Presentation is loading. Please wait.

Presentation is loading. Please wait.

Directions of research-informed PD in UK Anne Watson University of Oxford NCETM Feb 2007.

Published byKory Lawson Modified over 8 years ago

Similar presentations

Presentation on theme: "Directions of research-informed PD in UK Anne Watson University of Oxford NCETM Feb 2007."— Presentation transcript:

1 Directions of research-informed PD in UK Anne Watson University of Oxford NCETM Feb 2007

2 Nick’s stuff 35 15 8 35 ? ? 3? ? 8 ?? 8

3 Fun Infinity Inverse

4 Research into mathematics education About 20 active mathematics education research centres in UK universities More literature available on learning and teaching mathematics than any other subject International conferences: about two per month on average About 10 international journals of mathematics education research British Society for Research into Learning Mathematics: conferences and publications More known about successes and failures in teaching and learning mathematics than any other subject So how can professional knowledge and practice and research link more closely – and whose job is it?

5 Celia’s story

6 My story

7 Common features Maths Collegiality within and outside place of work Outside input Input outside Sustained over time to reach a … Shared goal

8 Some successful PD in UK LAMP/RAMP OU Project Update ATM 100% coursework Mars/Shell Centre MMU Mathematics in Context Interactive Education Project Many Right Answers (BSA/NCETM) Lawrence Sterne School

9 Common features Maths Planned Informed Collegiality: teacher teams or teacher- researcher teams Intention to change Goals about students’ learning

10 Uncommon features Relative roles of teachers, tutors, researchers, other outsiders Sources of information ‘Width’ of teams Nature of goals Freedom

11 Contributing to researching classrooms

12 Contributing to researching change

13 Lesson Study

14 Learning study

15 Task-based teacher development

16 Planning-based teacher development

17 Multiple stories

18 Observation-based models

19 Behaviour as the focus Were links made? Were examples given? How many examples were given? How many students participated? Were open or closed questions used?

20 Mathematics as the focus What links were made? How might the links contribute to learners’ understanding? How did these examples help students’ understanding? What part did students’ contributions play in the unfolding maths story? What mathematical thinking was prompted by the questions? ….

21 Shift to mathematics … Were links made? Were examples given? How many examples were given? How many students participated? Were open or closed questions used? What links were made? How might the links contribute to learners’ understanding? How did these examples help students’ understanding? What part did students’ contributions play in the unfolding maths story? What mathematical thinking was prompted by the questions? ….

22 Habits of observation which are not inspectorial or managerial, but focus on the mathematics in teaching and learning

23 Three questions How can a focus on learning maths become ‘normal’ in practice? What ways of thinking about learning maths are promoted by different PD - research relationships? How can we use and build on our rich history and knowledge of maths-focused PD?

Download ppt "Directions of research-informed PD in UK Anne Watson University of Oxford NCETM Feb 2007."

Similar presentations

Instructional Coaching at Westminster

Instructional Coaching at Westminster
Learning at Lanyon High B Davies. Groups Previously students were seated around the classroom and were not participating well in the lesson. The structure.

Learning at Lanyon High B Davies. Groups Previously students were seated around the classroom and were not participating well in the lesson. The structure.
Mill Park Heights Primary School, 2010 Professional Learning Leader Melissa Corps.

Mill Park Heights Primary School, 2010 Professional Learning Leader Melissa Corps.
What If Learning: Connecting Christian Faith and Teaching What If Learning Faith, Teaching, and Learning.

What If Learning: Connecting Christian Faith and Teaching What If Learning Faith, Teaching, and Learning.
Module 1: Teaching functional skills – from building to applying skills 0 0.

Module 1: Teaching functional skills – from building to applying skills 0 0.
School Leaders Shaping Professional and Student Learning AIS Executive Conference October 2011 Professor Helen Timperley The University of Auckland.

School Leaders Shaping Professional and Student Learning AIS Executive Conference October 2011 Professor Helen Timperley The University of Auckland.
USING THE INSTRUCTIONAL BLUEPRINT TO GUIDE TIER I WORK.

USING THE INSTRUCTIONAL BLUEPRINT TO GUIDE TIER I WORK.
Building Effective Leadership Teams: A Practitioner’s Look

Building Effective Leadership Teams: A Practitioner’s Look
Internship Seminar What will be covered: The internship context

Internship Seminar What will be covered: The internship context
Principled Teaching for Deep Progress - Improving mathematical learning beyond methods and materials An NCETM research study module.

Principled Teaching for Deep Progress - Improving mathematical learning beyond methods and materials An NCETM research study module.
Continuing professional development for teachers of mathematics: stimulating research partnerships through the NCETM Professor Celia Hoyles Chief Adviser.

Continuing professional development for teachers of mathematics: stimulating research partnerships through the NCETM Professor Celia Hoyles Chief Adviser.
NCETM AIM - to facilitate, enhance and provide leadership for all aspects of mathematics CPD for teachers in schools (primary and secondary) and colleges.

NCETM AIM - to facilitate, enhance and provide leadership for all aspects of mathematics CPD for teachers in schools (primary and secondary) and colleges.
University of Huddersfield School of Education & Professional Development Adopting and adapting teaching and learning styles.

University of Huddersfield School of Education & Professional Development Adopting and adapting teaching and learning styles.
New Literacy's in Education. Purpose of assessment is to determine whether students have reached the standards/goals you set out for them. (alignment)

New Literacy's in Education. Purpose of assessment is to determine whether students have reached the standards/goals you set out for them. (alignment)
Capturing the Complexity of Teacher Development: Two Cases Susan D. Nickerson & Gail Moriarty San Diego State University AMTE 2004.

Capturing the Complexity of Teacher Development: Two Cases Susan D. Nickerson & Gail Moriarty San Diego State University AMTE 2004.
Studying One’s Own Practice through Action Research

Studying One’s Own Practice through Action Research
4 th Annual International Conference on TESOL “ ENGLISH LANGUAGE LEARNING: A FOCUS ON THE LEARNER” Ho Chi Minh, August 2013 USING ROLE – PLAY IN TEACHING.

4 th Annual International Conference on TESOL “ ENGLISH LANGUAGE LEARNING: A FOCUS ON THE LEARNER” Ho Chi Minh, August 2013 USING ROLE – PLAY IN TEACHING.
Aim of paper To investigate teachers’ perceptions on the role that teachers’ associations play in their professional development, with reference to the.

Aim of paper To investigate teachers’ perceptions on the role that teachers’ associations play in their professional development, with reference to the.
Connections Between Mathematics Research and Practices Used in Classrooms Kasey Rogers Department of Teacher Education and Administration College of Education.

Connections Between Mathematics Research and Practices Used in Classrooms Kasey Rogers Department of Teacher Education and Administration College of Education.
Lawrence Collins & Tim Bayliss. In the context of geographical fieldwork  Improved decision making  Clear rationale of the need for fieldwork  Confident.

Lawrence Collins & Tim Bayliss. In the context of geographical fieldwork  Improved decision making  Clear rationale of the need for fieldwork  Confident.

Similar presentations

Ads by Google