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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?
    • Being numerate involves developing a confidence and competence in using number that allows individuals:
    • to solve problems,
    • interpret and analyse information
    • make informed decisions
    • function responsibly in everyday life and contribute effectively to society.
    • Engagement Process: Numeracy Experiences and Outcomes
  • 3. Why Active Learning?
    • It uses observation to determine where children are in their thinking.
    • It engages children in their own thinking.
    • It challenges current thinking and can engender more sophisticated thinking
    • It reinforces this thinking through real experiences.
    • It evaluates learning and identifies next steps
  • 4. Implications for staff
    • We need to be clear of what active learning is
    • We need to understand what numeracy is
    • We need to know the building blocks to being numerate
    • We need to focus on concrete experiences
    • We need to access teaching techniques that engenders sophisticated strategies
  • 5. Guidelines
    • Establishing what Active Learning in numeracy is and identify:
    • Role of teachers,
    • Impact on learning environment,
    • Planning implications,
    • Valuable learning experiences
    • Assessment
    • CPD
  • 6. Early Years Key Skills: Number and Number Processes
    • Number sequences - forwards and backwards
    • Numerals – recognising & identifying, understanding value, sequencing
    • Counting collections – one to one correspondence, adding and subtracting groups, keeping track of counting, counting strategies
    • Combining and partitioning quantities – number bonds, relationships between numbers
    • Sharing and grouping – describing, making, (counting)
    • Language of numeracy
  • 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
    • CPD:
    • Learn about early numeracy development
    • Highlight the importance of observing children as they learn
    • Promote learning through concrete materials
    • Look at techniques to challenging numerical thinking (screening)
    • Engendering sophisticated strategies
    • Mr Tracker Folder
    • Observation tool
    • Enable progress to be tracked
    • Supports planning
  • 9. 1st Pilot
    • Preston Lodge Cluster
    • (Have to)
  • 10. The Model
    • In-Service training on MR Tracker
    • ½ day out of class - assess & observe
    • ½ day CAT session
  • 11. 2nd Pilot
    • School Approach
    • (Want to)
    • Cockenzie, Prestonpans, Wallyford, Campie, Yester, Ormiston, St Martin's, Pencaitland, Law, Stenton, Whitecraig, Haddington Infants, Humbie, Whitecraig, EYSG, QIO
    • Dirleton, The Burgh,
  • 12. The Model
    • 3 hour training on MR Tracker Progressions:
    • FNWS, BNWS, Numerals & Addition
    • 3 hour training on MR Tracker Progressions:
    • Subtraction, Finger Patterns, Spatial Patterns and Multiplication & Division
    • ½ day out of class –
    • Assess, observe & reflect
    • 2 hour twilight session
    • Observation, teaching strategies, sharing practice
  • 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
    • AiFL
    • How
    • Why?
    • How did you know?
    • Prove it!
    • Prove it another way!
    • What if…?
  • 24. Problem-Solving Based Learning
    • Warm up (skills):
    • Number Word Sequences
    • Numerals
    • Combining and Partitioning
    • Problem Solving Task:
    • Differentiated by screening
    • Independent/teacher led
    • Plenary
  • 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
    • Needs to be in development plans - time to reflect in schools
    • A member of management needs some training– guide decisions made in schools
    • 6 hours training on MR Tracker (can be flexible)
    • ½ day out of class (3 hours)
    • 2 hours follow up training session
    • Needs to be followed up in school
    • Support network – Sharing good practice
    • Maths Recovery Teachers need to be used to good effect.
  • 31. Where are we now?
    • 1 Maths Accredited MR Trainer
    • 26 teachers are trained in maths recovery
    • 15 teachers are trained to train teachers in MR Tracker
    • We have 17 schools with MR Tracker input (Over 70 Teachers)
  • 32. Support in the Future
    • MR Tracker Trainers for each cluster (contact JMH)
    • Accrediting Maths Recovery Teachers (PGCE)  Delivering Maths Recovery CPD (accredited)
    • Regular meetings
    • Cluster Support Networks
    • http://edubuzz.org/blogs/mathsrecovery

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