Download
using key numeracy teaching principles as the basis of leading teaching improvement n.
Skip this Video
Loading SlideShow in 5 Seconds..
Using key numeracy teaching principles as the basis of leading teaching improvement PowerPoint Presentation
Download Presentation
Using key numeracy teaching principles as the basis of leading teaching improvement

Using key numeracy teaching principles as the basis of leading teaching improvement

98 Views Download Presentation
Download Presentation

Using key numeracy teaching principles as the basis of leading teaching improvement

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Using key numeracy teaching principles as the basis of leading teaching improvement Peter Sullivan Numeracy keynote SA

  2. Abstract • Supporting improvement in numeracy teaching is both demanding and complex. One way to manage the complexity is to have explicit goals for each step in the improvement process. • After reviewing other similar lists, I identified six principles that can form the basis, individually and together, of improvement initiatives. • Using the theme of the teaching of fractions, this session will elaborate each of the principles. Numeracy keynote SA

  3. What is being recommended about mathematics teaching? Numeracy keynote SA

  4. How does this connect to the AC? Numeracy keynote SA

  5. Describing the proficiencies • Understanding • (connecting, representing, identifying, describing, interpreting, sorting, …) • Fluency • (calculating, recognising, choosing, recalling, manipulating, …) • Problem solving • (applying, designing, planning, checking, imagining, …) • Reasoning • (explaining, justifying, comparing and contrasting, inferring, deducing, proving, …) Numeracy keynote SA

  6. The (brand) new UK National Curriculum …all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems reasonmathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Numeracy keynote SA

  7. https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00220610/draft-pos-ks4-english-maths-sciencehttps://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00220610/draft-pos-ks4-english-maths-science Numeracy keynote SA

  8. From Impactful practices • Imagine a world where students, in every mathematics classroom, are actively engaged with worthwhile tasks that promote mathematical understanding, problem solving and reasoning. Numeracy keynote SA

  9. Imagine classrooms where the interactions among students, and with their teacher, are focused on making sense of mathematics, alternative approaches to solving problems, and defending, confirming and verifying possible solutions. These are thinking and reasoning classrooms. Numeracy keynote SA

  10. An aside • It is not a problem if we have told students what to do • It is not reasoning if students are reproducing what we have told them • It is not understanding unless students can explain in their own words with their own ideas Numeracy keynote SA

  11. What do you see as the most critical aspect of being a powerful learner of numeracy and literacy? • Powerful learners connect ideas together, they can compare and contrast concepts, and they can transfer learning from one context to another. They can devise their own solutions to problems, and they can explain their thinking to others. Numeracy keynote SA

  12. Two task examples that we will use as the basis of the later discussion Numeracy keynote SA

  13. STRIPED RECTANGLE If the dotted (blue) rectangle represents what fraction is represented by the striped (red) rectangle? Work out the answer in two different ways. Numeracy keynote SA

  14. representing a fraction • If this represents 3 , draw what represents 1 (work this out two different ways) Numeracy keynote SA

  15. What is the point of the six key principles ? • We can all do these things better (although you will find many of them affirming of your current practice) • Much advice is complex and hard to prioritise • The principles can provide a focus to collaborative discussions on improving teaching • The principles can be the focus of observations if you have the opportunity to be observed teaching Numeracy keynote SA

  16. AVAILABLE TO DOWNLOAD FREE FROM http://research.acer.edu.au/aer/13/ aer Numeracy keynote SA

  17. Key principle 1: • Identify important ideas that underpin the concepts you are seeking to teach, and communicate to students that these are the goals of your teaching, including explaining how you hope they will learn Numeracy keynote SA

  18. Feedback - better when they know … • Where am I going? • “Your task is to …, in this way” • How am I going? • “the first part is what I was hoping to see, but the second is not” • Where to next? • “knowing this will help you with …” Numeracy keynote SA

  19. In terms of learning intentions, we know • It is difficult to describe the purpose of lessons and teachers benefit from discussions about intentions • The learning intention should • not restrict • nor tell • nor lower the ceiling • but provide focus for the students • and the teacher Numeracy keynote SA

  20. What would you say is the learning intention for striped rectangle? Numeracy keynote SA

  21. This is taken from the lesson plan • A fraction is a number. • We can compare, add and multiply fractions just like we do for numbers, even if the calculation process is a little different. • You will solve the problem for yourself and explain your thinking Numeracy keynote SA

  22. goals Numeracy keynote SA

  23. Key principle 2: • Build on what the students know, both mathematically and experientially, including creating and connecting students with stories that both contextualise and establish a rationale for the learning Numeracy keynote SA

  24. Part 1: Using data Numeracy keynote SA

  25. It is as important to know what the students know as it is to know what they do not • Learning mathematics is not a hierarchy of sequential steps on a ladder, but a network of interconnected ideas • Students benefit from work on tasks that are beyond what they know • Students at GP 2 can work on GP 4 tasks Numeracy keynote SA

  26. Numeracy keynote SA

  27. Numeracy keynote SA

  28. Helen has 24 red apples and 12 green apples. What fraction of the apples are green? Numeracy keynote SA

  29. Year 5 93% Numeracy keynote SA

  30. Year 5 24% Numeracy keynote SA

  31. Helen has 24 red apples and 12 green apples. What fraction of the apples are green? • 55% of year 7 students • 67% of year 9 students Numeracy keynote SA

  32. What does that tell you? Numeracy keynote SA

  33. Part 2: Connecting with “story” Numeracy keynote SA

  34. A chameleon has a tongue that is half as long as its body ... • … how long would your tongue be if you were a chameleon? Numeracy keynote SA

  35. Part 3: Creating experience Numeracy keynote SA

  36. Numeracy keynote SA

  37. Numeracy keynote SA

  38. goals readiness Numeracy keynote SA

  39. Key Principle 3 • Engage students by utilising a variety of rich and challenging tasks, that allow students opportunities to make decisions, and which use a variety of forms of representation Numeracy keynote SA

  40. Why challenge? • Learning will be more robust if students connect ideas together for themselves, and determine their own strategies for solving problems, rather than following instructions they have been given. • Both connecting ideas together and formulating their own strategies is more complex than other approaches and is therefore more challenging. • We need strategies to encourage students to persist Numeracy keynote SA

  41. Related to those tasks above .. • To what extent • Are they challenging? • Are they engaging? • Do they allow student decision making • Do they encourage different representations? Numeracy keynote SA

  42. What is 5 + 5 + 5 + 295 + 295 + 295 ? Numeracy keynote SA

  43. Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ? Numeracy keynote SA

  44. Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ? Numeracy keynote SA

  45. Quotes from PISA in Focus 37 • When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics. • Teachers’ use of cognitive-activation strategies, such as giving students problems that require them to think for an extended time, presenting problems for which there is no immediately obvious way of arriving at a solution, and helping students to learn from their mistakes, is associated with students’ drive. Numeracy keynote SA

  46. goals readiness engage Numeracy keynote SA

  47. Key Principle 4: • Interact with students while they engage in the experiences, and specifically planning to support students who need it, and challenge those who are ready Numeracy keynote SA

  48. Enabling prompt Numeracy keynote SA

  49. If you are stuck • If this represents 7 , draw what represents 2 (work this out two different ways) Numeracy keynote SA

  50. If you are stuck If this represents 11 , draw what represents 5 (work this out two different ways) Numeracy keynote SA