Outstanding Achievement:Innovations in Mathematics Cecilia Freer 2nd i/c in Mathematics and SLE
Mathematics DepartmentHeadline Figures Our students routinely lead Cambridgeshire both in terms of percentage A*-C and value added measures. 100 90 80 70 A*-A 60 Ntl Ave A*-A 50 40 A*-B 30 A*-C 20 Ntl Ave2 A*-C 10 0 2007 2008 2009 2010 2011 2012 Current Cambridge Meridian Academies Trust Swavesey Village College
Our priorities• Mixed Ability Ethos • Support sessions – lunch, after• Differentiation school, holiday revision• Group-work • Intervention – 1:1, mentoring, targeted after school, class groups• Collaborative planning, sharing resources, rich & engaging tasks • Links to Primary schools – numeracy & L6 maths extension• Embedding STEM Activities • Research – Involvement in• Tracking progress – learning logs, skills projects, masters degrees checks • Use of technology – IWBs, smart• AfL (How to improve H2I) phones, ipods, student voting, email• Consistent home-learning experience • Single gender groups• Individual pathways
Key strategies we have adopted• Embedding rich, open multi-faceted • Using tasks that require higher order tasks into our SoWs thinking• Extending this approach to home • Establishing group-work: stabilising learning groups, accountability, equitable• Use of prompts to scaffold & extend learning, using roles, Working in the tasks middle‘, group-boards on the walls of two classrooms (so far)
Rich Questions: What’s the largest box you can create from a 20cm square of paper?
Effective group-workand mixed abilityteachingGroup structures androlesGroup-work is particularlyvaluable with wide ability ranges:students can use each other asresources allowing higher-orderthinking skills tasks (Cohen et al, 1989)Advantages in maintaining ‘stable’groups allow a build up trust andrespect for each other (Blatchford etal., 2003)
Effective group-workand mixed abilityteachingGroup structures androlesDescribe one thing this task helpedyou improve or learn today:‘Separate roles really helped this task’‘The way the task was structured’‘Role Cards - cooperation’‘Different Roles’
Strategies adopted through group-work research Working in the middleEstablish groupaccountability:require students toput away their Silent groupindividual books and Starter ‘creative cooperation taskcreate a group thinking’ taskproduct. This avoids Group mean fromindividuals working individual testsseparately without Group marks oncontributing to the graded past paper Qs Individual Selfgroup effort. Assessment
Strategies adopted through group-work researchWorking in the middle
Strategies adopted through group-work researchDeveloping this further: Group-whiteboards
Providing Support and Intervention: Personalised learning for students who experience barriers to learning mathematics “Aiming to Ensure At Least Expected Progress for All” Team-up Tuition • After school individual tuition with students from Cambridge UniversityMaths Mentoring Programme: Year 7 and 8 Numeracy Intervention• Weekly 20 minute peer mentoring scheme for • Weekly small class covering essential numeracy with year 7s paired with year 10s extra TA supportExtra Mathematics Class per Week Study Centre Groups• For targeted groups students in years 9 to 11, on a • Additional supported tuition and small group work for rotation basis selected students
Home Learning Extending learning beyond the classroomConsistenthomeworktasks set forall. Eitherlevelled tasksfor students toselectappropriatetasks or openprojects wheredifferentiationis by outcome. Teacher, peer and self assessment
Tracking ProgressIndividual records – Learning Logs Every student has a learning log for the year. This contains: • All levelled objectives for self assessment (RAG) • A Progress Chart • Teacher, peer and self assessment of homeworks • Space for detailed notes on topics • Records of skills check levels, progress and How 2 Improve (H2I) • Key words for each topic (in development with whole school literacy)
Tracking ProgressCohort Data and Skills Checks Monitoring between assessments has a focus on progress from pre to post skills checks. Use of T-/T/T+ to identify underachievement and need for intervention and students to challenge further
Teaching to a Mixed Ability Classroom: Enriching Mathematical Learning and Building Cross-Curricular Links “Aiming to Broaden Mathematical Ideas” Raising Achievement in GCSE Mathematics • CHF and TS worked with the NCETM to produce case studies of using rich tasksInvolvement in Educational Research:• Jo Boaler (University of Sussex)• Jenny Gage (University of Cambridge)• EpiSTEMe Dialogic Teaching (University of Cambridge) Collaborative Work with Nrich and Stem Nrich • CHF, TS and JCB leading workshops at teacher inspiration events • Publishing resources, tasks and lesson structures • Lesson transcripts published from lessons taught by CHF and TS
STEM: “A bottle filled with a different ratio of water to air will produce a different note when air is blown across the top” A maths practical in a science lab!