ul><li>Assessment </li></ul><ul><li>CPD </li></ul>
  • 6. Early Years Key Skills: Number and Number Processes <ul><li>Number sequences - forwards and backwards </li></ul><ul><li>Numerals – recognising & identifying, understanding value, sequencing </li></ul><ul><li>Counting collections – one to one correspondence, adding and subtracting groups, keeping track of counting, counting strategies </li></ul><ul><li>Combining and partitioning quantities – number bonds, relationships between numbers </li></ul><ul><li>Sharing and grouping – describing, making, (counting) </li></ul><ul><li>Language of numeracy </li></ul>
  • 7. Forward Number Word Sequence Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades Backward Number Word Sequence Cannot produce BNWS Produces BNWS & NWB 10-1 Produces BNWS & NWB 20-1 Produces BNWS & NWB 30-1 Produces BNWS & NWB 100-1 Produces BNWS in 1s and 10s on and off decades Numerals Cannot Identify 1-10 Can identify and order 1-10 Can identify and order 1-20 Can identify and order 1-30 Can identify and order 1-100 Can identify and order 1-1000 Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Finger Patterns Cannot build finger patterns by 1s Builds finger patters by 1s Throws finger patterns 0-5 Throws finger patterns 0-10 Identifies 5-plus finger patterns Identifies doubles finger patterns Spatial Patterns Cannot identify domino patterns Identifies domino patterns 1-3 Identifies domino patterns 1-6 but count in 1s Identifies ten frames but counts in 1s Identifies domino patterns 1-6 Identifies ten-frames Multiplication and Division Cannot describe equal groups or shares Can describe, organise and make equal groups and shares Uses a multiplicative counting strategy to count equal groups (visible) Uses a multiplicative counting strategy to count equal groups (screened) Counts composite units in repeated addition or subtraction Multiplication and Division as Operations
  • 8. MR Tracker <ul><li>CPD: </li></ul><ul><li>Learn about early numeracy development </li></ul><ul><li>Highlight the importance of observing children as they learn </li></ul><ul><li>Promote learning through concrete materials </li></ul><ul><li>Look at techniques to challenging numerical thinking (screening) </li></ul><ul><li>Engendering sophisticated strategies </li></ul><ul><li>Mr Tracker Folder </li></ul><ul><li>Observation tool </li></ul><ul><li>Enable progress to be tracked </li></ul><ul><li>Supports planning </li></ul>
  • 9. 1st Pilot <ul><li>Preston Lodge Cluster </li></ul><ul><li>(Have to) </li></ul>
  • 10. The Model <ul><li>In-Service training on MR Tracker </li></ul><ul><li>½ day out of class - assess & observe </li></ul><ul><li>½ day CAT session </li></ul>
  • 11. 2nd Pilot <ul><li>School Approach </li></ul><ul><li>(Want to) </li></ul><ul><li>Cockenzie, Prestonpans, Wallyford, Campie, Yester, Ormiston, St Martin's, Pencaitland, Law, Stenton, Whitecraig, Haddington Infants, Humbie, Whitecraig, EYSG, QIO </li></ul><ul><li>Dirleton, The Burgh, </li></ul>
  • 12. The Model <ul><li>3 hour training on MR Tracker Progressions: </li></ul><ul><li>FNWS, BNWS, Numerals & Addition </li></ul><ul><li>3 hour training on MR Tracker Progressions: </li></ul><ul><li> Subtraction, Finger Patterns, Spatial Patterns and Multiplication & Division </li></ul><ul><li>½ day out of class – </li></ul><ul><li>Assess, observe & reflect </li></ul><ul><li>2 hour twilight session </li></ul><ul><li>Observation, teaching strategies, sharing practice </li></ul>
  • 13. So what are we beginning to see?
  • 14. Children talking as they learn
  • 15. Children experiencing number in a variety of ways
  • 16. Children confidently working at their level of understanding
  • 17. Teacher recognising and building on stages of development
  • 18. Moving towards the abstract is gradual
  • 19. Children self-check Satisfied learners
  • 20. Confident teaching
  • 21. Confident learning
  • 22. Introducing symbols when the time is right.
  • 23. Challenging thinking <ul><li>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>
  • 24. Problem-Solving Based Learning <ul><li>Warm up (skills): </li></ul><ul><li>Number Word Sequences </li></ul><ul><li>Numerals </li></ul><ul><li>Combining and Partitioning </li></ul><ul><li>Problem Solving Task: </li></ul><ul><li>Differentiated by screening </li></ul><ul><li>Independent/teacher led </li></ul><ul><li>Plenary </li></ul>
  • 25. Class Approach
  • 26. Targeting each numeracy group separately
  • 27. Learning Groups
  • 28. Impact on Planning Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Forward Number Word Sequence Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades
  • 29. A suggested format? Addition and Subtraction Cannot count visible items Needs items to add (Unscreened) Counts from 1 to add (Screened) Count on to add (Screened) Counts back to subtract (Screened) Uses non-count-by-one strategies to add & subtract Forward Number Word Sequence Cannot produce FNWS Produces FNWS & NWA 1-10 Produces FNWS & NWA 1-20 Produces FNWS & NWA 1-30 Produces FNWS & NWA 1-100 Produces FNWS in 1s and 10s on and off decades Priorities                   Priorities                  
  • 30. What we have learned <ul><li>Needs to be in development plans - time to reflect in schools </li></ul><ul><li>A member of management needs some training– guide decisions made in schools </li></ul><ul><li>6 hours training on MR Tracker (can be flexible) </li></ul><ul><li>½ day out of class (3 hours) </li></ul><ul><li>2 hours follow up training session </li></ul><ul><li>Needs to be followed up in school </li></ul><ul><li>Support network – Sharing good practice </li></ul><ul><li>Maths Recovery Teachers need to be used to good effect. </li></ul>
  • 31. Where are we now? <ul><li>1 Maths Accredited MR Trainer </li></ul><ul><li>26 teachers are trained in maths recovery </li></ul><ul><li>15 teachers are trained to train teachers in MR Tracker </li></ul><ul><li>We have 17 schools with MR Tracker input (Over 70 Teachers) </li></ul>
  • 32. Support in the Future <ul><li>MR Tracker Trainers for each cluster (contact JMH) </li></ul><ul><li>Accrediting Maths Recovery Teachers (PGCE)  Delivering Maths Recovery CPD (accredited) </li></ul><ul><li>Regular meetings </li></ul><ul><li>Cluster Support Networks </li></ul><ul><li>http://edubuzz.org/blogs/mathsrecovery </li></ul>

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