numeracy link teacher day 1 seminar 2012 session 1 drumcondra education centre 04.12.12 david mc...

Numeracy Link Teacher Day 1 Seminar 2012

Session 1Drumcondra Education Centre

04.12.12David Mc Mahon

The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013

Overview of SeminarSession 1

9.20 – 10:50

• Rationale • SSE and Literacy and Numeracy Strategy• Instructional Framework for Mathematics

10.50 – 11.10 Coffee

Session 2

11.10 – 12.45

• Fractions: Learning Trajectory• Fractions Manual: Practical Tasks

12.45 – 1.30 Lunch

Session 3

1.30 – 3.00

• Fractions Manual: Practical Tasks• Successful Whole School Implementation• ‘Between Session Tasks’


Session 1 Objectives

• To outline a rationale and set the context for the link teacher model

• To provide participants with a brief overview of SSE and aspects of the Literacy and Numeracy strategy

• To familiarise participants with an instructional framework for mathematics


Catalysts for Positive Change• Teachers as central to decision making • Primary concern is to improve student learning (Gronn, 2003)• School leadership second only to classroom instruction as an influence

“The most successful schools actively seek out

leadership talent beyond the formal leadership

structures” (Harris and Townsend, 2008)

Distributed

leadership

Teacher as

LeaderWhy the link

teacher model?`Why the link

teacher model?`


Timeline of CPD model

Nov./Dec. 2012: Link Teacher Day 1

Dec. 2012 – Spring 2013: Back in school + follow on support

March 2013: Link Teacher Day 2

Follow on support (school/clusters/workshops)


Targets in the L & N Strategy

• Increase the percentage of primary children performing at Level 3 and Level 4 (the highest levels) in the National Assessment of Mathematics and English Reading by at least 5 percentage points at both second class and sixth class by 2020

• Reduce the percentage of children performing at or below Level 1 (minimum) in the National Assessment of Mathematics and English Reading by at least 5 percentage points at both second class and sixth class by 2020 *Summary available on ERC Website


Targets in the L & N Strategy

• Create greater awareness of, and more positive attitudes towards, Mathematics among the public

• Promote better attitudes to Mathematics among children and young people

*Outlined in ERC Summary Report / Literacy & Numeracy Strategy


© PDST, 2010 8

Prepare a 3 year School Improvement Plan

Set Specific Targets

Under the strategy all schools must engage in :


SSE: Broad RequirementsSchools are asked to: • Build on existing school development planning

processes by engaging in school self-evaluation of teaching and learning from 2012/13

• Evaluate the quality of teaching and learning in literacy, numeracy and at least one other curriculum area in the four years from 2012/13 to 2015/16

• Write a short SSE report for the area examined• Devise a School Improvement Plan for aspects of

practice identified for improvement * See Circular 0039/2012


The Teaching and Learning Quality Framework

10

Teaching & Learning Framework SSE Guidelines p.24 / p.25

Learner outcomes

Learning experiences

Teachers’ practices

• Attainment of curriculum objectives

• Learning environment

• Pupils’ engagement in learning

• Learning to learn

• Preparation for teaching

• Teaching approaches • Management of

pupils• Assessment

Them

eSu

b-th

emes


Gather the evidence

Analyse the evidence

Make judgements about strengths

and areas for development

Write school self-evaluation

report

Devise a 3-year school

improvement plan

Implement and monitor

improvement plan

Key steps in the SSE process


Key Messages for Day 1The link teacher for

numeracy is a facilitator of change

for improvement

A variety of learning experiences enhances the

understanding of mathematical concepts/skills and allows for differing abilities and learning

styles

Mathematical thinking is developed by eliciting,

supporting and extending children’s mathematical

ideas


Challenges

• What are the challenges to teaching mathematics in Irish primary schools?

• What are the obstacles to developing reasoning and conceptual / higher order mathematical skills in our students learning?


Low focus on reasoning and problem solving

Whole-Class Teaching v

Differentiation

Over-reliance on textbooks

Under-use of concrete materials

Teacher as sole validator of

mathematical ideas

Insufficient pair and group work

High focus on procedure and drill

Sources NAMER Inspectorate DES / NCCA

See Fraction Manual p.12 & p.13

Fractions


Classroom CultureMost important

Least important See Manual p.9See Manual p.89

http://www.fcps.edu/BrookfieldES/Community%20Resources.htm


Revoicing Technique

Forman & Larreamandy-Jones, 1998, p. 106

‘…the reporting, repeating, expanding or reformulating a student's contribution…'

‘…the reporting, repeating, expanding or reformulating a student's contribution…'


Instructional Framework: Strategies for Supporting and Developing Mathematical Thinking

• Read and discuss your section

• Summarise and record the main points

• Report back to your home group Activity based on Manual p.8• Eliciting• Supporting• Extending

Book Walk Activity

• Resources p.4• Differentiation p.5• Instructional Framework p.8• Background Knowledge p.11• Fractions Trajectory p.19• Fractions Level A p.29• Fractions Level B p.39• Fractions Level C p.51• Fractions Level D p.63• Fractions Level E p.81• Appendix B p.88 / p.89• Appendix D p.94• Appendix E p.98


Teacher Reflection Exercise

Same Different

Current Teaching

Instructional

Framework

*See Reflection Framework


Session 1: Recap before break

• To outline a rationale and set the context for the link teacher model

• To provide participants with a brief overview of SSE and aspects of the Literacy and Numeracy strategy

• To familiarise participants with an instructional framework for mathematics


Session 2




for improvement



styles



ideas



• To provide participants with a clear understanding of the Learning Trajectory for Fractions

• To promote a child-centred approach to the teaching and learning of fractions

• To highlight the use of a variety of approaches to cater for individual differences, abilities and learning styles


Fractions Trajectory

Developmental

Based on PSC

Concrete Pictorial Abstract

Linear AreaSet

5 levels

See Manual p.20See Fractions Trajectory A


Level B.1 and B.6

• Compare, order, count and identify fractions and equivalent fractions Denominators 2, 4, 8, 10 Denominators 3, 5, 6, 9, 12

*Prior Level 1 Brownie Activity p.29 / p.30


Counting (Appendix D on p .94)

• Sound of a Number p.95• Feely Bag p.95• Rope Activity p.97• Stand & Sit Game p .95• Counting Stick p.94• Target Boards p.96


Compare, order and identify fractions and equivalent fractions

• Linear Paper Strips p.39 String and Paper Clips p.40 Cuisenaire Rods p.40

• Area Geoboards p. 41 Dotted Paper p.42 Rectangular Pieces p.42 Pie Pieces p.42

• Set Vehicles p.43

See Manual p.87*Learning Log


Benchmarking & Estimation

• Benchmarks are helpful for pupils to develop their number sense in relation to fractions.

• Estimation is central to applying benchmarks. Pupils need lots of opportunities to compare fractions to benchmarks.

• The most important reference points or benchmarks for fractions are 0, ½ or 1.

See Manual p.45Fractions Pairs Activity


Consolidation Activities

• Fish for Fractions Game p.90

• Fraction Dice Game p.34

Book Walk Activity p.47 – p. 54

• Level B.2 - Level B.5 Activities• Level C - Teaching & Learning• Unifix Cubes p.52• Benchmarks Number line p.52• Fraction Pieces p.53• Fraction Wall p.54


Level C.3: Construct Algorithms for Equivalent and Simplified Fractions p.58 & p.59

Slicing Squares Activity


Session 2: Recap before lunch

• To provide participants with a clear understanding of the Learning Trajectory for Fractions


• To highlight the use of a variety of approaches to cater for individual differences, abilities and learning styles


Session 3




for improvement



styles



ideas




• To examine appropriate modes of assessment for fractions

• To clarify the role of the link teacher


Common Errors

• What are the common errors that children make with fractions? Adding Subtracting Multiplying Dividing

See Manual p.12 & p.13

Level D.1Add and subtract fractions (first with like

denominators, then repeat with unlike denominators)

-

–

+

+

8

1

5

4

10

9

8

7

4

3

3

1

12

114

3

• Estimate using Benchmarks of 0, ½, 1 or 2 • See Manual p.63


Concrete – PICTORIAL – Abstract

Two brothers ate some pizza. John ate of the

pizza and Mark ate . How much of the pizza

did they eat altogether?

8

34

1

See Manual p.64


Empty number lines3 ¼ - 1 ½

1 4

3 2

4

1 3

4

1

0 1 2 3 4 5

See Manual p.69


Level D.3 Multiply a fraction by a whole number

6 ×

Represent this equation pictorially

*See Manual p.72

4

3


Assessment (Appendices)

• Whole- Class Checklist p. 100

• Individual Pupil Checklist p. 106

• Teacher Reflection p. 111

Where to next?

Classroom & School

Exploring The Role of the Link Teacher

Responsibilities of Link Teacher

Maintenance

• Keeping school informed of current policy reforms and initiatives

• Promoting Numeracy in accordance with the needs of school

• Supporting the SSE process• Accessing and organising

resources • Remaining up to date with

current research

Dynamic

• Promoting positive change• Facilitating staff reflection and

the sharing of good classroom practice

• Engaging teachers/parents and community

• Facilitating a range of continuing professional development opportunities for staff


Facilitating In-School Models of CPDOpportunity to report on a course attended

Facilitated sharing of successful classroom practice

Working together to produce and share resources

Lesson Study

Action Learning

Coaching & Mentoring

Update Resources, Approaches & Planning


Different strokes for different folks!

Ready to Go 20%

Wait and see 60%

Put on the brakes 20%


Between session tasks• Discussion with principal• Identify and source resources for fractions • Use the manual as a teaching tool• Present some of the content to staff or groups

of teachers• Avail of CPD opportunities

*Planning Diary Activity


ICT / Future Support

• Numeracy Link cluster meetings• In-school support• Clustering of schools • Fraction workshops for other staff members• Online support• PDST Technology in Education

PDST Maths & ICT Curriculum LinksScoilnet Fractions

https://sites.google.com/a/pdst.ie/curriculum-and-ict-primary/home/maths-and-ict

http://www.scoilnet.ie/fractions_themepage_2012.shtm


Focus for Day 2

Place ValueDecimalsPercentages


Recap: Session 3


• To examine appropriate modes of assessment for fractions

• To clarify the role of the link teacher

numeracy link teacher day 1 seminar 2012 session 1 drumcondra education centre 04.12.12 david mc...

Documents

national development

department of education

mathematics slide

link teacher model

session tasks

numeracy link teacher

school leadership

n strategy