1. Collaborative Practice in Developing ICT Geometry Pedagogy January to December 2007 Sheffield Hallam University working with Danum School, Doncaster Holmfirth High School, Holmfirth Knottingley High School, Knottingley North Kesteven School, Lincoln Wisewood School, Sheffield Project contacts Hilary Povey h.povey@shu.ac.ukh.povey@shu.ac.uk Mark Boylan m.s.boylan@shu.ac.ukm.s.boylan@shu.ac.uk

2. Evaluating and developing different forms of collaborative professional development

3. The initial model of collaborative professional development A model to support pairs or small groups to collaborate together within a department This model was adapted and changed by each school Many other forms of collaboration were found that could overcome the challenges of implementing the initial model in each school Research theme: dynamic geometry and geometric skills and reasoning Schools focus the research - content, pupils etc & focus on aspect of T&L Group or sub groups craft a 'learning experience' (lesson, resource, activity, sequence) Teaching observed by direct collaborator or other teacher. Focus on pupil learning Discuss the learning experience with focus on pupil learning Revise the learning experience and if appropriate re-use

4. Collaboration for pupil understanding Danum School Effective use of the IWB to promote geometrical reasoning with Year Nine Holmfirth Circle theorems with Year 10 using Geometer's Sketchpad Knottingley Angle properties with Year Eight using Geogebra North Kesteven Year Seven symmetry and Year Eight transformations using Geometer's Sketchpad Wisewood Year Nine Angles properties and geometrical reasoning using 'Applets' and IWB features – "Interactive Geometry" "I must admit I was a bit cynical, as I've always taught circle theorems in a certain way but eighty percent retained what they derived and I think that’s quite astonishing, because circle theorems are usually in one ear and out the other. But they discovered the theorems for themselves, and so I didn’t have to tell them. They knew it, and that’s the difference they actually knew it, as opposed to me trying to fill an empty vessel so next year when I do it I shall do all six theorems by derivations" Teacher, Holmfirth School

5. Different forms of collaboration Team discussion of foci and priorities for the project Co-planning in pairs or small groups Cascading of resources/activities/lesson plans across the department Evaluation of individual planning by other teachers Observation of co-planned lessons either as an observer or participant observer Collaborative teaching either in a lead and support teacher format or co- teaching Peer to peer tutoring or mentoring on specific software skills Whole department working together on developing IWB or dynamic geometry software skills Cross school meetings of project members to share experiences of collaboration Informal discussion of activities and teaching and learning.

6. Thoughts on collaboration "It was really good to see him in action and not to feel pressured about making a judgement on the teaching because it was more about what we had planned together and how effective it was" "The software has been in the school for a couple of years, and we’ve not found a way to use it until now. Suddenly we’ve managed to find a way of bringing it into the classroom and making it real and bringing it to life" "There is an increased willingness of the team to be involved in this kind of work because they felt that both the students and themselves gained from the experience" "As an NQT its helped me because it means that I get to share ideas with these guys that are more experienced than me" "It's been a very valuable exercise for developing the department and giving them a sense of identity, getting people to be cooperative together and to appreciate that everybody has got something to offer"

7. Collaboration in the scales BenefitsChallenges Increased skills and confidence with dynamic geometry and/or IWB Learning from colleagues On-going collaborative culture and projects – team building Development of distributed leadership Innovative approaches to teaching and learning Improved pupil engagement and learning Time to develop skills Time for collaboration especially observation The need for a whole school culture to support collaboration Difficult to get all involved

8. The focus on ICT, IWB and Dynamic Geometry Novel learning environment allowed teachers to take the role of learner again Sense of equality between teachers, "we were more on a level playing field", that supported collaboration regardless of departmental role Innovative approaches to classroom practice that were different or developments of teachers' usual practices Teams needed to choose positively to take advantage of the opportunities for 'guided discovery' and enquiry rather than using the software as an advanced presentation tool Select your six most challenging problems to display in a Master Piece Master Piece

9. What next? All five schools are continuing to develop collaborative professional development and to find ways to overcome structural and cultural blocks to cooperation Danum – The whole department is timetabled one period a week to meet together to plan and develop resources for the IWB Holmfirth – Developing modules for GCSE and developing peer observation Knottingley – HoD taking a lead in developing a whole school shared practice policy which will make it easier to release staff for collaboration North Kesteven – Dynamic geometry is being embedded in the scheme of work development of a departmental approach to teaching key topics on the 'wish list' Wisewood – Collaborative planning and team teaching in Year Nine