1. NCETM: An active resource for numeracy teachers Ray Sutton March 13 th 2009

2. Objectives: Learn more about how the National Centre supports mathematics teachers at all levels See how the many strands of professional learning combine in the National Centre portal Model effective teaching and learning

3. The National Centre for Excellence in the Teaching of Mathematics provides effective strategic leadership for mathematics-specific CPD. It aims to raise the professional status of all those engaged in the teaching of mathematics so that the mathematical potential of learners will be fully realised.

5. Sample pages from the portal Numeracy microsite FE Forum: hoping to teach numeracy NCETM - Thinking Through Mathematics Community (additional resources under Documents)NCETM - Thinking Through Mathematics Community (additional resources under Documents) A blog: Active Learning in Prison Education Workplace Mathematics - Bar Tender Self evaluation example Online Courses - Post 16 module Teacher action plan: East Midlands project on numeracy and ESOL needs funded by NCETMTeacher action plan: East Midlands project on numeracy and ESOL needs funded by NCETM

6. Coming soon on the numeracy microsite Numeracy in Train to Gain: A guide for Train to Gain brokers and providers This guidance booklet about numeracy in the workplace was written to support Train to Gain brokers and others involved in Train to Gain provision. It pulls together and summarises the information and support that is available to help brokers and providers establish successful programmes. It looks at: –the need for numeracy in the workplace –promoting numeracy as part of the Train to Gain offer –LSC regulations and requirements for numeracy in Train to Gain –delivery approaches that work –useful resources to support this work –sources of further information, including links to key web sites.

7. Coming soon on the numeracy microsite Numeracy Resources Guide This clear, simple reference guide identifies a range of numeracy resources to give teachers choices from a wider set of teaching and learning materials. It gives guidance on: –the intended audience –the level(s) covered –main ideas and content –how each resource can be used in teaching and learning –selecting and using resources for teaching specific skills and meeting common learning –needs in different learning settings

8. Coming soon on the numeracy microsite Teaching and Learning Numeracy at Entry 3: Guidance and support for providers This pack of materials provides ideas for building effective programmes for Entry 3 learners in different settings, including Train to Gain. Based on the needs of real-life learner groups, there are exemplars and suggestions for: –constructing schemes of work –developing innovative lesson plans –using relevant resources

9. A typical network activity

10. 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?

11. Socks(2) What question should the teacher ask next?

12. 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.

13. 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?

14. Sharing resources and ideas

15. www.problempictures.co.uk/examples

16. What sort of questions would you ask? What are the modelling issues?

17. What contributes to professional learning?

18. Lesson study Lesson takes place Planning Review of lesson Identification of Focus Dissemination Other Teachers Review feeds into planning TEACHERS LEARNERS and OBSERVERS TEACHER and OBSERVERS Incremental Change

19. Deliberate practice (Geoff Petty) time skill Deliberate practice is hard work, four hours a day is about as much as anyone can manage. I suggest up to one hour a week for teachers.

21. Objectives: Learn more about how the National Centre supports mathematics teachers at all levels See how the many strands of professional learning combine in the National Centre portal Model effective teaching and learning

22. ray.sutton@ncetm.org.uk