Lessons learned from Shanghai

Kings and Nobles Scholars Military Working class

Why is it important to learn from Shanghai’s way of teaching maths? PISA international tests…. Programme for International Student Assessment

+4.2 -0.3 1 26 3.8 21.8 55.4 11.8 Shanghai UK Place in table % below L2 or equivalent 3.8 21.8 % L5 or L6 or equivalent 55.4 11.8 Annualised change +4.2 -0.3

What have we been doing to find out why China is top in mathematics in the world? Lead professionals in education visited China to investigate maths teaching. This, alongside meetings with the DfE and NCETM, have led to our work in collaboration with Shanghai lead educational mathematics professionals.

What have we been doing to learn from China? The England – Shanghai Mathematics Teacher Exchange. Lectures/discussion with leading Chinese educational experts. Two weeks in Shanghai – including a full week in a Shanghai primary school. Many lesson observations, time with the maths research group in school. Dialogue with colleagues and other educational professionals from other schools to compare/contrast observations.

What have we been doing to learn from Shanghai? Two teachers from YiFu Primary School, Shanghai, came to our schools to provide CPD opportunities and to teach alongside our teachers for a full month in November 2014.

Annual quality adjustments sought by schools. 1. Text Book is Key One text book across all schools in Shanghai, each student has their own copy. Annual quality adjustments sought by schools. Ownership and buy-in from the schools. One book also results in one expectation of outcome. Next step: Norfolk Maths Hub, is looking to work with primary schools, to develop & publish a Key Stage 2 maths book based on Singapore and Shanghai mathematics. One text book across all schools in Shanghai that is produced centrally and each student has their own copy (and an additional workbook). Quality adjustments sought by schools and those who are selected are attributed and this is seen as a great honour. With the amount of work that has gone into the text books and the buy-in from the schools there is no need to be ‘ashamed’ of having it as the central resource as is often found in UK. One book also results in one expectation of outcome. Next step: Norfolk Maths Hub led by Inspiration Trust to develop and publish a Key Stage 2 maths book based on Singapore and Shanghai mathematics.

2. The Curriculum: The curriculum in Shanghai focuses on depth rather than breadth from early on. Mastering number concepts means that other concepts can be taught very quickly. Next step: A lot has already been done on our Primary maths curriculum however, it may still be worth considering narrowing it even further. “The only person who is educated is the one who has learned how to learn and change.” Carl Rogers The curriculum in Shanghai is very narrow and very deep. This is exactly what I want as a secondary/sixth form specialist. I can teach them the high concepts much more effectively if I know the students’ number and algebraic skills are deeply entrenched. If they have mastered number and algebra then other concepts can be taught very quickly at a later stage (properties of shape etc). Next step: A lot has already been done on our Primary maths curriculum and it is in much better shape than it was before. It may still be worth considering narrowing it even further.

Specialist Mathematics teachers Short (35 min) lessons 3. 35 Minute Lessons: Specialist Mathematics teachers Short (35 min) lessons Learning derived from discussions. A lesson could focus on one, possibly minute, detail of the topic being covered The belief that: EVERY STUDENT will achieve! Next step: Find schools that will radically overhaul their approach to curriculum/timetabling to reflect this major change. A major difference between Shanghai and the UK is the nature of the lessons. They have very short (35 min) lessons that are non-stop learning and teaching with very focussed instruction. It is not rote learning, but rather learning derived from discussions with the students. The lessons are teacher-led (a subject specialist), but the students are fully engaged in the discussion about how a problem was solved, or what went wrong with somebody’s working. A lesson will focus on one, possibly minute, detail of the topic being covered and will aim for every student understanding it. Next step: find schools that will radically overhaul their approach to curriculum/timetabling to reflect this major change

4. Teacher Led Research Groups: Happen weekly Involve deep conversations about academic content & debates occur about how a topic should be taught; a common approach is agreed. Teaching competitions. These competitions occur at local, regional, Shanghai-wide and level. Next step: Set up local MRGs across Norfolk that have clear guidelines on how they should be run. Assist the implementation of MRGs by examining how the department admin can be separated from the professional discussions about academic topics. TRGs happen weekly and are unlike our department meetings that can often be overtaken by conversations about admin. They involve deep conversations about the academic content that is about to be taught and debates occur about how a topic should be taught. They represent an open forum for ideas and a common approach is agreed. TRGs are also used to plan lessons that will be used in teaching competitions. These competitions occur at local, regional and Shanghai-wide level culminating in events held in arenas witnessed by thousands of teachers. There are even competitions around how well teachers scribe on their blackboards.

5. Calculation Policy: Many of the previous issues raised (MRGs, teaching competitions, common text book) result in the sharing of extremely detailed planned lessons. This was evident as I saw the exact same lesson taught in two different schools. This common approach also is only possible due to a common way of carrying out calculations. Next step: National Maths Hubs will work towards creating a national calculations policy. Many of the previous issues raised (TRGs, teaching competitions, common text book) result in the sharing of extremely detailed planned lessons. This was evident as I saw the exact same lesson taught in two different schools. This common approach also is only possible due to a common way of carrying out calculations. There was little evidence of the multitude of techniques you can find in UK schools for the basic operations. Next Step: Inspiration Trust (possibly working with Ark and Harris) develop a national calculations policy.

Lessons learned from Shanghai

Specialist teachers Lessons learnt and applied: “I think that’s right, but let me check.”

Lessons learnt and applied: Onward and upward

Lessons learnt and applied: Deepening understanding through small, logical steps, often looking at minute details within the bigger picture. 420 403 423 x 5 x 5 x 5

Variation theory Lessons learnt and applied: 4 x 5 x 4 5 = 20 2 0 Problem 1: There are 9L of apple juice and every 3L is put in a jar. How many jars are needed? Problem 2: There are 9L of apple juice and every 1L is put in a jar. How many jars are needed? Problem 3: There are 9L of apple juice and every 0.3L is put in a jar. How many jars are needed? Problem 4: There are 9L of apple juice and every 0.1L is put in a jar. How many jars are needed? Problem 5: There are 9L of apple juice and every 0.05L is put in a jar. How many jars are needed? 4 + 4 + 4 + 4 + 4 4 + 4 + 4 + 4 + 4 4 x 5 x 4 5 = 20 2 0

Times tables and relationships Lessons learnt and applied: Times tables and relationships

Do now: How quickly can you memorise the 17 times tables? We must be committed to achievement for every single pupil, no matter what their background or prior attainment.

Now that's how you use a counting stick!

TP, Can you answer these questions?

Sharing practice… Why are we going so far back to basics? (A year 6 mum wants to know why we are sending 5x homework… What do you say?) What are you doing to push learning of times tables and number facts in your school?

Thank you for listening: “The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” Charles Caleb Colton