Improving the Teaching and Learning of Mathematics in Vocational Education workshop Sally Betts

Contextualisation and integration of maths in vocation education. The flipped classroom Maths via portable devices and other technologies Successful teaching techniques and examples of good practice used to deliver maths in vocational education

Integrating/Contextualizing The use of context in teaching mathematics to: enable the students to see the point of the mathematics they are learning. motivate and facilitate the learning of new skills. consolidate understanding help students make sense of abstract mathematics. Context could be within: Vocational area; General everyday life. Progress from the familiar to the unfamiliar Make connections with other maths areas.

Maths at Work

Integrating maths. From ETF Vocational Vitaliser 2015

Maths that underpin a task From ETF Vocational Vitaliser 2015

Remind ourselves Eight principles for effective teaching Build on the knowledge learners bring to sessions Expose and discuss common misconceptions Develop effective questioning Use cooperative small group work Emphasize methods rather than answers Create connections between topics Use technology in appropriate ways Use collaborative tasks Malcolm Swan

Integrating & Contextualising maths ETF Maths Pipeline Programme: Supporting maths in the post-16 sector

New GCSE Maths (9-1) Assessment Exam time: 4 ½ hours ( three papers each 1.5 hours; one is a non calculator paper) Each paper will have a range of question types, structured and unstructured questions. Some questions will be in context. Common questions between tiers (Grades 4/5 are overlap grades). Assessment Objectives AO1 - Applying standards techniques : no real change AO2- Reasoning, interpreting and communicating : change in focus more about communicating and reasoning. AO3 - Solve problems within maths and other contexts: greater focus on solving problems. % varies depending on tier.

Scaffolding From Pearson Exexcel Assessment Papers

Dripping tap You’re on a water meter - is it worth paying a plumber to fix the tap? Write down everything you’d need to know in order to answer that question. Use plausible estimates to answer the question. What maths skills will being used? From ETF Vocational Vitaliser 2015

ETF Funded courses 2016 How to teach GCSE maths successfully Introduction to mathematical resilience and the ‘growth zone’ model Developing mathematical resilience Teaching new GCSE maths specifications Maths Vitaliser for the Early Years Sector CPD modules (level 5) for teachers of maths GCSE resits Deepening your understanding of number practitioners/maths-pipeline/

Flipping the classroom So what is it??

Activities Assessment Homework The traditional classroom Teacher focused learning Input

Activities Assessment The flipped classroom Teacher focused learning Input

The flipped classroom Frees up class time + Increased interaction

What mechanisms can you put in place to ensure students know what they need to do? How can you support students who do not have computer access at home? What classroom management approaches could you use with students who do not complete their pre-session work? In what ways could you obtain evidence that students have completed their work? How will you support the online learning process? Planning

What multi-media tools?

Video recording PLAY/STOP/REPLAY Video using: Screen capture software e.g. ScreenCast-o-matic, Camtastia.ScreenCast-o-matic Use existing Videos e.g. YouTube, Digital recording devices e.g. digital cameras, web cams and tablets. Feedback from Assessor to candidates on work. Learning activities. Zaption- enables passive learning videos to be turned into active experiences. This example was accessed by via trigger images in the workshop for augmented reality resources using Aurasma. EdPuzzel is similar software. Zaption Quizzes: Blubbr – enables you to add questions to your own video or ones that are CC. It does not provide feedback.Blubbr

Quizzes Socrative ( Quizizz and Quizlet – They are very similar all can be used within the classroom. Socrativehttps://b.socrative.comQuizizz Study Stack – provides a range of templates that you can use to cretae quizzes, flip cards etc. Study Stack Quipper – App- A multi choice assessment tool with ready made quizzes. AppsGeyser – enables you to create your own Android app, a range of templates are available including a quiz template. The app can then be downloaded to mobile devices. Nearpod - a presentation which is viewed by students on their mobile device. Students can interact via their mobile device, whether they are in the classroom are not.

Gathering digital content Padlet

Other Ideas SKYPE – for tutorials Create your own interactive content e.g using tools such as Xerte and Storyline Articulate Web based resources e.g. Maths everywhere; Graphing software e.g. Desmos, Geogebra Moodle tools – quiz, wiki, glossary etc

iPads –Portsmouth College Showbie - disseminate worksheets to students, which enables them to write on the sheet on their iPads and save them all for later access. Use for setting homework. ClassKick, which works similarly to Showbie, but with the added benefit of being able to see students' work live, as they produce it on the app, enabling you to feedback to the students and monitor the work they are doing. MathsWatch app for students to support their independent study and revision. Socrative (app) and Kahoot (web based) for quizzes, enabling an overview of student progress Padlet (app and web based) for students to be able to collaborate with each other.

Resource links Vocational-Maths-v4-0.pdf

Improving the Teaching and Learning of Mathematics in Vocational Education workshop Sally Betts