Disseminating Innovative and Effective Practice in Maths MaE Fest: Disseminating Innovative and Effective Practice in Maths Leonardo Morantes-Africano Alana Benne𝝅 02.04.15

Introductions Your name and organisation What do you aim to get from the session

Learning objectives Discuss what is meant by ‘innovative’ and ‘effective’ maths teaching and learning Reflect on own practice and consider areas that could be developed to enhance students’ learning experiences Explore, share and discuss a range of maths teaching resources Identify examples of innovative resources that you can use to enhance your practice

What is effective and innovative maths teaching? Quick chat – 5 minutes. Then we will watch a video clip. Focus on the teaching and learning strategies employed by the teacher. Consider the benefits ( and perhaps limitations) for learners of this model of maths learning.

Ofsted Good practice video – Understanding maths https://www.youtube.com/watch?v=krqxndg7nlA

Examples of good practice in maths teaching from Ofsted For low attaining students: An effective strategy – e.g. outstanding schemes of work, specialist involvement of SEN/Maths teaching and support Innovative organisation – strong transition arrangements/use of assessment, departmental team with maths and SEN specialisms, continuity of approach Focus on teaching and learning – interesting, differentiated and interactive activities with effective use of peer/self assessment Good additional support – targeted additional support, not just for C/D borderline students but for all

Examples of good practice in maths teaching from Ofsted For high attaining students: Problem solving – students should ‘struggle’ and welcome the challenge, encourage collaboration and communication with paired/group work Practical work and ICT – frequent opportunities for using and applying mathematics and using ICT, stimulating, relevant and interesting contexts to engage students, use of technology, e.g. phone apps, graphic calculators, tablets Questioning and dialogue – rich opportunities to talk about maths, let debates run, encourage students to think

Examples of good practice in maths teaching from Ofsted General tips for effective maths teaching: Well detailed schemes of work which are used and valued by teachers Sharing of ideas / communication of good practice / consistent approaches / observing each others’ lessons Challenge students to understand mathematical ideas and develop their curiosity Use questioning to ensure that students have opportunities to explain their ideas and reasoning Give detailed feedback and use regular self-assessment to help students know what they are good at and what needs improving Use textbooks / worksheets selectively and aim for active learning, using a range of activities that engage students and encourage discussion

Teaching maths without words (Matthew Peterson) https://www.youtube.com/watch?v=7odhYT8yzUM

Your own practice If only my mathematics teacher would ……. Think about your students. If you asked them about the way they learn mathematics, what would they say? Complete the following sentence as if you were a student in one of your classes: If only my mathematics teacher would ……. For example, pupils might say: ‘If only my mathematics teacher would not use a text book every lesson.’ Now think about the learning in your own lessons and complete the following sentence from your own perspective, thinking about a particular group of pupils. If only my pupils would ………. For example, a teacher may say: ‘If only my pupils would think for themselves.’

What happens in your classroom? In pairs or threes, look at the statements which describe learning behaviour in the mathematics classroom and sort them into groups as follows: Regularly happens in my classroom Sometimes happens in my classroom Never happens in my classroom Identify some statements you would like to move in order to improve the learning experience of your students and discuss what you would need to do to make the changes.

200 countries over 200 years - How to present stats (Hans Rosling) https://www.youtube.com/watch?v=jbkSRLYSojo

Analysing and sharing resources In groups, you have 5 minutes to spend at each activity. For each resource, think about how this could challenge learners, and encourage communication and interaction within a problem solving context. Also, think about how you could perhaps improve or adapt the activity to further stretch or support your learners.

5 minute countdown https://www.youtube.com/watch?v=wiyG052oiF0

Stop teaching calculations – Start learning Maths (Conrad Wolfram) https://www.youtube.com/watch?v=xYONRn3EbYY

Reflection and evaluation Which resources did you find useful? Why? Resources will be shared via http://moodle.ncl-coll.ac.uk/moodle/course/view.php?id=12868

Thank you for attending  Contact details: Alana.Bennett@ncl-coll.ac.uk Leonardo.Morantes-Africano@ncl-coll.ac.uk