1. Slide 1 © Crown copyright 2008 Guided Group Work Girls and Mathematics

2. Slide 2 © Crown copyright 2008 Starter! Counting choirs

3. Slide 3 © Crown copyright 2008 Using AFL (APP) Good Subject Knowledge Secure Pedagogy Planning that is Adapted for your needs Pupil Progress

4. Slide 4 © Crown copyright 2008 Outcomes To identify and share good practice in planning for the teaching of girls in mathematics Explore guided group work as a teaching approach

5. Slide 5 © Crown copyright 2008 Strategies to encourage and motivate girls 1.Collaborative work 2.Groupings 3.Real life links --------------------------------------- 4. Questioning techniques 5.Answering strategies 6.Speaking and listening activities

6. Slide 6 © Crown copyright 2008 Williams Review – June 2008 ‘Working with a group can provide assessment information that is more difficult to capture in the whole-class context; it provides an opportunity to discuss the mathematics in more detail with individuals in the group. The focused attention given to a group helps to inform future planning and teaching. It also gives children who are not active contributors in the whole class the opportunity to participate more directly, share their ideas and extend their learning within a small group of peers.’ (P67)

7. Slide 7 © Crown copyright 2008 Guided Group Work When do you currently use guided group work in your classrooms?

8. Slide 8 © Crown copyright 2008 Why have guided sessions? Focus on a concept, skill or strategy that assessment shows a group have not learnt Pre-teaching Acceleration of slow moving children Challenge more able Assessment (APP) Discussion with ‘hidden’ children Develop reasoning skills and mathematical language

9. Slide 9 © Crown copyright 2008 Identifying groups EAL children who need support with mathematics language All quiet girls A group of children struggling with an aspect of mathematics High-attainers in the class who are going to be challenged further

10. Slide 10 © Crown copyright 2008 Key Elements of effective Guided Reasoning A focus on developing use of mathematical language to explain and reason Opportunities for children and teachers to engage in sustained mathematical dialogue Informed by and creating opportunities for assessment including active observation to gain information and take action Purposeful selection of groups informed by the focus of the learning An integral part of effective mathematics teaching

11. Slide 11 © Crown copyright 2008 Guided Reasoning! What is mathematical reasoning? “O.K., there’s the sun, so that direction is up.”

12. Slide 12 © Crown copyright 2008 Baker, Cooper, Jones and Smith are four people whose occupations are teacher, welder, mechanic and programmer, but not necessarily in that order. Baker and Cooper are neighbours and take turns driving each other to work. Cooper earns more money than Jones. Baker regularly beats Smith at darts. The teacher always walks to work. The programmer does not live near the welder. The mechanic and programmer have only met once. The programmer earns more money than the welder or the mechanic. What is each person's occupation? nrich

13. Slide 13 © Crown copyright 2008 Solution Smith is a programmer Cooper is the mechanic Jones is a teacher Baker is a welder

14. Slide 14 © Crown copyright 2008 Solution The teacher always walks to work. Both Baker and Cooper "take turns driving each other to work" so neither is the teacher. Neither Cooper nor Baker can be a programmer because if either one is a programmer, the other one has to be a welder or a mechanic. This cannot work because while Baker and Cooper are neighbours, the programmer does not live near the welder and has only met the mechanic once. This means that Baker and Cooper are the welder and mechanic, though not necessarily in that order. As Cooper earns more than Jones and Cooper is either a mechanic or a welder, Jones cannot be a programmer as the programmer earns more than the welder or the mechanic. Therefore by elimination, Jones is the teacher and Smith the programmer. The mechanic and the programmer have only met once, so Baker cannot be the mechanic as he regularly plays darts with Smith.

15. Slide 15 © Crown copyright 2008 The vocabulary of reasoning it could be... because... it can’t be... because... it won’t work because... if... then... it would only work if... so... in that case... and phrases like: since, therefore, it follows that..., it will/won’t work when...

16. Slide 16 © Crown copyright 2008 Prompts to guide children’s reasoning What can you work out (from the information)? If you know that, what else do you know? Can you tell me what your thinking is? Shall we test that? Does it work? Do you still think it is... ? Do you agree that... ? Why is that bit important? So, what must it be?

17. Slide 17 © Crown copyright 2008 Mathematical reasoning, even more so than children’s knowledge of arithmetic, is important for children’s later achievement in mathematics….. Extract from ‘Development of Maths Capabilities and Confidence in Primary Schools’ (Research Report – DCSF-RR118)

18. Slide 18 © Crown copyright 2008

19. Slide 19 © Crown copyright 2008  Children need to be able to give a convincing argument that explains how or why a particular conclusion has been reached  To become confident in mathematics they need to: –‘explain how you know’ –‘explain why he is correct’ –‘explain how this is possible’

20. Slide 20 © Crown copyright 2008

21. Slide 21 © Crown copyright 2008 Examples of Guided Reasoning Sessions

22. Slide 22 © Crown copyright 2008 Co-operative Problem Solving: Pieces of the Puzzle Approach Speaking and listening activities Collaborative work Groupings Questioning techniques Answering strategies

23. Slide 23 © Crown copyright 2008 Number Hunt

24. Slide 24 © Crown copyright 2008 Number Hunts 1.Linda's number is even. 2.When you add the digits, you get an odd number. 3.Linda's number is a multiple of six. 4.Linda's number is a multiple of four. 5.One of the digits is NOT double the other digit. 6.Linda's number is in the bottom half of the chart.

25. Slide 25 © Crown copyright 2008 Strategies to encourage and motivate girls 1.Collaborative work 2.Groupings 3.Speaking and listening activity

26. Slide 26 © Crown copyright 2008 Let’s be data detectives! Pieces of the Puzzle Approach

27. Slide 27 © Crown copyright 2008 Let’s be detectives Clue cards

28. Slide 28 © Crown copyright 2008 The structure of this approach is intended to provide positive opportunities for: Risk taking Mathematical language development Peer coaching Teacher's role as a facilitator and observer Effective learning

29. Slide 29 © Crown copyright 2008 Choose from these numbers 22, 24, 28, 23 Which of these numbers can you make? 49 50 51 52 53 19 55 5 Which other totals can you make from the cards? Reasoning

30. Slide 30 © Crown copyright 2008 Which number where?

31. Slide 31 © Crown copyright 2008 Katie Rolls a dice Katie rolls an ordinary 6 faced die with the numbers 1 to 6 on each face Tracy rolls a 6 faced die with the 6 replaced with a 0 They add the numbers on the two dice and notice that the most frequent total is 6 Katie says: ‘I bet if you had changed the 5 to a 0 instead of the 6 the most frequent total would be 5’. Is her prediction correct?

32. Slide 32 © Crown copyright 2008 Lisa is going on holiday, she can only fit the following items into her suitcase. How many different outfits can she make using these items?

33. Slide 33 © Crown copyright 2008 Lisa is going on holiday, she can only fit the following items into her suitcase. How many different outfits can she make using these items?

34. Slide 34 © Crown copyright 2008 Guided group work is not… Setting a group some work and letting them get on with it The children sitting and listening to the expert (the teacher!) Marking work … Flitting to check everyone is ok … Doing the work for them …

35. Slide 35 © Crown copyright 2008 Guided maths can be a golden opportunity for pupils to find their voices. Helping children to articulate their ideas is the key to building confidence and promoting independent learning skills.

36. Slide 36 © Crown copyright 2008 Summary Effective guided work builds upon assessment and provides an opportunity to target teaching to an appropriate level Guided work provides an opportunity to probe and assess children’s understanding Guided work must be fluid and respond to learning needs. It is unlikely to be planned too far in advance Practical and ICT-based resources, models and images can have a key role to play in guided mathematics

37. Slide 37 © Crown copyright 2008 More reasoning…

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