Supporting professional development Supporting professional development for ICT use in the secondary classroom for ICT use in the secondary classroom

using a multimedia resourceusing a multimedia resource

NCETM National ConferenceThe Potential of ICT in Mathematics Teaching and

Learning

12th March, 2008

Sara HennessySara Hennessy sch30@cam.ac.uk sch30@cam.ac.uk Rosemary DeaneyRosemary Deaney rld29@cam.ac.uk rld29@cam.ac.ukMark Dawes md437@cam.ac.ukMark Dawes md437@cam.ac.ukAnne Bowker amb72@cam.ac.ukAnne Bowker amb72@cam.ac.uk

www.educ.cam.ac.uk/istl/pub.html

OutlineOutline

T-MEDIA projectT-MEDIA project

The multimedia resourceThe multimedia resource

Toolkit project: aims & PD processToolkit project: aims & PD process School trialsSchool trials Group discussion of a video clipGroup discussion of a video clip ConclusionsConclusions Questions and feedbackQuestions and feedback Hands-on exploration of resourceHands-on exploration of resource

T-MEDIA projectT-MEDIA project ESRC-funded (2005-2007):ESRC-funded (2005-2007):

““Exploring Exploring tteacher eacher mediamediation of subject learning with tion of subject learning with ICT: A multiICT: A multimediamedia approach” approach”

Aims: To collaboratively analyse strategies for supporting To collaboratively analyse strategies for supporting

knowledge building using projection technology in knowledge building using projection technology in secondary secondary Maths, English, Science and HistoryMaths, English, Science and History

To compile & disseminate 5 CD-ROMs illustrating practice To compile & disseminate 5 CD-ROMs illustrating practice + analytic commentary from teachers, researchers & + analytic commentary from teachers, researchers & subject specialistssubject specialists

Audience: practitioners / advisors + practitioners / advisors + teacher educators / research communityteacher educators / research community

Maths caseMaths case experienced, experienced, reflective practitioner (HoD) with reflective practitioner (HoD) with

well-articulated pedagogywell-articulated pedagogy

wide range of integrated wide range of integrated technology technology resources: resources: tablet PC, tablet PC, laptops, online games, spreadsheet, laptops, online games, spreadsheet, Autograph, MyMathsAutograph, MyMaths

21 x Year 8 low 21 x Year 8 low to middle attainers, including 7 with SENto middle attainers, including 7 with SEN

sequence of 6 lessons videoed: sequence of 6 lessons videoed: y = mx + cy = mx + c

Aims of multimedia resourceAims of multimedia resource

Prof. development tool aimed at

exploring and illustrating how projection technology can exploring and illustrating how projection technology can potentially be exploited to enhance construction of potentially be exploited to enhance construction of mathematical knowledge – in real classroom contextsmathematical knowledge – in real classroom contexts

building bridges with viewers’ own experiencesbuilding bridges with viewers’ own experiences

not presenting a model of best practice but but stimulating stimulating debate about effective anddebate about effective and alternative pedagogic approaches, ‘added value’ of ICT and key issues emerging: of ICT and key issues emerging: built-in issues for reflection and discussion

providing downloadable examples of teaching resourcesproviding downloadable examples of teaching resources

maths & cross-subjects resources hosted on NCETM portal maths & cross-subjects resources hosted on NCETM portal (search for “T-MEDIA”)(search for “T-MEDIA”)

Modes of useModes of use

by individuals, reflecting on the material and and thinking thinking about effective and alternative pedagogical approachesabout effective and alternative pedagogical approaches

by individuals independently thinking about the issues and then debating them with colleagues, using the using the ‘Reflections’ facility to record thoughts in shareable ‘Reflections’ facility to record thoughts in shareable (Word) documents(Word) documents

by groups of colleagues, or teacher educators/advisers working with groups of trainees or experienced of trainees or experienced practitioners, practitioners, debating and mentally rehearsing new debating and mentally rehearsing new approachesapproaches and issues arisingand issues arising

The ToolkitThe ToolkitCommissioned by NCETM

4 parts: 4 parts:

Introduction / guide, Flow diagram, Screen list, SMT briefing

Designed to:Designed to:

help users of the resource understand quickly what it offers help users of the resource understand quickly what it offers and how they might use it to support prof. developmentand how they might use it to support prof. development

offer suggested pathways through the resource via:offer suggested pathways through the resource via:

● THEMES EMERGING – considering various strategies that – considering various strategies that underpin teaching in these lessonsunderpin teaching in these lessons

◙ TECHNOLOGIES – considering the use of graphing – considering the use of graphing software, spreadsheets, on-line tutorials or on-line software, spreadsheets, on-line tutorials or on-line gamesgames

◄ LESSONS & VIDEOS – chronologically or selectively – chronologically or selectively according to viewers’ interest in clip contentaccording to viewers’ interest in clip content

SMT briefingSMT briefingAimAim

To enable a group of maths teacher colleagues to collaborate in To enable a group of maths teacher colleagues to collaborate in reflecting on and developing their own classroom practicereflecting on and developing their own classroom practice

RequirementsRequirements

A group of 3-4 teachers willing to participate and work together A group of 3-4 teachers willing to participate and work together

Support from the Head of Mathematics Support from the Head of Mathematics

Support from SMTSupport from SMT

Time for the teachers to meet (with cover provided)Time for the teachers to meet (with cover provided)

A co-ordinator / facilitator – not necessarily the HoDA co-ordinator / facilitator – not necessarily the HoD

Access to computer equipment to run the multimedia resource Access to computer equipment to run the multimedia resource

Copies of the Toolkit for each teacherCopies of the Toolkit for each teacher

Group session 1

1 hour Get to know the

resource; decide on route

and focus

Group session 2 2 hours

Discussion of chosen clips.

Lesson preparation Prepare lesson

incorporating ideas / arising from discussion

Lesson(s) 1 hour

Each teach a lesson, with observer(s)*

Reflection on lesson 1 hour

Observer(s)* & teacher reflect together on

arising issues

next step?

Consider new

issues

Further lesson development

associated with current issue

Extract from screen listExtract from screen list

Trialling the resource Trialling the resource as a professional development toolas a professional development tool

Two school trials to inform the creation of the Toolkit

Commonalities teachers who wanted to be involvedteachers who wanted to be involved

teachers with very different profilesteachers with very different profiles

Differences attainment levels of the two schoolsattainment levels of the two schools

involvement of facilitatorinvolvement of facilitator

numbers of teachers involvednumbers of teachers involved

focus chosen by the teachersfocus chosen by the teachers

Clip 3.1Clip 3.1

““passing on” a questionpassing on” a question

involving all pupilsinvolving all pupils

pupils “on the spot”pupils “on the spot”

use of ICT and interactivityuse of ICT and interactivity

““at which point I’d be screaming at him ‘x’!”at which point I’d be screaming at him ‘x’!”

pupils at the boardpupils at the board

“The resource is the trigger – it triggered the conversation and the conversation triggered the lesson.”

“The sharing of the ideas in the group were what produced the lessons.”

“I’ve tried doing a few things even in the last couple of weeks that without this stimulus I wouldn’t have changed, but I’m very conscious that it’s going to take a little while for me to hone my skills because it’s changing a style of delivery.”

“One consequence of this project is that I am going to put in a bid for 30 laptops. And not to share with anyone else either; just the Maths department.”

“The technology wasn’t the thing that struck me, really, it was the style of teaching and the interactivity with the kids which I don’t do a lot of … and it was a real eye-opener.”

“We must keep on doing this. It is essential we keep on doing this.”

ConclusionsConclusions

Opportunities for professional dialogue over the long termOpportunities for professional dialogue over the long term

Sharing technological and pedagogical expertiseSharing technological and pedagogical expertise

Collaborative INSET carried out Collaborative INSET carried out byby teachers (not one expert) teachers (not one expert)

Synthesis of pedagogical ideas – more than the sum of its partsSynthesis of pedagogical ideas – more than the sum of its parts

Confirmation of toolkit’s value in guiding through resource:Confirmation of toolkit’s value in guiding through resource:

“It’s done what it was designed to do, it’s been the catalyst for the conversations that we’ve had, but my concern is if it was delivered just through the post, then would the head of department look at it without clear instructions and clear guidance? Probably not.”

Publications and outcomes available fromPublications and outcomes available from Bryony Heather: bsjh2@cam.ac.uk

Paper downloads and CD-ROM order forms available atPaper downloads and CD-ROM order forms available at www.educ.cam.ac.uk/istl/pub.html

AcknowledgementsAcknowledgements

Douglas Butler et al and Eastmond Publishing Ltd (Oundle, Peterborough) Douglas Butler et al and Eastmond Publishing Ltd (Oundle, Peterborough) for permission to show screenshots of use of Autograph 3. for permission to show screenshots of use of Autograph 3. http://www.autograph-math.com/index.shtml

Alan Jackson for permission to show screenshots of classroom use of his Alan Jackson for permission to show screenshots of classroom use of his website: website: http://www.mymaths.co.uk