myth busting in mathematics teaching - · pdf filemyth busting in mathematics teaching...
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Ofsted expectsOfsted expects…
…detailed lesson plans;…lesson plans in a particular format;…lesson plans in a particular format;…an Ofsted style lesson;…a specific way of teaching;mathematics embedded in every lesson;…mathematics embedded in every lesson;
…all student work to be teacher marked and commented on.
They don’t.
Blog by Jane Jones, HMI Mathematics
https://www.ncetm.org.uk/resources/46034
Lesson planning (1)
“ hi ff h ld l h i l“Teaching staff should plan their lessons as usual. Ofsted does not specify how written lesson plans should be set out or the amount of detail they should contain.”
Further education and skills inspection handbook (August p ( g2015), paragraph 79.https://www.gov.uk/government/publications/further‐education‐and‐skills‐inspection‐handbook‐from‐september‐2015
Lesson planning (2)Lesson planning (2)
Of t d d t i h l t idOfsted does not require schools to provide individual lesson plans to inspectors. Equally, Ofsted does not require schools to provideOfsted does not require schools to provide previous lesson plans.
Ofsted inspections – clarification for schools (September 2015)https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/463242/Ofsted_inspections_clarification_for_schools.pdfp f
Lesson planning (3)Lesson planning (3)
“ f d d if h l i h ld“Ofsted does not specify how planning should be set out, the length of time it should take or the amount of detail it should contain.Inspectors are interested in the effectiveness of pplanning rather than the form it takes. “
Ofsted inspections – clarification for schools (September 2015)https://www.gov.uk/government/uploads/system/uploads/attachttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/463242/Ofsted_inspections_clarification_for_schools.pdf
Style or format of lesson y
Of t d h f d t hi t l I tOfsted has no preferred teaching style. Inspectors judge the quality of teaching by its impact on learning. Providers are not expected to use thelearning. Providers are not expected to use the Ofsted evaluation schedule to evaluate teaching or individual lessons, or to undertake a specified
f l bamount of lesson observations.
F th d ti d kill i ti h db k (A tFurther education and skills inspection handbook (August 2015), paragraph 79.https://www.gov.uk/government/publications/further‐p // g /g /p /feducation‐and‐skills‐inspection‐handbook‐from‐september‐2015
Embedding of mathematicsEmbedding of mathematics
“ h l t E li h th ti d“where relevant, English, mathematics and other skills necessary to function as an economically active member of British societyeconomically active member of British society and globally are promoted through teaching and learning ”learning.
The common inspection framework:The common inspection framework: education, skills and early years https://www.gov.uk/government/publications/common‐inspection‐framework‐education‐skills‐and‐early‐years‐from‐september‐2015
Marking of student workMarking of student workOf t d i th t ki d f db k t il b thOfsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, Ofsted does not expect to see any specific f f ffrequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, g p y,which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning.efficient in promoting learning.
Ofsted inspections – clarification for schools (September 2015)https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/463242/Ofsted_inspections_clarification_for_schools.pdfoo s pdf
Ofsted expectations on teaching, learning and assessment
“Consistent use of successful teaching strategiesConsistent use of successful teaching strategies based on sound educational principles.”
Paula Heaney, HMIy,
htt // t b / t h? 5 VERP B Yhttps://www.youtube.com/watch?v=5gqVERPpB_Y
Thinking about “successful teaching strategies “
Have a look at the nrich activity.Have a look at the nrich activity.
As you work with it please note down in writing the thoughts that go through your mind in some g g g ydetail so that we can discuss them later.
What’s it Worth?Each symbol has a numerical value.
The total for the symbols is written at the end ofis written at the end of each row and column.
Can you find the missing total that should go where the question markwhere the question mark has been put?
https://nrich.maths.org/1053
ReflectionReflectionWh t th th ht ? E ti l l ti l• What were those thoughts? Emotional, analytical, productive…
• What skills and personal qualities are required to solveWhat skills and personal qualities are required to solve this problem?
• Mathematical self confidence • Noticing• Reasoning• Communicating• Problem solving• Four rules
Promoting mathematical self confidence
• Why do students lack confidence?• What can you do about it?What can you do about it?• https://www.ted.com/talks/carol_dweck_the_
f b li i h i ?lpower_of_believing_that_you_can_improve?language=en
• (see materials from Alvaro’s session on Growth mindset)Growth mindset)
Teaching for masteryTeaching for mastery
A mathematical concept or skill has been mastered when a person can represent it in p pmultiple ways, has the mathematical language to communicate related ideas and canto communicate related ideas, and can independently apply the concept to new problems in unfamiliar situationsproblems in unfamiliar situations.
Source: http://www.mathematicsmastery.org/our‐approach/
Mastery teaching involvesMastery teaching involves
• Understanding, not rote learning• Concrete, pictorial, abstract representationsConcrete, pictorial, abstract representations• https://www.youtube.com/watch?v=2Ss8xAXs_ns
• Depth, not breadthp ,• Being able to solve problems• Learning mathematics for life, not just to pass an exam.
Try this problemy p
l b di h h• Alan puts some brown sugar on a dish. The total weight of the brown sugar and the dish is 110g.
• Bella puts three times the amount of brown psugar that Alan puts on an identical dish. The total weight of the brown sugar and the dish is g g290g.
• Find the weight of the brown sugar that Bella• Find the weight of the brown sugar that Bella puts on the dish.
Singapore Bar ModelSingapore Bar Model110gg
110180 110g180g2 units = 180g
1 unit = 90g1 unit 90g
3 units = 270g
290g
Principles of effective teachingPrinciples of effective teaching
• Build on knowledge learners bring to sessions• Expose and discuss common misconceptionsp p• Develop effective questioningU ti ll k• Use co‐operative small group work
• Emphasise methods rather than answers• Use collaborative tasks• Create connections between mathematical topics• Create connections between mathematical topics• Use technology in appropriate ways
Improving learning in mathematicsImproving learning in mathematics
• Find the box where you work.• 51 tested lesson plans51 tested lesson plans• Available on line at
https://www stem org uk/elibrary/collection/29https://www.stem.org.uk/elibrary/collection/2933