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The Team Lynda Maple- Mathematics Project Consultant

A learning network of mathematics co-ordinators in seven schools within The North Islington Education Improvement Partnership. The Team Lynda Maple- Mathematics Project Consultant Nigel Hoff- Hands On Support Project Manager Dulcie Mundy Gill- Montem School Eugene Toerien- Duncombe School

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The Team Lynda Maple- Mathematics Project Consultant

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  1. A learning network of mathematics co-ordinators in seven schools within The North Islington Education Improvement Partnership.

  2. The Team Lynda Maple- Mathematics Project Consultant Nigel Hoff- Hands On Support Project Manager Dulcie Mundy Gill- Montem School Eugene Toerien- Duncombe School James Wiltshire- St John’s Upper Holloway Layla Aouchi- Pakeman School Juliet Benis- Ambler School Breda McKelvey- Christ The King TBA- Pooles Park Contact. The Zone. North Islington EIP. C/O Ambler School, Blackstock Road, London N4 2DR 02072265809 admin@nieaz.org.uk

  3. Talk during a lesson- a model • Beginning of the lesson; • Agreement of words • Whole class preparation-talk about the task and set the context to provide motivation/ a hook. • Challenge - in groups or pairs. Taking turns and listening and refining ideas. What do they believe? Talk about the task or ideas about the task. • Conclusion- How did we do it? Social process-sharing ideas and developing thoughts from this. • Making links from this to other areas of the curriculum • Making generalisations and links about mathematics and the thinking. • Linking back to the initial context of the lesson.

  4. Our PD model Fourteen teachers (co-ordinators and KS1 colleague) meeting twice a term to: ↓ ↓ ↓ Discuss Learn Teach Visiting professionals to inform and leaddebate What constitutes meaningful and productive talk Visiting different schools to teach, observe and reflect

  5. What we are doing. • We are using Mult-e-Maths (an electronic maths toolbox) as a hub for promoting effective talk in maths lessons. This software is a high quality, reliable but simple resource. The teachers use it to pose questions and lead discussions that develop a deeper understanding and improved engagement. The PD model we are using is helping teachers to harness the power of talk to stimulate and extend pupils’ thinking. The research project developed from earlier work with the CAME Thinking Maths program. Our belief is that the more pupils discuss their work in a meaningful, supportive context, the more they take from the lessons both in terms of enjoyment and achievement.

  6. Encouraging fruitful talk. Meaningful talk in classrooms only takes place if children are talking about the same thing and the words they use mean the same thing. A Piagetian principle of learning. The principles of effective PD that underpin our research: Writing, trialling and improving lessons Based and informed by our own experience Unpicking the curriculum Learning from each other what works and analysing the reasons why

  7. What shapes are created by the overlap? Can you arrange them to create any other shapes? Is there a finite number of shapes you can make?

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