Presentation is loading. Please wait.

Presentation is loading. Please wait.

© Noreen O’Loughlin Maths Recovery Training and implementation in the context of DEIS Noreen O’Loughlin National Coordinator, Maths Recovery © Noreen O’Loughlin.

Similar presentations


Presentation on theme: "© Noreen O’Loughlin Maths Recovery Training and implementation in the context of DEIS Noreen O’Loughlin National Coordinator, Maths Recovery © Noreen O’Loughlin."— Presentation transcript:

1 © Noreen O’Loughlin Maths Recovery Training and implementation in the context of DEIS Noreen O’Loughlin National Coordinator, Maths Recovery © Noreen O’Loughlin

2 What are the origins of Maths Recovery? Initially developed in Australia the in 1990s as an intervention programme In NSW, from 1997 onward, adopted as a statewide, systemic programme for classroom teachers (Count me in too) Widely used in Australia, New Zealand, England, Scotland, Wales, USA, Canada An early number programme now focusing on: intensive intervention classroom teaching

3 © Noreen O’Loughlin What is Maths Recovery? It is the most elaborated body of pedagogical content knowledge related to early number.

4 © Noreen O’Loughlin What is Maths Recovery? Maths Recovery is strongly based on research from the following areas: Children’s early numerical knowledge Constructivism Children’s Counting (Steffe)

5 © Noreen O’Loughlin What is Maths Recovery? There two pillars which form the basis of Maths Recovery training are Maths Recovery Assessment Maths Recovery Teaching

6 © Noreen O’Loughlin Mathematics Recovery Assessment Maths Recovery Assessment is a form of dynamic assessment. It is Not age-related Not curriculum-based No reading, no writing It produces detailed, thorough, informative results which allows for immediate transfer to teaching.

7 © Noreen O’Loughlin Mathematics Recovery Assessment Maths Recovery Assessment is interview-based and routinely videotaped. It provides extensive and detailed information about a child’s numerical knowledge information about a child’s most advanced numerical strategy

8 © Noreen O’Loughlin Pedagogical tools in Maths Recovery Assessment Schedules (see next slide) Learning Framework in Number - to guide assessment Instructional Framework in Early Number - to guide teaching Specially developed instructional procedures and approaches

9 © Noreen O’Loughlin Assessment Schedules Assessments 1.1 and 1.2 include tasks on Early arithmetical strategies Base-ten arithmetical strategies FNWS and NWA BNWS and NWB Numeral identification Assessments 2.1 and 2.2 include tasks on Finger/spatial patterns, number relationships Assessments 3.1 and 3.2 include tasks on Early multiplication and division

10 © Noreen O’Loughlin Tasks in Assessment Forward Number Word Sequence 2.Number Word After 3.Numeral Identification 4.Numeral Recognition 5.Backward Number Word Sequence 6.Number Word Before 7.Sequencing Numerals 8.Additive Tasks 9.Subtractive Tasks

11 © Noreen O’Loughlin Maths Recovery Teaching Maths Recovery teaching is suitable for individuals small groups whole class instruction in-class application or a combination of some or all of these Instruction is guided by: initial comprehensive assessment on-going observational assessment

12 © Noreen O’Loughlin Maths Recovery Teaching Focuses on (initially): Facility with number sequences, forward and backward Knowledge of numerals Sophistication of counting to solve problems Early topics for structuring numbers

13 © Noreen O’Loughlin Maths Recovery Training Training of one Learning Support/Resource Teacher/SEN teacher per school as MR Specialist Teacher (8 days – no substitution provided) 4 sets of 2 days, approx a month apart Days 1, 2, 3, 4: Maths Recovery Assessment Days 5, 6, 7, 8: Maths Recovery Teaching Seminar on Maths Recovery teaching ‘Teaching Number in the Classroom’ for relevant class teacher (1 day – with substitution )

14 © Noreen O’Loughlin Implementing Maths Recovery Targeting first class usually Identified by standardised test scores and/or class teacher Identification of the lowest attainers Administration of Maths Recovery assessment to potential Maths Recovery recipients Decision on implementation of Maths Recovery teaching plan Provision of a programme of intensive, individualised, group and/or whole class/in-class instruction

15 © Noreen O’Loughlin Implementing Maths Recovery Maths Recovery teacher is normally expected to give Maths Recovery 2 hours per day Intensive teaching of low-attaining pupils by Maths Recovery teachers for teaching cycles of weeks (30 min daily, 4/5 days a week)

16 © Noreen O’Loughlin Implementing Maths Recovery It involves A holistic approach involving principals, classroom teachers, specialist Maths Recovery teachers and pupils Agree programme for individuals/whole class which will be taught by class teacher and by specialist Maths Recovery teachers

17 © Noreen O’Loughlin Implementing Maths Recovery Crucial factors critical to the effectiveness of the programme are A whole-school focus on numeracy Ongoing professional development A supportive leadership team Structural changes designed to assist implementation of the programme

18 © Noreen O’Loughlin Choosing a Teacher to train in Maths Recovery Qualifications, Experience and Abilities Teaching experience should normally include at least two years at the primary level The ability to communicate and work with other teachers, parents, and other personnel involved in project Organized and skilled at record keeping Personal commitment to self-reflection and learning Willingness to make a commitment to participate as a teacher in the Mathematics Recovery Programme.


Download ppt "© Noreen O’Loughlin Maths Recovery Training and implementation in the context of DEIS Noreen O’Loughlin National Coordinator, Maths Recovery © Noreen O’Loughlin."

Similar presentations


Ads by Google