1. Using the T-Media Maths resources in Outreach work NCETM Influential Mathematics Teachers October, 2008 Workshop session by: Mark Dawes md437@cam.ac.uk

2. Workshop plan:  About T-Media  Background to the Toolkit  Try it out!  Issues arising

3.  Secondary Maths AST Outreach  Working with individual teachers

4. T-MEDIA project Sara Hennessy and Rosemary Deaney ESRC-funded (2005-2007): ESRC-funded (2005-2007): “Exploring teacher mediation of subject learning with ICT: A multimedia approach” Aims:  To collaboratively analyse strategies for supporting knowledge building using projection technology in secondary Maths, English, Science and History  To compile & disseminate 5 CD-ROMs illustrating practice + analytic commentary from teachers, researchers & subject specialists Audience: practitioners / advisors + practitioners / advisors + teacher educators / research community teacher educators / research community

5. In a nutshell…  A group of teachers watch some clips  They discuss what they saw, liked, disliked, alternative approaches, etc  They plan lessons based on the discussion  They observe each other teach  They hold a final discussion

6. Maths case  experienced, reflective practitioner (HoD) with well-articulated pedagogy  wide range of integrated technology resources: tablet PC, laptops, online games, spreadsheet, Autograph, MyMaths  21 x Year 8 low to middle attainers, including 7 with SEN  sequence of 6 lessons videoed: y = mx + c

7. The CD-Rom (also on the NCETM portal)  building bridges with viewers’ own experiences  but stimulating debate about effective and of ICT and key issues emerging:  not presenting a model of best practice but stimulating debate about effective and alternative pedagogic approaches, ‘added value’ of ICT and key issues emerging: built-in issues for reflection and discussion  maths & cross-subjects resources hosted on NCETM portal (search for “T-MEDIA”)

8. Modes of use   by individuals, reflecting on the material and thinking about effective and alternative pedagogical approaches   by groups of colleagues, or teacher educators/advisers working with groups of trainees or experienced practitioners, debating and mentally rehearsing new approaches and issues arising

9. Let’s try it  www.ncetm.org.uk  Resources  T-Media

10. Clip 3.1 – issues from the trials  “passing on” a question  involving all pupils  pupils “on the spot”  use of ICT and interactivity  “at which point I’d be screaming at him ‘x’!”  pupils at the board

11. “The resource is the trigger – it triggered the conversation and the conversation triggered the lesson.” “The sharing of the ideas in the group were what produced the lessons.” “I’ve tried doing a few things even in the last couple of weeks that without this stimulus I wouldn’t have changed, but I’m very conscious that it’s going to take a little while for me to hone my skills because it’s changing a style of delivery.” “One consequence of this project is that I am going to put in a bid for 30 laptops. And not to share with anyone else either; just the Maths department.” “The technology wasn’t the thing that struck me, really, it was the style of teaching and the interactivity with the kids which I don’t do a lot of … and it was a real eye-opener.” “We must keep on doing this. It is essential we keep on doing this.”

12. The Toolkit Commissioned by NCETM [Created by Sara Hennessy, Rosemary Deaney, Ann Bowker and Mark Dawes] 4 parts: Introduction / guide, Flow diagram, Screen list, SMT briefing Designed to:  help users of the resource understand quickly what it offers and how they might use it to support prof. development  offer suggested pathways through the resource via: – considering various strategies that underpin teaching in these lessons ● THEMES EMERGING – considering various strategies that underpin teaching in these lessons – considering the use of graphing software, spreadsheets, on-line tutorials or on-line games ◙ TECHNOLOGIES – considering the use of graphing software, spreadsheets, on-line tutorials or on-line games – chronologically or selectively according to viewers’ interest in clip content ◄ LESSONS & VIDEOS – chronologically or selectively according to viewers’ interest in clip content

13. SMT briefing Aim  To enable a group of maths teacher colleagues to collaborate in reflecting on and developing their own classroom practice Requirements  A group of 3-4 teachers willing to participate and work together  Support from the Head of Mathematics  Support from SMT  Time for the teachers to meet (with cover provided)  A co-ordinator / facilitator – not necessarily the HoD  Access to computer equipment to run the multimedia resource  Copies of the Toolkit for each teacher

15. Extract from screen list

16. Conclusions  Opportunities for professional dialogue over the long term  Sharing technological and pedagogical expertise  Collaborative INSET carried out by teachers (not one expert)  Synthesis of pedagogical ideas – more than the sum of its parts  Confirmation of toolkit’s value in guiding through resource

17. Using the T-Media Maths resources in Outreach work NCETM Influential Mathematics Teachers October, 2008 Workshop session by: Mark Dawes md437@cam.ac.uk