Directions of research-informed PD in UK

Slides:

Advertisements

Similar presentations

Learning at Lanyon High B Davies. Groups Previously students were seated around the classroom and were not participating well in the lesson. The structure.

Advertisements

Module 1: Teaching functional skills – from building to applying skills 0 0.

School Leaders Shaping Professional and Student Learning AIS Executive Conference October 2011 Professor Helen Timperley The University of Auckland.

USING THE INSTRUCTIONAL BLUEPRINT TO GUIDE TIER I WORK.

Internship Seminar What will be covered: The internship context

Principled Teaching for Deep Progress - Improving mathematical learning beyond methods and materials An NCETM research study module.

University of Huddersfield School of Education & Professional Development Adopting and adapting teaching and learning styles.

Capturing the Complexity of Teacher Development: Two Cases Susan D. Nickerson & Gail Moriarty San Diego State University AMTE 2004.

Lawrence Collins & Tim Bayliss. In the context of geographical fieldwork  Improved decision making  Clear rationale of the need for fieldwork  Confident.

MATHS ACTION PLAN MATHS DA TOOBA HIGH SCHOOL GRADE 10.

 Technology is found everywhere. In our homes and all over our communities.  Unfortunately, schools are lagging when it comes to using technology in.

Section 1 Systems of Professional Learning Module 5 Grades K–5: Focus on Sustaining Change.

Teaching Interviews. Training and Development Agency for Schools website Personal Statement guidance.

Knowledge and Instructional Leadership Viviane Robinson The University of Auckland Panel Contribution to ICSEI Conference Vancouver, January 5, 2009.

Directions of research-informed PD in UK Anne Watson University of Oxford NCETM Feb 2007.

Full Implementation of the Common Core. Last Meeting Performance Tasks Smarter Balanced Assessment Consortium Upcoming Accountability Measure Strong teaching.

Linking professional development and research for mathematics teaching.

Improving Learning in Mathematics 7th East Midlands post-16 Subject Coaching Network Ray Sutton : Regional Coordinator (EM)

Centre for Mathematics Education The problematic nature of Teacher Development: Specifically the Effective use of Interactive White Board Frank Eade.

Action Learning: A powerful PD strategy Jan Turbill University of Wollongong.

A Quick Guide to the Characteristics of Highly Performing Schools Centre for the Use of Research and Evidence in Education (2014) produced for Teach First.

Pete Griffin S.W. Regional Coordinator What is CPD really?: Some reflections from work in the SW.

Measuring quality teaching Tracking tasks teachers posed Capture classroom traces of student work Listening to teachers describe student work individually.

Observing Learning. Your experiences of observation Have you been observed as a teacher? Have you observed a teacher? What are the positive and not so.

Teaching Mathematics Mastery and ITE

Math Session 2 Mathematical Practices 4 & 5 Modeling with Math PARCC Task Types Lesson Study.

Using Technology to Bring History to Life in the Elementary Classroom Georgette Hackman, Cocalico School District.

Lead Teach Learn PLC Fundamental I: Core Curriculum & Instruction Session 3.

Deep Progress in Mathematics: making a difference Anne Watson Stirling, March 2007.

Coaching For Math GAINS Summary of Board Action Plans and Survey Monkey.

Issues in classroom research: getting at the subject detail of teacher-student interaction Anne Watson AKU/IED Karachi August 2008.

AYP Aigner Allen Shoemaker Elementary  Shoemaker did not make AYP because of the following subjects:  Math  Writing.

© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.

1 Teaching for Mastery: Variation Theory Anne Watson and John Mason NCETM Standard Holders’ Conference March The Open University Maths Dept University.

1. 2 Learning Environments and Working Walls 3 Objectives of this powerpoint presentation To provide a resource for schools to gain a clear understanding.

1 OBSERVATION CYCLE: CONNECTING DOMAINS 1, 2, AND 3.

Enhancing Mathematical Learning through Talk October 16 th 2014: Session 1 Connecting Threads.

INQUIRY FRAMEWORK for Early Childhood Education CREATING THINKERS BY FOSTERING INQUIRING MINDS in Bermuda Public Schools 2015.

4 – 5 February 2010 Exeter. The South West Influence and Impact Conference.

Inquiry-based learning and the discipline-based inquiry

What is a flipped classroom?

The NCETM Launch Conference 27 June

University of Oxford Dept of Education The Open University Maths Dept

mathematics teacher learning and doing within professional development

Assist. Prof.Dr. Seden Eraldemir Tuyan

Technologies for Learning Chapter Two Lonnie Redning

CPD – developing the teaching of mathematics: looking at continuing professional development initiatives Jenni Back, Els De Geest, Ros Sutherland, Marie.

Promoting Reflective Practice Local District 6 February 18, 2005

TEACHER BELIEFS AND ATTITUDES ABOUT TEACHING

Teacher: Observer: Details (date, school, class):

Developing strategic relationships:

Teaching for Mastery: variation theory

For further school friendly materials visit

NCP1a Primary Exchange National Forum

CCSS 101: Standards for Mathematical Practice

Teaching, Learning & Development

Twenty Questions Competency 10.

Pete Griffin, Julie-Anne Edwards, Ros Sutherland.

Introducing the NCETM.

PhD candidate: Suxian Zhan Supervisor: Dr. Greg Robertson

Variation/Invariance: pupils’ experience

Problem Based Learning

Applying the Paradigms

Peer Support in the Classroom

Presentation 3 Interactive Learning

Collaborative Practice

Ensuring Success through Assessment – Introduction

What aspects of a team make it a Community of Practice?

Paired Discussion How do you use repetition in your class? In other words, what kinds of things do your young learners repeat? Preview 1 Before you answer.

Mathematics Research & Teaching Conference Linking Professional Development and Research for Mathematics Teaching The British Library Thursday 15.

Presentation transcript:

Directions of research-informed PD in UK Anne Watson University of Oxford NCETM Feb 2007

Nick’s stuff 3 5 15 8 3 5 ? 3 ? 8 ? 15 8

Fun Infinity Inverse

Research into mathematics education About 20 active mathematics education research centres in UK universities More literature available on learning and teaching mathematics than any other subject International conferences: about two per month on average About 10 international journals of mathematics education research British Society for Research into Learning Mathematics: conferences and publications More known about successes and failures in teaching and learning mathematics than any other subject So how can professional knowledge and practice and research link more closely – and whose job is it?

Celia’s story

My story

Common features Maths Collegiality within and outside place of work Outside input Input outside Sustained over time to reach a … Shared goal

Some successful PD in UK LAMP/RAMP OU Project Update ATM 100% coursework Mars/Shell Centre MMU Mathematics in Context Interactive Education Project Many Right Answers (BSA/NCETM) Lawrence Sterne School

Common features Maths Planned Informed Collegiality: teacher teams or teacher-researcher teams Intention to change Goals about students’ learning

Uncommon features Relative roles of teachers, tutors, researchers, other outsiders Sources of information ‘Width’ of teams Nature of goals Freedom

Contributing to researching classrooms

Contributing to researching change

Lesson Study

Learning study

Task-based teacher development

Planning-based teacher development

Multiple stories

Observation-based models

Behaviour as the focus Were links made? Were examples given? How many examples were given? How many students participated? Were open or closed questions used?

Mathematics as the focus What links were made? How might the links contribute to learners’ understanding? How did these examples help students’ understanding? What part did students’ contributions play in the unfolding maths story? What mathematical thinking was prompted by the questions? ….

Shift to mathematics … Were links made? Were examples given? How many examples were given? How many students participated? Were open or closed questions used? What links were made? How might the links contribute to learners’ understanding? How did these examples help students’ understanding? What part did students’ contributions play in the unfolding maths story? What mathematical thinking was prompted by the questions? ….

Habits of observation which are not inspectorial or managerial, but focus on the mathematics in teaching and learning

Three questions How can a focus on learning maths become ‘normal’ in practice? What ways of thinking about learning maths are promoted by different PD -research relationships? How can we use and build on our rich history and knowledge of maths-focused PD?