1. Student change and learning: what counts as evidence?
And it is really doing research together because we do not know the answers - your ideas are as good as ours
Summer Residential June 2008

2. Rationale for this session…
RECME Summer residential
Rationale for this session…
We have asked ‘What is students’ learning?’
We have asked ‘What is evidence of students’ learning? What factors influence this?
We are getting nice ideas BUT they are vague and general.
Mention els’ example of low attaining network for identification and exemplification
In this session we want to work with you on refining this and finding some specific examples.

3. The evidence so far… Examples refer to: Attainment
RECME Summer residential
The evidence so far…
Examples refer to:
Attainment
Classroom mood and behaviour
Enjoyment
Motivation
Confidence
Collaboration
Discussion
Pupil contribution
Perseverance

4. The evidence so far…Attainment
RECME Summer residential
The evidence so far…Attainment
This has improved their attainments in real terms in my college for this particular course in maths.

5. The evidence so far…Classroom mood and behaviour
RECME Summer residential
The evidence so far…Classroom mood and behaviour
The mood in the classroom seems to have changed for the better
Students on the whole enjoy their maths lessons more which means they are better behaved and more attentive.
Behaviour – more settled,
Misbehaviour is gradually reduced

6. The evidence so far…Enjoyment
RECME Summer residential
The evidence so far…Enjoyment
They enjoy their sessions more
My class love numeracy! They enjoy and develop their numeracy skills within a playful, practical and challenging environment.
All the pupils in my class really enjoy maths.
Students and myself find it much more enjoyable

7. The evidence so far…Motivation
RECME Summer residential
The evidence so far…Motivation
Students are keen to progress to the next level and want to know how to do it!
They will be much more focused on the work that they tackle. They show a desire to learn and show a confidence in knowing I will help them get there.
I feel that some pupils are more interested in marking down their thinking.

8. The evidence so far…Confidence
RECME Summer residential
The evidence so far…Confidence
Some pupils feel more confident about trying things out, mathematically.
Learners are more confident as I become more confident
They show a desire to learn and show a confidence in knowing I will help them get there
Students have greater interest and confidence

9. The evidence so far…Collaboration
RECME Summer residential
The evidence so far…Collaboration
Early days but more collaborative learning taking place- discussion and helping each other
The children work together more co-operatively
More relaxed, less competitive, more collaborative
More willing to have ongoing/shared investigations

10. The evidence so far…Discussion
RECME Summer residential
The evidence so far…Discussion
Students’ confidence in discussion has improved but also their appreciation that they need to think before they speak in some cases. I am still working on the latter point!
I have always facilitated discussion but perhaps at times I have achieved greater fluidity within the group regarding the free flow of ideas e.g. I enabled and documented a discussion regarding ‘Is 0 a number?’ where most of the group participated
Students are more prepared to engage in deeper mathematical discussion with me

11. The evidence so far… Pupil contribution
RECME Summer residential
The evidence so far… Pupil contribution
Children tend to ask more questions.
More willing to ask questions.
The children have really made the biggest leap in terms of their interaction with one another. They learn from one another more, they watch, observe and turn take better. They take on what other children discover and use those skills.
They feel they get more chance to express their own thoughts and views.

12. The evidence so far…Perseverance
RECME Summer residential
The evidence so far…Perseverance
A willingness to contribute to group discussions, to share methods with other learners and to tackle problems in small groups/ pairs rather than just saying that they can’t do it.
Children have learnt to persevere rather than abandon a difficult task.
The children now see themselves as being mathematicians.

13. Template for responses
RECME Summer residential
Template for responses
Placing in specific and recent experience e.g. I notice that my students now…
An account of
Telling the story of what happened and what you observed.
What did you do?
How did the students respond?
Account for
Why do you think this happened?
How does it relate to the CPD?

14. RECME Summer residential
Delving deeper
Working in pairs - play devil’s advocate to each other and probe your accounts for reasons and evidence
Why does this lead to student learning?
How do you know this?
Are the students’ better at learning mathematics?
How do you know?
Are the students’ showing better learning behaviour?
Is it mathematical behaviour?

15. RECME Summer residential
Getting to work
Divide into pairs and work with someone from the same phase
Organisers separate apart from teacher/organisers working in their own schools
Complete the writing frame and interrogate one another to ensure your accounts are robust