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Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Family Numeracy CPD
Module 2: Designing and using practical family numeracy activities
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
The aim of the training programme is to:
• raise the awareness of the importance of active learning and to offer support in the design and use of practical
numeracy activities.
2.1
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Learning outcomes
By the end of the module, participants will be able to:
• evaluate practical learning activities
• identify the impact of active learning on learners
• design a practical maths activity that allows learners to achieve learning outcomes across a range of levels
• recognise and use web-based resources to promote learning.
2.2
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Outcome 1:
• Evaluate practical learning activities, particularly those working at Entry 3 or below and those with learning difficulties and disabilities.
2.3
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Outcome 2:
• Identify the impact of active learning on learners.
2.4
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Is this active learning?
2.5
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Definitions of active learning
‘Instructional activities involving students in doing things and thinking about what they are doing.’ (Bonwell, C. & Eison, J. 1991)
‘More important for learners to be cognitively active rather than being behaviourally active.’ (Mayer, R 2004)
Active learning methods require students to develop their own conceptualisations of what they are learning. During this process neural connections are made in the brain, and this is the process we refer to as learning.
2.6
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
People generally remember… People are able to (learning activities) (learning outcomes)
10% of what they read define, describe, list, explain
20% of what they hear define, describe, list, explain
30% of what they see demonstrate, apply, practice
50% of what they see & hear demonstrate, apply, practice
70% of what they say & write analyse, define, create, evaluate
90% of what they do analyse, define, create, evaluate
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Does it work?
Active learning is ‘comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing.’ (Bonwell, C. & Eison, J.)
‘Unguided situations can in fact leave learners less competent than when they began the activity.’ (Kirschner, Sweller, and Clark, 2006)
2.8
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Barriers to active learning
• Limited time
• Increase in preparation time
• Large class sizes
• Lack of resources and equipment
• Risk that learners might not get involved
• Not all learners feel comfortable
• Teachers feel a loss of control
• Teachers don’t feel they have necessary skills 2.9
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Outcome 3:
• Design a practical maths activity that allows learners to achieve learning outcomes across a range of levels.
2.10
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Challenges of counting for young children
They need to:
• know number names in order
• understand one-to-one correspondence
• know that the last number spoken is the total
• know that the total number remains the same however the objects are spread
• know that number names can be used to count a variety of things
• know that the same group can be counted in a different order. 2.11
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Designing practical maths activities:• Ensure that the activity is relevant
• Ensure that it is within the learners’ experience
• Use everyday situations and materials whenever possible
• Make sure that the activity links to both the adult and children’s curricula.
• Plan for learners to achieve at a range of levels.
• Consider e-learning opportunities.
• Consider the needs of bilingual learners. 2.12
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Outcome 4:
• Recognise and use web-based resources to promote learning.
2.13
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Move On and Move On Up
www.move-on.org.uk/index.asp
Includes monthly resource sheet with maths facts, jokes and quizzes.
www.move-on.org.uk/download_files/Maths_Takeaway_Olympics.pdf 2.14
Family literacy, language and numeracyFamily learning impact funding – Family Numeracy
Games for adults and joint sessions with children at KS2
You could try:
Countdown www.woodlands-junior.kent.sch.uk/maths/countdown/
Arrow cards www.ictgames.com/arrowCards_revised_v4.html
2.15