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num15-InverclydeNumeracyTraining.pptx
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- 2. Numeracy- Learning Intentions •Consider why we need to improve the learning and teaching of numeracy in our schools • Explore the guiding principles underpinning quality learning and teaching of numeracy and SEAL which supports these. • Investigate quality resources.
- 3. Success Criteria • Appreciatewhy we need to improve • Identify guiding principles and consider these in relation to our own practice • Begin to develop progressive mathematisation in our classrooms. • Locate NNPF, Numeracy Maths Hub and LoP and investigate how they may help with learning and teaching • Identify the structure of a good lesson • Integrate a variety of mental agility approaches and resources
- 4. Why do weneed to improve? How would you solve? How would you support your pupils to solve? 36 + 48 =
- 5. Euan and Cameron •Are Euan and Cameron at the same point in their learning? Listen to the language they use and the strategies they employ. • What helps you to establish where each child is in their learning?
- 6. See Euan andCameron video: https://www.youtube.com/watch? v=cZnkgpUM0RA
- 7. Euan • Finds itdifficult to understand the problem when presented verbally • Does not apply number bonds • Is reliant on an algorithm to solve the task • Adopts a count-by-ones strategy • Requires to track counts in ones on his fingers • Applies a process that he has been taught • Uses mathematical language in the wrong context
- 8. Cameron • He understandsthe problem • Applies number bonds to 20 • Uses a jump strategy to add and subtract • Has quick recall • Applies a strategy that he has developed • Has language that enables him to explain his thinking
- 9. The Guiding Principlesof Learning and Teaching of Numeracy Inquiry –based learning Learning is inquiry based. Children are routinely engaged in thinking hard to solve arithmetical problems Initial and on-going assessment Learning is informed by ongoing assessment Zone of Proximal Development Learning is focused just beyond the cutting edge of children’s current knowledge Quality crafted lessons Learning approaches are carefully selected to meet the needs of the child Developing more sophisticated strategies The teacher understands the children’s numerical strategies and deliberately engenders the development of more sophisticated strategies through mathematisation Observing and fine-tuning learning Observation of learning informs micro-adjustments within lessons Symbolising and notating Children talk about their strategies and learn to notate their thinking and formalise this over time Sustained thinking and reflection Wait time is valued and given Intrinsic satisfaction Through distancing settings and self checking their thinking children understand they are making progress Based on Developing Number Knowledge; Wright R J, Ellemor-Collins D, Tabor P D, SAGE Publications Ltd 2012 (pp20-19)
- 10. Progressive Mathematisation The developmentover time of the mathematical sophistication of students’ knowledge and reasoning with respect to a specific topic, for example addition. Structuring numbers Extending the range of numbers Decimalising towards Base-ten thinking Unitising and not counting by ones Distancing the setting of materials Notating Formalising and generalising
- 11. What is SEAL? •SEAL sets out a progression of the strategies children use in early number situations which are problematic for them. • It consists of a clear progression through stages in children’s development of early arithmetical strategies. • Teachers are recognising the potential that SEAL has. It provides a framework that helps profile an individual’s numerical knowledge and offers clear guidance in teaching approaches that nurtures their understanding. • SEAL focuses on children’s own understanding of number thus developing sound counting strategies that are based on understanding rather than processes. There is a clear tendency for low attainers in the early years to continue to be low attainers.
- 12. Share: In your classroom, howdo you and your pupils establish- • Where they are now? • Where you/ they want them to be? • How they will get there? • How you/ they will know when they are there?
- 13. Where are theynow? • It is essential for a teacher to determine the extent of each child’s knowledge. • Consider what you are assessing and how they should be assessed.
- 14. Where are theynow? How would you solve… 6+5=11 Use counters or other concrete materials Count from 1 Count on in 1s from 6 Use a jump strategy 6+4+1 Use double/ near doubles
- 15. Where do youwant them to be? • There is a need to establish clear objectives. • It is important to have a sound mathematical knowledge and an understanding of how children’s mathematical learning progresses. Think critically about the learning and teaching in your classroom and consider the current levels of knowledge. Consider how well you understand the aspects you are responsible for and if you could undertake professional development to raise your mathematical knowledge.
- 16. How will theyget there? What does a good maths lesson look like? 15-20 mins Mental Agility Core Learning and Teaching Plenary
- 17. How Will TheyGet There? Mental Agility is.. …the ability to carry out multi-step mental questions accurately, either without writing anything down or without a calculator. SSLN Professional Learning Resource: Numeracy and Mathematics Skills Mental Agility: Why? Mental agility is an essential skill. As adults, we need to estimate and calculate every day. This skill must be developed from the early stages. SSLN Professional Learning Resource: Numeracy and Mathematics Skills
- 18. How will theyget there? Mental Agility is… • Efficiency finding the most efficient, shortest way to solve a problem • Accuracy understanding number relationships and relationships between operations, sound understanding of number facts • Flexibility understand that there are many ways to solve a problem, can use a different way to check solution • Fluency all of the above combined
- 19. How will theyget there? Talking About Number problem centred encourage use of a range of strategies provide opportunities to justify, describe, compare, explain errors are welcomed
- 20. • See Iagree Disagree video https://www.youtube.com/watch?v=CdNn VaTt7TE
- 21. How will weget there? Number Discussions – • 5 to 15 minutes • Daily routine • Designated area in classroom • Vocabulary • Use concrete materials and visuals • All answers are accepted • Poker face • Teacher records • Children share thinking – HOW • Answers and strategies are discussed great posters on http://displays.tpet.co.uk/#/ViewResource/id982
- 22. • See mentalagility progression video https://www.youtube.com/watch?v=PzyC BM02XkQ
- 23. How will theyget there? • Whole class learning and teaching • Flexible or fluid groupings to meet individual needs • Mixed ability groupings Certain approaches to differentiating the learning using ability groupings, i.e. using setting or streaming, may actually widen the attainment gap for children from disadvantaged backgrounds. Teachers use a range of differentiated strategies with all children, including flexible grouping, ongoing assessment to ascertain next steps, as well as a variety of daily numeracy activities that vary in complexity and open-endedness. (Knowledge into Action Briefing 1- Differentiated Learning in Numeracy and Mathematics)
- 24. Evaluation (teachers’ views) • Thenumeracy training improved teachers’ perception and beliefs about their own abilities, especially in establishing at which numeracy stage a child is at the moment to plan future actions. ‘This was excellent for helping me assess and plan for the children in my class who have gaps. It has also validated some of my practice.’ • Almost half of our teachers expressed the need for sharing the knowledge, encouraging other teachers and providing whole school numeracy training. ‘There's something for every ability stage + progression levels are clear. Wish every teacher could get the training.’
- 25. Inverclyde Attainment Challenge Elaine.McLoughlin2@inverclyde.gov.uk @ACTcoachmodel
Editor's Notes
- #3 Introduce myself. Then refer to slide.
- #4 This is not complete training in SEAL.
- #5 Why do we need to improve? Scottish Survey of Literacy and Numeracy (SSLN) 2015 At both Primary 4 and Primary 7 there were significantly lower levels of attainment in 2013 compared to 2011 Primary 4 2011 76% performed well or very well 2013 69% performed well or very well 2015 66% performed well or very well Primary 7 2011 72% performed well or very well 2013 66% performed well or very well 2015 66% performed well or very well Putting statistics to one side, let’s consider our own learning and the learning and teaching in our classrooms. Give time to solve problem then gather solutions.
- #6 I’m going to play a short video clip. Consider- are both pupils at the same point in their learning and justify your thinking. Discuss in groups and gather opinion.
- #8 7
- #9 8
- #10 9
- #11 10
- #12 Refer to slide. Green Book- Teaching Number, Advancing Children’s Skills and Strategies. Attainment Challenged purchased this book and it is in every primary school. Low attainers continue to be low attainers- when children get put into low sets 88% of them stay there until they leave school- Jo Boaler- The Elephant tin the Classroom Show book SEAL has been developed by authorities in Scotland such as East Lothian- useful website Edubuzz, Highland, Clacks and Stirlingshire. Those using LoP will have seen that Inverclyde, Glasgow and North Lanarkshire have now incorporated SEAL. We will take a look at this later in the presentation.
- #13 The teaching and learning cycle that SEAL is based on has at its heart visible learning- Where are we now? Where do we want to be? How will we get there? How do we know when we get there? Consider your present classroom practice and discuss how you and your pupils establish these. What is working, what could we change, what would support us to make these changes?
- #14 Issue phase 1 assessment Assessments for each phase originally from St Ninian’s Primary. Do not recommend using maths recovery assessments- hinge questions as require in depth training to administer effectively.
- #15 Where are they now? Refer to slide. It is important that you provide opportunities to watch and question pupils closely in order to determine exactly where they are in their learning. Refer back to video clip 1. The children should understand where they are. Slow down concrete-pictorial-abstract, embrace concrete at all stages.
- #16 issue SEAL long term planning linked to CfE Where do you want them to be? Following on from sharing discoveries from assessment, plenary is an ideal time to plan for new, deeper learning. Success Criteria and learning intentions can then be established for next learning session. SC and LI should be referred to not only at the start of each learning experience but throughout the session and children should use them to self and peer assess as the learning continues. Give time to look at long term plans.
- #17 How will they get there? Refer to slide
- #18 How will they get there? Refer to slide
- #19 How Will They Get There? Importance of Planned Mental Agility- refer to Dumfries and Galloway and Planned Number Talk. Focus on building confidence not speed, ability to solve mentally, clear progression, mistakes are welcomed, opportunities to apply learning to new and unfamiliar situations. Place a selection of resources at tables and allow for discussion around what this resource could help with and how it could be used Counting stick Numicon Arrow cards Pendulum Hundred square Number fans Individual number cards Domino cards Ten frames
- #20 How will they get there? Watch Primary 6 Clip and issue number talks prompts handout. What are key elements which should be implemented when facilitating a number talk? Discuss.
- #22 So the key things to remember when facilitating number discussions are- Refer to slide Benefits of discussing and sharing clarify own thinking Consider and test other strategies Investigate relationships Build a repertoire of effective strategies Select efficient strategies for specific problems Swap- What answer did you get? FOR How did you solve this problem?
- #24 How will they get there? Whole class, flexible/ fluid groupings without group names, mixed ability groupings, pairs, trios, co-operative. Discuss impact of setting and streaming
- #25 Refer to slide Feedback from First Phase of SEAL training- Saturday morning then 2 further twilights
- #26 TWITTER PLEASE COMPLETE EVALUATIONS Please feel free to look through resources, I can forward any hand-made resources to you if email to request. Elaine.McLoughlin2@inverclyde.gov.uk