Supporting all Learners in Mathematics (1) To assess the value of using a ‘specialist maths teaching assistant’ to develop and lead on a programme of professional development across the college in the use of a new approach to the teaching of number and number sense. Project leader: Mark Green, Southbrook School, Devon

Objective To improve the quality and impact of CPD on pupils outcomes in mathematics

Organisation of the project To establish a rolling programme of professional development for all staff who are working with pupils identified within the ‘core group’ All professional development sessions to be videoed to facilitate shared observation and evaluation of learning Promotional materials be distributed across the College to maintain a positive promotion of the programme Any assessments regarding levels of progress made by students to be shared across the College The project is embedded into the College ‘Specialist School’ programmes and recorded within the SEF targets. To produce a case study that outlines the methods of professional development we have used with reflective comments and analysis

Theory Practice Impact

Theory The theory was established after an evaluation of recent CPD activities in college. A critical outcome of this evaluation identified that the influence of much CPD has minimal impact on pupil outcomes because: –Workload –Reinforcement of new knowledge and skills –Convenient opportunities to disseminate new programmes (timetabling) –Resistance from members of staff –Little quality opportunity for feedback and analysis of new approaches We decided to evaluate the impact of a different approach to professional development across the college.

Practice The mathematics department has been reviewing the effectiveness of the teaching of number and number sense for pupils with severe learning difficulties –dyscalculia, ASD, ADHD. After research carried out by the head of department the ‘stern structural mathematics’ approach was selected for trial. Initially this was used with a group of four students to assess its impact. As a result of this Vikki Horner the ‘Stern Educational Advisor’ was invited to the college to demonstrate the benefits of the equipment to staff involved in the teaching of mathematics. This training involved joint participation of pupils and staff. In order to reinforce the role of the specialist and HLTA across the college it was decided that the specialist maths teaching assistant should lead the training.

Training sessions These were held involving:- – Trainer/teacher/teaching assistant with their class. – Teacher and class – Teaching assistant and class All sessions were filmed and staff invited to view them and respond to a questionnaire that focussed upon the area of subject pedagogy. Responses are currently being collated and fed back to staff.

Impact What has changed as a result of the training so far? Increased levels of engagement, understanding and achievement of SLD target group ( ASD, ADHD, dyscalculia). Requests for further CPD mathematics has meant that this has now been embedded into the college training programme and delivered in taught time and directed time for staff. Training has been extended into other areas: ‘Education city’, ‘My Maths’ programmes.

Observation criteria

Subject pedagogy What type of questions were asked In what way did the ‘stern’ materials help retention How does ‘stern’ help you to achieve your objectives What was the question that gave you the most positive pupil response What was the best response to a comment and how did you initiate it?

NCETM Study - feedback How were questions used by the teacher? Lots of modelling/demonstrating from TCH and TA first before asking questions. Questions directed to both the group and individual sts. Lots of open ended questions (eg Can you tell me why….. how do you know that….) In what way did ‘Stern’ materials assist learning? Very visual equipment. Engages sts from the start. Being able to use ‘realia’ and explore through use of equipment was a Great learning process for them and kept them focussed. They can learn the number-colours first, then later on they will be able to give quick recall of number bonds without relying on their knowledge of the colours. How well did ‘Stern’ materials help you reach your objectives? Can be broken down into short achievable steps. Short activities to encourage recall of number facts can provide instant assessment for TCHs as to whether they are able to do…..(eg do they know their no. bonds to 10). I found the STERN equipment excellent for teaching multiplication by use of the ‘train tracks’. What was the best question you asked? One of my students dropped a block. After asking “Which number block did you drop?” we then discussed how he didn’t actually need to look under the table – can you tell from looking at your board…?!” What was your best response to comment and how did you initiate it? A sts said ‘It’s all muddled up’. I asked ‘What does Spencer mean when he says this?’. Then, ‘The numbers are muddled up, because, what does each line add up to?’ What did you notice about the children’s involvement? As it’s so visual and they have something to touch, they are engaged and interested. This aids their learning and skills retention enormously. How much is this dependent on the teacher/’Stern’ apparatus? Teacher questioning skills are vital to check their understanding. But the STERN equipment is invaluable to support and reinforce in a very ‘real’ way, concepts being taught. What can teachers gain from the apparatus? Instant assessment opportunities, children are more engaged and focussed. The children know they can achieve, as they can visually ‘see’ their achievements. How can this be extended into other fields of study? I am excited to use STERN equipment for my ‘time’ topic in maths. As I said in one of my videos, in other maths games we’ve played in class, I’ve noticed that sts are using and applying the skills they’ve learnt from their STERN sessions which is brilliant!