1. Skills for Life Improvement Programme Effective teaching and learning in mathematics: North Notts College Ray Sutton

2. Skills for Life Improvement Programme Mummies What was good about this activity? How could you adapt it for use with your learners?

3. Skills for Life Improvement Programme Objectives  Reflect on effective teaching and learning in mathematics  Experience and explore a range of activities that support effective teaching and learning,  Share good practice and provide a basis for continuing professional learning for mathematics teachers at North Notts College

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5. Skills for Life Improvement Programme Skills for Life: Progress in Improving Adult Literacy and Numeracy REPORT BY THE COMPTROLLER AND AUDITOR GENERAL | HC 482 Session 2007-2008 | 6 June 2008

6. Skills for Life Improvement Programme NAO report June 2008: Skills for Life: Progress in Improving Adult Literacy and Numeracy The Department has made less progress in strengthening numeracy skills. Only 10 numeracy qualifications have been achieved for every 100 people with numeracy skills below the level of a good GCSE (grades A*-C), compared with 18 literacy qualifications for every 100 people with literacy skills below the level of a good GCSE (grades A*-C). The Department (DIUS) intends to publish a numeracy plan in summer 2008.

7. Skills for Life Improvement Programme The things we see! 4. 3 00

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9. Skills for Life Improvement Programme NAO report June 2008 The Department recognises that it needs to make a step change to achieve its numeracy ambitions – not more of the same but more of what works most effectively in engaging learners and helping them to progress. The Government’s long-term ambition is that by 2020, 95 per cent of the adult population should have functional literacy and numeracy. To meet the new numeracy ambition the Department plans to expand provision (including the number of numeracy teachers), engage more learners and increase achievement at Entry Level. To date, only 10 per cent of people whose numeracy is below functional level (Entry Level 3) have participated in a numeracy course and only two per cent have achieved qualifications that count towards the target.

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11. Skills for Life Improvement Programme Mathematics for all Awareness of mathematics Enjoyment and engagement in mathematics Progression and challenge in mathematics Professional learning in mathematics

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13. Skills for Life Improvement Programme www.problempictures.co.uk/examples

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15. Skills for Life Improvement Programme Why are pictures useful in our lessons?

16. Skills for Life Improvement Programme Pressing the right buttons Poster Pictures and stories Piece of A4 paper People maths Putting things in order Pay off! Play dough

17. Skills for Life Improvement Programme Choose any three digit number. Multiply by 7 Multiply by 11 Multiply by 13 Compare with your neighbour. What do you notice? Why? What other questions could be asked?

18. Skills for Life Improvement Programme Think of a number Add 3 Multiply by 2 Add 4 Divide by 2 Subtract the original number Compare answers Try again with a different number Explain why

19. Skills for Life Improvement Programme Creating comfortable challenge Circles Cards Calculations Cubes Comparing methods Chocolate

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22. Skills for Life Improvement Programme ‘Beliefs’ activity – digging deeper Work in pairs Choose a card in turn and decide whether you all Agree, all Disagree or are Undecided as a group about the statement (and why) Place the cards in three columns and be prepared to share your thinking on one card from each column with the larger group. (10 minutes) (You may modify the statements slightly if that helps you to come to a decision!)

23. Skills for Life Improvement Programme Challenging all Learners - from DVD Rom in Maths4Life ‘Thinking Through Mathematics

24. Skills for Life Improvement Programme ‘Beliefs’ activity(2) For the two principles allocated to your group  Do you all agree with the principle?  What are the advantages of implementing the principle?  What would implementation look like in practice?  What are the difficulties in implementing this principle? All group members need to record a summary of the main points raised. Illustrate positively from your experience wherever possible (10 minutes)

25. Skills for Life Improvement Programme ‘ Beliefs’ activity(2) – Expert groups (15 min)

26. Skills for Life Improvement Programme Learning strategies experienced (sample of 779 learners) The least common were the most co-cultural:- “I explain…” “I choose…” “I make up…”

27. Skills for Life Improvement Programme Ofsted 14-19 report: executive summary May 2006 The best teaching gave a strong sense of the coherence of mathematical ideas; it focused on understanding mathematical concepts and developed critical thinking and reasoning. Careful questioning identified misconceptions and helped to resolve them, and positive use was made of incorrect answers to develop understanding and to encourage students to contribute. Students were challenged to think for themselves, encouraged to discuss problems and to work collaboratively. Effective use was made of information and communication technology (ICT).

28. Skills for Life Improvement Programme Maths4Life ‘Thinking Through Mathematics’ Booklets: Number, Fractions, Time and Money, Measurement Topic Based Teaching

29. Skills for Life Improvement Programme What contributes to professional learning?

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31. Skills for Life Improvement Programme www.ncetm.org.uk

32. Skills for Life Improvement Programme The portal Self evaluation – subject knowledge, subject- specific pedagogy Exemplification of LLUK standards Communities – especially ‘Focus on Numeracy’ in the East Midlands Subject Coaching Network communityEast Midlands Subject Coaching Network Mathemapedia, research, resources, blogs, news, events.

33. Skills for Life Improvement Programme Lesson takes place Planning Review of lesson Identification of Focus Dissemination Other Teachers Review feeds into planning TEACHERS LEARNERS and OBSERVERS TEACHER and OBSERVERS Incremental Change

34. Skills for Life Improvement Programme Deliberate practice (Geoff Petty) Deliberate practice involves deliberately getting out of your ‘comfort zone’ to do things differently, and better. It means learning about what works and then trying it, it means improving weaknesses. It’s personal research and development. time skill Deliberate practice is hard work, four hours a day is about as much as anyone can manage. I suggest up to one hour a week for teachers.

35. Skills for Life Improvement Programme Reflection Has anything new caught my attention? Is there anything in my own practice that I want to review? What are my initial thoughts about new things I might try out? What is the next step?

36. Skills for Life Improvement Programme Be creative with....organising learners and learning..trying out new approaches..variety in the lesson..finding out what learners think..making mathematics attractive, challenging, and relevant..supporting other teachers and assistants..your own learning

37. Skills for Life Improvement Programme www.pims.math.ca/pi/cartoons.htmlwww.pims.math.ca/pi/cartoons.html - copyright W.Krawcewicz, University of Alberta

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