1. The Parkside Federation Excellence Innovation Collaboration Problem-solving approaches to teaching and learning in Maths Fran Wilson

2. The Parkside Federation Excellence Innovation Collaboration What does is mean to be good at Maths?

3. The Parkside Federation Excellence Innovation Collaboration What does it mean to be good at Maths? You can analyse problems You can interpret descriptions You can work out what you don’t understand You can see when different ways of showing something are related Having these skills will mean that: You see how things work in general You are good at explaining what you think You ask good questions

4. The Parkside Federation Excellence Innovation Collaboration What it means to be good at Maths? Which will mean that: You can work out which method you should use You can make links to real life You can work out a way to improve So that: You can find a way to solve problems.

5. The Parkside Federation Excellence Innovation Collaboration Parkside Federation Two schools in central Cambridge – Coleridge CC and Parkside CC Differing demographic of catchment Very different achievement levels in Maths Coleridge A*-C – 33%, Parkside A*-C – 75% (2005 cohort – first year of federation) Very different styles of organisation and teaching.

6. The Parkside Federation Excellence Innovation Collaboration Parkside CC Mixed-ability classes Pupil-centred exploration Problem solving Discussion and group work Thinking Maths Three part lesson focusing on cognitive progress/ learning styles

7. The Parkside Federation Excellence Innovation Collaboration Coleridge CC Classes set by ability Teacher-led instruction based teaching and learning Three-part lesson focusing on curriculum content Practice heavy activities

8. The Parkside Federation Excellence Innovation Collaboration Ethos for Learning Students learn better from each other than from their teacher Students have the ability to solve problems if they are given the time to think about them Students need to be able to work out what to do independently to create their own scaffolding

9. The Parkside Federation Excellence Innovation Collaboration Ethos for Learning Resolving conflict may require students to struggle Discussing methods is crucial to increasing understanding All students can benefit from the progress of some students Students can approach learning in different ways

10. The Parkside Federation Excellence Innovation Collaboration Ethos for Group Work Teachers help students to develop group work strategies by allocating roles Students discuss how they’ve worked on their role in the plenary Students set targets in their group on how they will improve how they work together in the future

11. The Parkside Federation Excellence Innovation Collaboration Group Roles Each member of the group takes or is given one of the following roles: Organiser Resource Manager Inclusion Understanding The plenary is then used to discuss how the group worked together, which roles they did well and which they need to work on to improve.

12. The Parkside Federation Excellence Innovation Collaboration

13. The Parkside Federation Excellence Innovation Collaboration For example – first problem of the topic

14. The Parkside Federation Excellence Innovation Collaboration

15. The Parkside Federation Excellence Innovation Collaboration What happened? Realisation that you don’t have all the information that you need Identification of what information is needed Different strategies for working together Successful completion of some of the task Discussion of process

16. The Parkside Federation Excellence Innovation Collaboration The answers!

17. The Parkside Federation Excellence Innovation Collaboration Creating Activities Consolidation task – using skills already in place Functional skills tasks/ Rich tasks Exploration/ introduction to topic

18. The Parkside Federation Excellence Innovation Collaboration Fraction Tasks

19. The Parkside Federation Excellence Innovation Collaboration Questions to consider What maths do you think the students will need to achieve on this task? Which ‘type’ of task is this? How can you tell? What benefit would students get from working in a group on this task?

20. The Parkside Federation Excellence Innovation Collaboration Creating Tasks Your group has a content based learning objective. Create an activity that would be suited to use in groups What type of activity is it?

21. The Parkside Federation Excellence Innovation Collaboration The changes Students more open to working things out for themselves Developing confidence in solving problems Greater commitment to achievement More positive approach to maths lessons Higher aspirations and belief All SEN students included into lessons and on track for FFT estimates Better results!

22. The Parkside Federation Excellence Innovation Collaboration Coleridge Results - GCSE

23. The Parkside Federation Excellence Innovation Collaboration What do OFSTED think? In the best lessons, ‘pupils were expected to work productively in pairs or groups, discussing their learning, trying out new skills and exploring concepts’ ‘In the most effective lessons, teachers often presented new topics by challenging pupils to apply their mathematics to solve problems, drawing ideas from them and using probing questions to gauge their initial understanding and develop it.’ ‘Good teaching ensures that … important connections are forged, but the most effective teachers enable the pupils to make the links for themselves. ‘ Mathematics: understanding the score (OFSTED, 2008)

24. The Parkside Federation Excellence Innovation Collaboration Plenary What have we learnt today? How did we learn it? How will it help us in the future?

25. The Parkside Federation Excellence Innovation Collaboration Introducing to a new department What does is mean to be good at Maths? How to teach effectively using group roles? What activities can be used? Reflection and review

26. The Parkside Federation Excellence Innovation Collaboration Effective Group Work Introduction of the group roles Use of discussion and plenary in lessons – centre’s development on students taking responsibility for learning Joint planning, teaching, observation and review of group lessons in department development time

27. The Parkside Federation Excellence Innovation Collaboration More information? fwilson@parksidefederation.org.uk Nrich May Issue The Elephant in the Classroom – Jo Boaler