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Improving Numeracy through SSEDay 2

lorcanocallarain@pdst.ie

Overview of SeminarSession 1

9.30 – 11.00

• School reflection on school improvement experiences• Exploring target setting• Implementing school improvement in numeracy

11.00 – 11.15 Coffee

Session 2

11.15 – 1.00

• Implementing school improvement in numeracy

12.45 – 2.00 Lunch

Session 3

2.00 – 3.30

• Monitoring school improvement in numeracy• Moving forward

Further SSE Supports

Formative Assessment through SSE –Seminar in Term 3

Day 2 Objectives

• To facilitate reflection on individual school improvement experiences

• To provide participants with an opportunity to share school improvement practice

• To explore the school improvement process with an emphasis on implementing and monitoring

Step 6: Implement and monitor requires considerable effort and time

School self-evaluation focuses on improving classroom teaching and learning

Formal and informal monitoring of progress is an essential element of school self-evaluation

Key Messages

Gather the evidence

Analyse the evidence

Draw conclusions

Write school self-evaluation report

Devise school improvement plan

Implement and monitor improvement plan

The 6 step process

Reflection

• Individual Schools: Progress since Seminar Day 1 in your own school

• Group: Sharing of practice since Seminar Day 1

• Be realistic

• Ensure targets are SMART

• Targets should be evidence-based

• Avoid confusing actions with targets

• Targets usually relate to learner outcomes

• Actions relate to learning experiences and teachers’ practice

Effective Target Setting

Activity

Targets are measures or indicators of

what an individual school wants to

achieve in terms of school improvement

Improving Numeracy through SSE: A School’s Experience

Possible Actions

Numeracy in Context

Co-ordinated Approaches

Mathematical Language

Estimate-Calculate-Check

Problem Solving Initiatives

Positive Attitude

Numeracy Rich Environment

A Model for the 21st Century-an instrument for planning and reflection for teachers

Goos (2007)

Skills

Concepts

Estimation

Problem Solving

Digital

Physical

Representational

Flexibility

Confidence

High expectations

Disposition

Mathematical Knowledge

Citizenship

Co-ordinated Approaches

Maths Department agree co-ordinatedapproach

10 -minute exemplar at staff meeting

Subject teacher implements and monitors in subject plans

Is there S.A.L.T. on your graph?

Scale : How suitable is the scale?

Axis : Are the intervals equal on both

Label: Are the axes labelled? What

are the units of measure?

Title : What is the purpose of the

graph/chart ?•

Begin by working out what you want the students to know

Stimulate students’ interest and awareness of words

Teach more by teaching less ( 2 – 4 words per day)

Multiple exposure to new vocabulary words ( 12-18 times)

Show students what to do when they come across new words

Resource: Thanks to

Dr Máire Ní Riordáin,

Word: EE ME Symbol

Degree

1. Estimate

2. Calculate3. Check

N.B. Documented in Subject Plans

Estimate-Calculate-Check

• Rounding strategy

• Special numbers strategy

• Front end strategy

• Clustering strategy

• Can you give examples of where estimation is used in your subjects?

Estimation Strategies

Why Teach Through Problem Solving?

AdvantagesStudent

Engagement

Motivates Curricular Content

Places the Student at the Centre of the

Learning Encourages Collaboration

and Discussion

Facilitates Research

Talk about the problem

How can it be solved?

Identify a strategy to solve the problem

Notice how your strategy helped you solve the problem

Keep thinking about the problem. Does it make sense? Is there another way to solve it?

THINK- A Whole-School Approach(Van de Walle et al. 2013, p45)

Questioning: A Whole-School Initiative

What did you do

that helped you

understand the

problem?

How did you evaluate your answer?

Did you do

something that

didn’t work?

How did you figure

out it was not

going to work outWas there something here

that reminded you of

another problem we’ve

…Can something you did in this problem help you solve other problems?

Problem-Solving Strategies

Who were the High Achievers?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Individual grades of First Year Students

% score

In every school there will be a group of students who require extended educational opportunities, regardless of how they compare to exceptionally able students in other schools.

( NCCA Draft Guidelines for Exceptionally Able Students)

Differentiation

Must Should Could

Content

(The What)

Process

(The How)

Product(The Evidence of Learning)

Verify that you are correct

Solve this question using a different method

Design a different problem that would give the same answer

Identify a pattern, generalise, create a proof from your work?

Identify situations where this method would not work ?

Find an example of where you might apply this problem in another subject/ work/life situation

What did you learn ? How did you learn?

Design a revision guide for this topic

Create a mind map of the activity

Tic-Tac-Toe

“While students in Transition Year obtained the highest mean mathematics scores in both 2003 and 2009, the largest decline (33 points) in PISA mathematics between these two cycles also occurred at this grade level”

(Mathematics in Transition Year: Insights of Teachers from PISA 2012)

Junior Cert Higher Level Maths 2014

Leaving Cert Higher Level Maths 2014

54% 27%

Ordinary Level: Senior Maths Competency Test

January 2013

TY and Numeracy

Recommendations

Allocation of students at Senior Cycle

Importance of maths in

careers

Assessment

Increase students’

confidence and engagement

Mixed ability teaching

Active, student -led approach to

learning

Recommendations of the Report

Formal-Whole School Approaches

Subject-Based Approaches

Extra-CurricularActivities

1. An area of weakness may be identified in either a Maths Competency or an attitudinal survey

2. A formal co-ordinated approach will be designed by the maths department or the numeracy team

3. Whole-School Implementation after collaboration

1. Numeracy in contextidentified in subject plans

2. Informalcollaboration between subject teachers and maths department regarding common methodologies and mathematical language

3. Collaboration with department colleagues on how to extend tasks

Possible Activities to address a weakness or to promote positive attitudes1. Bingo2. Paired maths

initiatives3. www.haveyougotmat

hseyes.com4. Problem of the week5. Board games6. Young Scientist7. Social Innovators8. Maths/Numeracy

Numeracy in School

Improving Numeracy through SSE: Whole-School Approaches

Exploring the School Improvement Process

What do we monitor?

Why do we monitor?

Schools should decide:

• What will be monitored?

• Who is responsible?

• How will progress be determined and reported?

• When and to whom progress will be reported?

• If targets and actions are realistic or need to be changed?

SSE Guidelines, p.10

Implementation Dip

Where to next?

• Consider possibilities for implementing actions

• Consider possibilities for monitoring actions –formal and informal

• Consider possibilities for monitoring progress

• Disseminate some readings from EBSCO

• Consider the timeline in your school improvement plan

• Other?

Moving forward…

• In-School Support

• Clusters

• Email and phone supports

• Problem-Solving Workshops

• Mental Maths Workshops

Future Supports

School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for

literacy, numeracy and any other area of teaching & learning.

Assessment for Learning (AfL)Learning outcomes/context of learning/success criteria; effective feedback; questioning; Bloom’s Taxonomy and self & peer-assessment strategies e.g. rubrics.

Integrating ICTeAssessments & ePortfolios – Mahara, Google Apps for Education...ePlanning & Collaboration – Google Apps for Education.....Tablet Technology Integration – Effective use, pedagogy......Virtual Learning Environments (VLEs) – Google Classroom, EdmodoSSE – On-line tools for gathering, collating & analysing relevant dataVisual - Visualisers, Animoto, Wordle, Tagxedo, Photo-story....Auditory – Audacity, Vocaroo, Audioboo......Reading comprehension – Freerice, Studystack, Quizlet......Kinaesthetic – Tarzia, Cube Creator......

Subjects /Programmes & Generic SupportHealth & Wellbeing – PE, SPHE, mental health, anti-bullying and promoting the welfare & protection of studentsJunior & Leaving Certificate subject support & planningJCSP, TY, LCA & LCVP programme supportSchool planning (policies)Co-operative learningICT for teaching & learningDifferentiation/mixed ability teaching

PDST Websites

www.pdst.iepdsttechnologyineducation.iescoilnet.ie (portal for resources)teachercpd.ie (on-line courses)

PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by

Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration

Overview of PDST Post-Primary Supports for Leading Learning in the 21st Century

www.pdst.ie/schoolsupport

Models of support: whole staff days (circular 002/2014), Croke Park hours, subject departments/groups of teachers/co-ordinators (circular 0043/2014)It is essential to fill out the on-line application form @ www.pdst/schoolsupport in order for your application to be considered

NumeracySSE & strategies for implementing problem solving, estimation, a common approach to maths language and a numeracy rich environment across the curriculum.

Literacy SSE & strategies for improvingoral language, writing,reading comprehension, and the use of broadcast /digital media across the curriculum.

Improving Numeracy through SSE Day 2

www.pdst.ie

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed

by Dublin West Education Centre

This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/ . You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

Please cite as: PDST, PowerPoint Presentation Title, 2014

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