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Going beyond the Quick Fix. School Context 11-18 Catholic School in Gateshead LA Average Comprehensive intake 5+ A*- C with En/Ma = 75% Traditional values Innovative curriculum and T&L. 80% Maths at C and rising…. Good at quick fix solutions: Early entry Multiple entries

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going beyond the quick fix
Going beyond the Quick Fix
  • School Context
  • 11-18 Catholic School in Gateshead LA
  • Average Comprehensive intake
  • 5+ A*- C with En/Ma = 75%
  • Traditional values
  • Innovative curriculum and T&L
80 maths at c and rising
80% Maths at C and rising…
  • Good at quick fix solutions:
  • Early entry
  • Multiple entries
  • Using data, targeting students
  • Also want longer term strategies…
our students
Our students
  • Great behaviour and work ethic
  • Great attendance and participation
  • High achievers
  • But…
slide5

Biddable

  • Over reliance on teachers
  • Give up quickly
  • Struggle with demands of A levels
what we wanted
What we wanted
  • Self-efficacy
  • belief in one's own ability to perform a task
  • the feeling of self worth and competence to intrinsically self motivate
slide7

Autonomous learners

Know what to do when they are stuck

Have tools and strategies and know when to use them

curriculum changes
Curriculum Changes
  • Reduced KS3 to 2 years
  • Moved to a linear exam – studied across years 9 and 10
  • Year 11 students follow appropriate course
  • Improved A level results
what we are doing
What we are doing…
  • Moved to 100 minute lessons
  • Changed the emphasis on the way we deliver Mathematics. Students to explain the process rather than demonstrate correct answer
  • Need to work with others
  • Build towards longer more open tasks
slide10

You don’t need to totally change what you’re doing

  • Simply, refocus existing lessons on exploring and explaining the maths
the importance of social interaction
The importance of social interaction
  • Use cooperative learning structures
  • Choose groups wisely, moving students frequently
  • Numbering groups helps to ensure full participation
simultaneous roundtable
Simultaneous RoundTable
  • Teacher assigns task
  • Everyone writes!
  • Everyone passes!
  • Continue: Pass-N-Add
percentage clouds
Percentage Clouds

500

= 100%

Hourglass Timer:2 mins

numbered heads together
Numbered Heads together
  • Students number off
  • Teacher asks question
  • Students think/answer on own
  • Teams stand for heads together
  • Teams sit down to signal agreement
  • Teacher calls number at random
  • That number answers the question
mix n match
Mix-N-Match
  • Students mix and pair
  • Partners quiz each other
  • Partners trade cards
  • Students quiz new partner
  • Teacher calls ‘Freeze’
  • Students ‘Match’
mix n match1
Mix – N – Match
  • Combine with Quiz, Quiz, Trade on more difficult questions?

2x(4x+2)

4x(2x+1)

Music

mix n match2
Mix – N – Match

2n+6

Multiply n by two,

then add 6

Music

slide21

Starters, Plenaries, Brain Breaks

Mix – N - Match

Expanding brackets

Equivalent fractions, decimals and percentages

Graphs and equations

Factors and multiples

find the fiction
Find the Fiction
  • Students write statements: two true, one false
  • One teammate stands and reads their statements out loud
  • Teammates each write best guess, reach consensus and announce guess
  • Standing student reveals answer
  • If correct: Students clap teammate. If incorrect: teammates clap student
  • Next teammate shares
slide23

In a Parallelogram

  • All of the angles are equal
  • The diagonals bisect each other
  • Both pairs of opposite sides are equal
  • In a Kite
  • The diagonals are perpendicular to each other
  • The diagonals bisect each other
  • A kite has 1 lines of symmetry
  • In a Rectangle
  • Opposite sides are the same length
  • Both pairs of opposite sides are parallel
  • The diagonals are perpendicular to each other
  • In a Rhombus
  • Both pairs of opposite angles are equal
  • Has 1 line of symmetry
  • Diagonals bisect each other
match mine
Match Mine
  • Sender arranges pieces
  • Sender describes, receiver matches
  • Partners check for errors
  • Partners switch roles
timed pair share
Timed Pair Share
  • Teacher announces topic and time
  • Think Time
  • A shares; B listens
  • B responds and praises
  • B shares; A listens
  • A responds and praises
give one get one
Give one, Get one
  • Hand up, pair up
  • Pupils give one bit of information and get another one
  • Hand up, pair up with another student
  • Finished pupils become ‘experts’ for others to call on
slide30

When students are answering examination questions the following template can lead to meaningful discussions.

use of feedback
Use of feedback
  • When marking homework use percentages and an understanding grade.
  • We build time in lessons for the students to review the feedback and act upon it.
contacts for cooperative learning training
Contacts for Cooperative Learning Training
  • If you are interested in developing CL in your school, you will need the expertise of an accredited trainer.
  • We have used Gavin Clowes at,
  • T2TUK.Team@t2tuk.co.uk
  • Or you can look on the Kagan website
  • www.kaganonline.com