1. 19 November 2015www.motivate.maths.org Videoconference - an environment for learning Jenny Gage Motivate Project (MMP) University of Cambridge

2. 19 November 2015www.motivate.maths.org The Motivate Project … provides videoconferences for all ages (5 – 18) on a range of topics which: bring together schools with people who work in a mathematical and / or scientific environment are frequently cross-curricular use techniques and concepts learnt in the curriculum go beyond the curriculum are not just for the ‘gifted and talented’!

3. 19 November 2015www.motivate.maths.org Motivate videoconferences … have various formats, but all include opportunities for students and teachers to: find out more about the topic carry out practical activities and investigations tell the other participants what they have found out hear how others tackled the problem discuss their own work and that of others directly receive feedback from the person leading the conference

4. 19 November 2015www.motivate.maths.org Our conferences encourage … celebrating students’ own work seeing how ‘school learning’ is relevant to the wider world development of team building strategies collaborative working styles active listening discussion with others who may have understood or tackled the task differently awareness of the world beyond the school or immediate neighbourhood

5. 19 November 2015www.motivate.maths.org Learning in a VC environment … should encourage students to work together should encourage students to take responsibility for their own learning shouldn’t duplicate a ‘normal’ classroom environment shouldn’t be about the teacher taking all the decisions

6. 19 November 2015www.motivate.maths.org St Mary’s RC PS, Chipping – Year 5 / 6 project Four half hour sessions between a small group of children in a small village school and me. Topics chosen by the children from a list provided by me. Started with them introducing themselves and their school, and me introducing myself and my working environment. I set activities for the children to do during the VC, and for follow-up work, adding new ideas every few days via a webpage. They choose which to do and how to do them. We have a forum which they can use to let me know how they are getting on, or to ask questions.

7. 19 November 2015www.motivate.maths.org

8. 19 November 2015www.motivate.maths.org

9. 19 November 2015www.motivate.maths.org How can VC change what happens in the classroom? Having an outsider in the classroom changes the dynamic between teacher and class: teacher can model learning alongside the students while also explaining things which the students haven’t understood

10. 19 November 2015www.motivate.maths.org How can VC change teacher professional development? ITT session between final year B Ed students, a primary school class, and me: initial 15 mins with student teachers to introduce session 60 mins with class, leading them in activties and discussions 45 mins with student teachers to discuss the session

11. 19 November 2015www.motivate.maths.org This format will: allow student teachers to observe a different teaching style discuss it in their own group discuss it with the person leading, eg. did the session meet the objectives you set? how was it different from face-to-face teaching? go into the school and see what the class teacher and the children thought about the session

12. 19 November 2015www.motivate.maths.org To find out more about the Motivate Project … go to www.motivate.maths.orgwww.motivate.maths.org or contact Jenny Gage jag55@cam.ac.uk 01223 764278