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Similar to Maths Hubs - Northern Lights 20March19
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Maths Hubs - Northern Lights 20March19
- 1. Maths Hubs: Shanghai to the Shires or: What makes great CPD? Dr Chris Pyle Head - Lancaster Royal Grammar School Chair - North North West Maths Hub
- 2. What are the Maths Hubs? How can I get involved? What can we learn from Asia? What makes great CPD? What kind of teacher do you want to be?What do you want from your career? What is teaching for mastery?
- 3. Section 1 What are the Maths Hubs?
- 4. 35 regional Maths Hubs
- 5. About Maths Hubs “The core purpose of Maths Hubs is to help schools and colleges lead improvement in mathematics education in England. They seek to harness all the maths leadership and expertise within an area, to develop and spread excellent practice, for the benefit of all pupils and students. They are part of the wider development of school-led leadership in England.”
- 6. About Maths Hubs “The core purpose of Maths Hubs is to help schools and colleges lead improvement in mathematics education in England. They seek to harness all the maths leadership and expertise within an area, to develop and spread excellent practice, for the benefit of all pupils and students. They are part of the wider development of school-led leadership in England.”
- 7. North North West Maths Hub Cumbria and north Lancashire, including Blackpool opportunity area Geographically challenging! 1021 schools Meaningful engagement* with 1/3rd: 60 secondary schools 230 primary, nursery, special schools Budget £800k / year * At least one workgroup with at least 3 days commitment per year plus gap tasks
- 9. Work groups: core of Maths Hub approach
- 10. NOT INSTEAD Conferences Work group Going on a course Collaborative Top down Peer to peer One-off Sustained Miles away Local Broad brush Specific
- 11. NOT INSTEAD Conferences Work group Going on a course Collaborative Top down Peer to peer One-off Sustained Miles away Local Broad brush Specific This is what CPD should look like!
- 13. Programme for International Student Assessment Tests 15 year olds’ maths, science and reading Every three years since 2000 PISA shock!
- 14. “There is no reason why children in England cannot achieve the same standards in Maths as those in Japan, Singapore and China. Yet our children are 2 to 3 years behind by the age of 15. We must learn from these high- achieving countries.”
- 18. Features of Shanghai Maths lessons Meticulous planning and progression Precise wording: No question is an accident Deliberate examples to expose mathematical structures Variation of examples: Depth not pace Variation of representation: e.g. Concrete – pictorial – abstract Focus on the process not the solution Reasoning: Why? How do you know? Why do you think that? Assume that all children will make progress
- 19. What’s the context? ? Time for planning Parental support Mindset Maths special- ists Lower contact time Larger classes
- 22. Teaching for mastery: Five big ideas
- 23. “Teachers told us that they believed pupils’ results were getting better.” Exchange evaluation
- 24. [but] “at this point … not the big gains that politicians hoped would push England up the international league tables”
- 25. Maths Hubs’ strategic priorities Teaching for mastery: Primary Teaching for mastery: Secondary, including the challenge of 9-1 GCSEs Support schools and colleges in areas of greatest need Develop new local leaders of Maths education Develop the mathematical practice of Early Years practitioners Raising Level 3 participation & teaching quality: Core to Further Maths Support recruitment and development of all teachers of mathematics
- 28. = ?
- 29. Section 5 How do I get involved?
- 30. Getting involved NNW Maths Hub Conference University of Cumbria (Lancaster) 24th June 2019 www.mathshubs.org.uk www.northnorthwestmathshub.org.uk NNWcoordinator@queenkatherine.org @MathsHubs @NNWMathsHub
Editor's Notes
- A maths leadership network Developing leadership capacity Growing leaders who will be equipped to train others Don’t work with pupils – we work with teachers
- A maths leadership network Developing leadership capacity Growing leaders who will be equipped to train others Don’t work with pupils – we work with teachers
- Point out Lancaster and Kendal Two hours end to end. Breaks the lunchtime rule. Experimented with sub hubs, running events twice. Not like London – some very small hubs with very short travel distances – easy to gather people – part of the London effect – one of the challenges of the regions About to split
- QKS: MAT and teaching school – good networks LRGS: Boys grammar school, girls in the sixth form, also a state boarding school, single academy – very strong maths Scaling up. Thinking: That’s nice. £70 million? Could it have been better spent on something else? I am not going to try to answer the opportunity cost question: Yes of course it could be spent on something better. Although actually what could be better than spending on education? Major motivation for me: Needed a lead school – as a headteacher obviously not too busy in the afternoons – don’t take this personally but I do always seem to find that CEOs and executive heads seem able to make the meetings. More seriously: capacity issue in the school system. We are very stretched!
- Sustained – with opportunities for progression Learning – responsibility – recognition – joy Professional Say more in a minute about what types of topics the work groups tackle: Year 1: ½ day per half term for a year; Year 2: embed in school; Year 3: lead workgroup across group of schools All the best groups look like this: a small group of committed citizens (Margaret Mead) / a cell group / a growth group / a family / a tribe / sometimes a department
- Tests are carefully constructed Comparisons are not straightforward: China carefully enters individual cities into PISA – not group of random 15 year olds on a wet Friday afternoon Shd be a representative sample: ½ million take the tests OECD = mainly Europe, Americas, Asia Quote bleak headlines from BBC news article 2013
- Liz Truss: Minister for Education under Michael Gove 2012-2014 This was from 2014 speech which launched the Maths Hubs
- 6000 miles. Or possibly to Singapore, nearly 4000 miles further south.
- https://vimeo.com/202740962 Several hundred teachers sent in both directions Showcase lessons KS1 KS2 Showcase lessons are a normal part of CPD in Shanghai: Teachers observed at least 20 times per year, and sometimes by up to 100 teachers – described lecture theatre with balcony! Then deconstructed, picked apart, taught it again to another group. Thousands of esp primary teachers have seen those showcase lessons Key phrase: Mastery which I will talk about a little bit more in a minute: Fluent knowledge – deep understanding
- Teacher said: “80% of the class is easy for almost all the children.” “Almost all the children can do the homework. It should be easy. If they want difficult work, parents try to find it for themselves.” “Why?” 10 times per lesson
- Time – most precious resource in the system. 80 minutes contact time per day. Classes of 45. Confucian learning mindset: emphasises effort over ability. Growth mindset. Confucius born 551BC: Sayings v deeply embedded: “Constant dripping of water wears away the stone” or “The man who moves a huge mountain begins by carrying away small stones.”
- Not trying to teach like Shanghai: It is informed by international practice, but it is not copying it It is about mastery not Shanghai maths or Singapore Maths You can’t import a teaching approach or cultur
- But he is very positive about teaching for mastery
- Mastery is not the only thread. Identify leaders: It is a leadership model. Workgroups not courses: Teaching as a profession again. Attract density of university leavers into teaching. High trust – high challenge – opportunities for growth. ** Look up Helen’s examples of 3 year progression and quote them.
- Michael Tidd TES January 2019 – some good quotes Could the money have been better spent? Gimmick and the opportunity cost. We prove that wrong because we know the value of professional dialogue and connections.
- Virgil van Djik: Most expensive defender in the world: Liverpool bought him for £70 million. And according to my 12 year old son he is useless. So on the upside, it could have been worse spent.
- Fabulous professional development For me, really inspiring to see teachers giving up time for their professional development within and beyond their schools Pipeline of possibilities - What is the most powerful CPD you have done? - What is the most ineffective CPD you have done?