Module 2: Designing and using practical family numeracy activities Family Numeracy CPD Module 2: Designing and using practical family numeracy activities

The aim of the training programme is to: raise the awareness of the importance of active learning and to offer support in the design and use of practical numeracy activities. 2.1

Learning outcomes By the end of the module, participants will be able to: evaluate practical learning activities identify the impact of active learning on learners design a practical maths activity that allows learners to achieve learning outcomes across a range of levels recognise and use web-based resources to promote learning. 2.2

Outcome 1: Evaluate practical learning activities, particularly those working at Entry 3 or below and those with learning difficulties and disabilities. 2.3

Outcome 2: Identify the impact of active learning on learners. 2.4

Is this active learning? 2.5

Definitions of active learning ‘Instructional activities involving students in doing things and thinking about what they are doing.’ (Bonwell, C. & Eison, J. 1991) ‘More important for learners to be cognitively active rather than being behaviourally active.’ (Mayer, R 2004) Active learning methods require students to develop their own conceptualisations of what they are learning. During this process neural connections are made in the brain, and this is the process we refer to as learning. 2.6

People generally remember… People generally remember… People are able to (learning activities) (learning outcomes) 10% of what they read define, describe, list, explain 20% of what they hear define, describe, list, explain 30% of what they see demonstrate, apply, practice 50% of what they see & hear demonstrate, apply, practice 70% of what they say & write analyse, define, create, evaluate 90% of what they do analyse, define, create, evaluate

Does it work? Active learning is ‘comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing.’ (Bonwell, C. & Eison, J.) ‘Unguided situations can in fact leave learners less competent than when they began the activity.’ (Kirschner, Sweller, and Clark, 2006) 2.8

Barriers to active learning Limited time Increase in preparation time Large class sizes Lack of resources and equipment Risk that learners might not get involved Not all learners feel comfortable Teachers feel a loss of control Teachers don’t feel they have necessary skills 2.9

Outcome 3: Design a practical maths activity that allows learners to achieve learning outcomes across a range of levels. 2.10

Challenges of counting for young children They need to: know number names in order understand one-to-one correspondence know that the last number spoken is the total know that the total number remains the same however the objects are spread know that number names can be used to count a variety of things know that the same group can be counted in a different order. 2.11

Designing practical maths activities: Ensure that the activity is relevant Ensure that it is within the learners’ experience Use everyday situations and materials whenever possible Make sure that the activity links to both the adult and children’s curricula. Plan for learners to achieve at a range of levels. Consider e-learning opportunities. Consider the needs of bilingual learners. 2.12

Outcome 4: Recognise and use web-based resources to promote learning. 2.13

Move On and Move On Up www.move-on.org.uk/index.asp Includes monthly resource sheet with maths facts, jokes and quizzes. www.move-on.org.uk/download_files/Maths_Takeaway_Olympics.pdf 2.14

Games for adults and joint sessions with children at KS2 You could try: Countdown www.woodlands-junior.kent.sch.uk/maths/countdown/ Arrow cards www.ictgames.com/arrowCards_revised_v4.html 2.15