Transcript Slide 1

Post-16 networking in England to share
active learning approaches to
mathematics/numeracy
ALM 15 -
rd
3
July 2008
Viv Brown
Regional Coordinator UK NE
[email protected]
www.ncetm.org.uk
A UK government initiative in England
Working collaboratively to enhance mathematics
teaching across all sectors – primary, secondary and
further education.
It aims to raise the professional status of all those
engaged in the teaching of mathematics so that the
mathematical potential of learners will be fully realised.
Poster activity
Work together in twos or threes
Produce a poster
All you know about
2.09
Background
• Malcolm Swan & Muriel Green (2002) Learning
Mathematics Through Discussion and Reflection, LSDA
• Malcolm Swan (2006) Collaborative Learning in
Mathematics: a challenge to our beliefs and practices,
NIACE
• Bruce Joyce & Beverly Showers (1993) The Coaching of
Teaching
• ACME (2002) Continuing Professional Development for
Teachers of Mathematics
Background
• Professor Adrian Smith’s Inquiry into Post-14 Mathematics
Education (2004) ‘Making Mathematics Count’
• 2004 ... appointment of Professor Celia Hoyles OBE as Chief
Adviser for Mathematics
• Quality Improvement Agency (QIA) – National teaching and learning
change programme (from 2004) – a programme designed to
transform teaching, training and learning in selected subjects in the
post-16 sector
• 2006 – National Centre for Excellence in the Teaching of
Mathematics www.ncetm.org.uk
Background
• Improving learning in mathematics: challenges
and strategies
• All the background to the research and the
active learning approaches
• Download from www.ncetm.org.uk
• Scroll down the homepage and click on
‘Improving learning in mathematics’
National Teaching and
Learning Programme
Resources
• (2005) Improving Learning in Mathematics
– Available from the QIA Excellence Gateway
http://excellence.qia.org.uk
• (2007) Maths4Life – Thinking Through Mathematics
Networks
Subject Learning Coaches Professional Training Programme
Improving learning
in mathematics
• Malcolm Swan (2005) Improving learning in mathematics:
challenges and strategies
• 6 professional development sessions
• 51 teaching and learning sessions with resources
•
•
•
•
•
Mostly number
Mostly algebra
Mostly shape and space
Mostly statistics
Others
• Software
• Activity templates
Professional Development (1)
Sorting belief statements
Discuss the statements and group them into categories Agree, Disagree, Cannot decide
You may modify a statement if you wish
• Mathematics is best learned through practice.
• Mathematics is best learned through discussion.
• Learners learn mathematics best when they work on their own.
• Learners learn mathematics best when they work collaboratively.
………………………………
Professional Development 1
Getting started
Sheet PD1.2 – How teachers describe their practices
Statements are rank ordered from most common to least common.
Mean
Learners start with easy questions and work up to harder questions. .
I tell learners which questions to tackle.. . . . . . . . . . . . . . . . . . . . . . . . . .
I teach the whole group at once. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I know exactly what maths the lesson will contain.. . . . . . . . . . . . . . . . .
Learners learn through doing exercises. . . . . . . . . . . . . . . . . . . . . . . . . .
I try to cover everything in a topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I avoid learners making mistakes by explaining things carefully first. . . .
4.26
4.02
3.90
3.80
3.67
3.56
3.31
Each statement was rated as follows:
1 = almost never, 2 = occasionally, 3 = half the time, 4= most of the time;
5 = almost always.
The sample consists of 120 teachers and trainers from more than 60 providers.
Professional Development 1
Getting started
Sheet PD1.3 – How learners describe their learning strategies
Statements are rank ordered from most common to least common.
Mean
I listen while the teacher explains. . . . . . . . . . . . . . . . . . . . . . .
I copy down the method from the board or textbook.. . . . . . . . .
I only do questions I am told to do. . . . . . . . . . . . . . . . . . . . .
I work on my own.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I try to follow all the steps of a lesson. . . . . . . . . . . . . . . . . .
I do easy problems first to increase my confidence. . . . . . . . . .
I copy out questions before doing them. . . . . . . . . . . . . . . . . . .
4.28
4.15
3.88
3.72
3.71
3.58
3.57
Each statement was rated as follows:
1 = almost never, 2 = occasionally, 3 = half the time, 4 = most of the time;
5 = almost always.
The sample consists of 779 16–21 year old learners attending 44 different
FE and sixth form colleges.
Professional Development 1
Getting started
2. Looking at some research results
Give each participant a copy of PD1.2 – How teachers describe their
practices and PD1.3 – How learners describe their learning strategies.
These show the results when a sample of 120 teachers working with
779 learners following GCSE resit courses were asked to describe
their usual ways of working.
They clearly show that most teachers preferred ‘transmission’ ways
of working, and most learners normally adopt ‘passive’ learning
strategies.
Discuss with participants:
Why do you think this is the case?
Improving learning
in mathematics
• Malcolm Swan (2005) Improving learning in mathematics:
challenges and strategies
• 6 professional development sessions
• 51 teaching and learning sessions with resources
•
•
•
•
•
Mostly number
Mostly algebra
Mostly shape and space
Mostly statistics
Others
• Software
• Activity templates
Principles of
effective teaching
•
Build on the knowledge learners bring to sessions.
•
Expose and discuss common misconceptions.
•
Develop effective questioning.
•
Use cooperative small group work.
•
Emphasise methods rather than answers.
•
Use rich collaborative tasks.
•
Create connections between mathematical topics.
•
Use technology in appropriate ways.
Types of
teaching activity
•
Classifying mathematical objects
•
Interpreting multiple representations
•
Evaluating mathematical statements
•
Creating problems
•
Analysing reasoning and solutions
Resources
for learning
•
Posters
•
Mini whiteboards
•
Computer software
Networks
•Meet 3 times per year in each of the 9 LSC regions in England
•Provide opportunities to experience working together on active learning
approaches
•Share ideas and resources
•Share experience of Subject Learning Coaches
•Receive updates on practitioner action research projects
Subject Learning Coaches
Kelly Hughes – Darlington College
"I was flying high after the GCSE results.
Since I started using the ‘Improving Learning in Mathematics’
approaches, attending the networks and the Professional Training
Programme and taking over GCSE maths in September 2006, our
success rate has increased from 56% to 73%.”
Challenges
• Making networks self sustaining
• Whole organisation approach
• Organisation of mathematics in colleges
• Managers’ support
• Numeracy for employability
Reflective log
• What was different / helpful / new / creative / challenging about the
presentation / session / activities?
•
Would this session/activity be accessible to all learners?
•
Would this activity engage my learners?
•
Is there anything I would adapt in this session / activity for my learners?
•
With whom will I share this?
•
Could I run this session with my colleagues?
•
What action will I take?
•
When will I do this?
Post-16 networking in England to share
active learning approaches to
mathematics/numeracy
www.ncetm.org.uk
Viv Brown
Regional Coordinator UK NE
[email protected]