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Improving Numeracy through SSEDay 2
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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
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Further SSE Supports
Formative Assessment through SSE –Seminar in Term 3
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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
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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
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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
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Reflection
• Individual Schools: Progress since Seminar Day 1 in your own school
• Group: Sharing of practice since Seminar Day 1
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• 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
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Activity
Targets are measures or indicators of
what an individual school wants to
achieve in terms of school improvement
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Improving Numeracy through SSE: A School’s Experience
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Possible Actions
Numeracy in Context
Co-ordinated Approaches
Mathematical Language
Estimate-Calculate-Check
Problem Solving Initiatives
Positive Attitude
Numeracy Rich Environment
Other
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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
Tools
Citizenship
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Co-ordinated Approaches
Maths Department agree co-ordinatedapproach
10 -minute exemplar at staff meeting
Subject teacher implements and monitors in subject plans
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Is there S.A.L.T. on your graph?
Scale : How suitable is the scale?
Axis : Are the intervals equal on both
axes?
Label: Are the axes labelled? What
are the units of measure?
Title : What is the purpose of the
graph/chart ?•
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Mathematical Language
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
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Mathematical Language
Resource: Thanks to
Dr Máire Ní Riordáin,
Word: EE ME Symbol
Degree
Ray
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1. Estimate
2. Calculate3. Check
N.B. Documented in Subject Plans
Estimate-Calculate-Check
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• Rounding strategy
• Special numbers strategy
• Front end strategy
• Clustering strategy
• Can you give examples of where estimation is used in your subjects?
Estimation Strategies
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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
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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)
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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
done?
…Can something you did in this problem help you solve other problems?
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Problem-Solving Strategies
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Who were the High Achievers?
0
10
20
30
40
50
60
70
80
90
100
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)
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Differentiation
Must Should Could
Content
(The What)
Process
(The How)
Product(The Evidence of Learning)
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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
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“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
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Ordinary Level: Senior Maths Competency Test
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January 2013
TY and Numeracy
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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
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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
Week
Numeracy in School
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Improving Numeracy through SSE: Whole-School Approaches
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Exploring the School Improvement Process
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Exploring the School Improvement Process
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What do we monitor?
Why do we monitor?
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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
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Implementation Dip
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Where to next?
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• 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…
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• In-School Support
• Clusters
• Email and phone supports
• Problem-Solving Workshops
• Mental Maths Workshops
Future Supports
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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.
© P D S T 2 0 1 4
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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
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