Presentation on theme: "Post-16 STEM programme – eleventh East Midlands mathematics network Ray Sutton March 11 th 2009."— Presentation transcript:
Post-16 STEM programme – eleventh East Midlands mathematics network Ray Sutton March 11 th 2009
Objectives: Identify and affirm the ways in which the continuing Teaching and Learning and STEM Programmes will embrace peer coaching, action research, and support learning development and planning, and experience these approaches. Use and adapt easily accessible resources to plan effective learning in mathematics. Develop a practical understanding of our role as potential agents of sustainable change and improvement in mathematics and numeracy..
Programme for the day 9.45 Introduction to the day and starter activity 10.00‘Show and tell: ourselves as regional action researchers’ 10.45Session planning using an n-rich problem (1) 11.00Coffee and networking 11.15Session planning using an n-rich problem (2) 12.15 ‘Maths in the News’ and reflection on the morning 12.45Lunch and networking 1.15Update on: STEM, NCETM portal, Functional Mathematics, Move On, Get On… 1.30Card sort to end all card sorts – Ofsted – from Satisfactory to Good 2.15Either: coaching for change Or: exploring ‘rethinking induction’ or ‘expert learner’ Or: planning in spite of textbooks and worksheets 3.15Report back reflection evaluation 3.30 Close
Socks in the dark (1) There are two sock colours. How many socks do I need to take out before I have a pair of socks that have the same colour? How many do I have to take out if there are three colours and I want to get a pair that are the same?
Socks(2) What question should the teacher ask next?
Socks(3) If your partner tells you how many colours there are, how can you find the number of socks to take out? Try this with your partner and decide together what to write down.
Socks(4) I am a three-legged monster and I need three socks that are the same colour. Try this out using the bag of socks with two colours. Where do we go from here?
The eight principles of effective teaching revisited
Link with Autumn 08: a problem from http://nrich.maths.org/public/ http://nrich.maths.org/public/ Page 11 of the NCETM Summer Newsletter “Jumping Gerbils” In groups of 3 or 4 take it in turns to move the thinking forward by adding one idea or observation about the situation (words, numbers, symbols, pictures), to the flip chart – large writing – be proud – your thoughts matter (10 minutes) In a different colour, mark up and identify the skills used, and be prepared to report to the whole group (5 minutes)
Process skills recognise situations in which mathematics can be used make sense of these situations (and represent them) describe the situations using mathematics analyse the mathematics, obtaining results and solutions interpret the mathematical outcomes in terms of the situation communicate results and conclusions
Planning a session Stage 1: decide on a problem and agree on pairs/groups. Stage 2: decide on one of the eight principles. Stage 3: work up a detailed session plan on A4 to use the problem and focus on one principle. Stage 4: work up one or more additional session plans to focus on one different principle each time – display the plans on a poster. Stage 5: reviewing, questioning and reflecting.
Mathematics in newspapers What do you expect to be the broad areas for linking with learning mathematics? You will need to cut out, add a post-it with a mathematical headline, add a post-it with one interesting question or theme for development
Mathematics in newspapers – scoring system Speed (10) Headline – attention grabbing (10) Question or theme – deep learning and sustained interest (10) Each team will be able to submit just three stories to the editor in the ten minutes allowed. The leading article selected will receive another 10 points.
Mathematics in newspapers Aim: to publish the ‘Mathematical Mercury’ to the highest audience standard In teams, nominate reporters and: - two sub-editors to read copy, amend, prioritise and submit (stories cannot be retrieved once submitted to the editor!)
Update East Midlands STEM partnership www.emstempartnership.org.uk/ STEM post-16 network Wed 29 th April National Space Centre STEM mathematics network Wed June 10th FE Magazine, Numeracy Challenge, Maths at Work, Documents and Topics in Communities www.ncetm.org.uk LSIS Excellence Gateway http://excellence.qia.org.uk/ Functional Skills Move On Get On www.skillsworkshop.org www.mathsinspiration.com
Improving teaching and learning The buff coloured cards are 24 features of most lessons. Sort them in whatever way occurs to you.
Improving teaching and learning Choose one feature that you yourself consider easy to manage, one feature you yourself consider difficult to manage, and one other that you think may require a lot of attention in your organisation. Explain the reasons for your choices to your partner
Improving teaching and learning Together try to find six pairs of green cards that describe activity linked to your six features. When you can identify a linked pair, decide which is Good and which is Satisfactory, and discuss how development might take place in order to move to Good. or Ask for the undivided list and match all the buff cards. Discuss development from Satisfactory to Good for the six chosen features
Either: coaching for change Or: exploring ‘rethinking induction’ or ‘expert learner’ Or: planning in spite of textbooks and worksheets
Objectives: Identify and affirm the ways in which the continuing Teaching and Learning and STEM Programmes will embrace peer coaching, action research, and support learning development and planning and experience these approaches. Use and adapt easily accessible resources to plan effective learning in mathematics. Develop a practical understanding of our role as potential agents of sustainable change and improvement in mathematics and numeracy..
Reflection activity from QIA Action Planning Evaluation