Teacher Leadership, Ireland Carmel Lillis, Margaret Mac Mahon
Numeracy Link Teacher Day 1 Seminar 2012 Session 1 Drumcondra Education Centre 04.12.12 David Mc...
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Transcript of Numeracy Link Teacher Day 1 Seminar 2012 Session 1 Drumcondra Education Centre 04.12.12 David Mc...
Numeracy Link Teacher Day 1 Seminar 2012
Session 1Drumcondra Education Centre
04.12.12David Mc Mahon
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Overview of SeminarSession 1
9.20 – 10:50
• Rationale • SSE and Literacy and Numeracy Strategy• Instructional Framework for Mathematics
10.50 – 11.10 Coffee
Session 2
11.10 – 12.45
• Fractions: Learning Trajectory• Fractions Manual: Practical Tasks
12.45 – 1.30 Lunch
Session 3
1.30 – 3.00
• Fractions Manual: Practical Tasks• Successful Whole School Implementation• ‘Between Session Tasks’
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Session 1 Objectives
• To outline a rationale and set the context for the link teacher model
• To provide participants with a brief overview of SSE and aspects of the Literacy and Numeracy strategy
• To familiarise participants with an instructional framework for mathematics
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Catalysts for Positive Change• Teachers as central to decision making • Primary concern is to improve student learning (Gronn, 2003)• School leadership second only to classroom instruction as an influence
“The most successful schools actively seek out
leadership talent beyond the formal leadership
structures” (Harris and Townsend, 2008)
Distributed
leadership
Teacher as
LeaderWhy the link
teacher model?`Why the link
teacher model?`
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Timeline of CPD model
Nov./Dec. 2012: Link Teacher Day 1
Dec. 2012 – Spring 2013: Back in school + follow on support
March 2013: Link Teacher Day 2
Follow on support (school/clusters/workshops)
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Targets in the L & N Strategy
• Increase the percentage of primary children performing at Level 3 and Level 4 (the highest levels) in the National Assessment of Mathematics and English Reading by at least 5 percentage points at both second class and sixth class by 2020
• Reduce the percentage of children performing at or below Level 1 (minimum) in the National Assessment of Mathematics and English Reading by at least 5 percentage points at both second class and sixth class by 2020 *Summary available on ERC Website
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Targets in the L & N Strategy
• Create greater awareness of, and more positive attitudes towards, Mathematics among the public
• Promote better attitudes to Mathematics among children and young people
*Outlined in ERC Summary Report / Literacy & Numeracy Strategy
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
© PDST, 2010 8
Prepare a 3 year School Improvement Plan
Set Specific Targets
Under the strategy all schools must engage in :
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
SSE: Broad RequirementsSchools are asked to: • Build on existing school development planning
processes by engaging in school self-evaluation of teaching and learning from 2012/13
• Evaluate the quality of teaching and learning in literacy, numeracy and at least one other curriculum area in the four years from 2012/13 to 2015/16
• Write a short SSE report for the area examined• Devise a School Improvement Plan for aspects of
practice identified for improvement * See Circular 0039/2012
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The Teaching and Learning Quality Framework
10
Teaching & Learning Framework SSE Guidelines p.24 / p.25
Learner outcomes
Learning experiences
Teachers’ practices
• Attainment of curriculum objectives
• Learning environment
• Pupils’ engagement in learning
• Learning to learn
• Preparation for teaching
• Teaching approaches • Management of
pupils• Assessment
Them
eSu
b-th
emes
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Gather the evidence
Analyse the evidence
Make judgements about strengths
and areas for development
Write school self-evaluation
report
Devise a 3-year school
improvement plan
Implement and monitor
improvement plan
Key steps in the SSE process
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Key Messages for Day 1The link teacher for
numeracy is a facilitator of change
for improvement
A variety of learning experiences enhances the
understanding of mathematical concepts/skills and allows for differing abilities and learning
styles
Mathematical thinking is developed by eliciting,
supporting and extending children’s mathematical
ideas
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Challenges
• What are the challenges to teaching mathematics in Irish primary schools?
• What are the obstacles to developing reasoning and conceptual / higher order mathematical skills in our students learning?
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Low focus on reasoning and problem solving
Whole-Class Teaching v
Differentiation
Over-reliance on textbooks
Under-use of concrete materials
Teacher as sole validator of
mathematical ideas
Insufficient pair and group work
High focus on procedure and drill
Sources NAMER Inspectorate DES / NCCA
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Classroom CultureMost important
Least important See Manual p.9See Manual p.89
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Revoicing Technique
Forman & Larreamandy-Jones, 1998, p. 106
‘…the reporting, repeating, expanding or reformulating a student's contribution…'
‘…the reporting, repeating, expanding or reformulating a student's contribution…'
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Instructional Framework: Strategies for Supporting and Developing Mathematical Thinking
• Read and discuss your section
• Summarise and record the main points
• Report back to your home group Activity based on Manual p.8• Eliciting• Supporting• Extending
Book Walk Activity
• Resources p.4• Differentiation p.5• Instructional Framework p.8• Background Knowledge p.11• Fractions Trajectory p.19• Fractions Level A p.29• Fractions Level B p.39• Fractions Level C p.51• Fractions Level D p.63• Fractions Level E p.81• Appendix B p.88 / p.89• Appendix D p.94• Appendix E p.98
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Teacher Reflection Exercise
Same Different
Current Teaching
Instructional
Framework
*See Reflection Framework
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Session 1: Recap before break
• To outline a rationale and set the context for the link teacher model
• To provide participants with a brief overview of SSE and aspects of the Literacy and Numeracy strategy
• To familiarise participants with an instructional framework for mathematics
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Key Messages for Day 1The link teacher for
numeracy is a facilitator of change
for improvement
A variety of learning experiences enhances the
understanding of mathematical concepts/skills and allows for differing abilities and learning
styles
Mathematical thinking is developed by eliciting,
supporting and extending children’s mathematical
ideas
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Session 2 Objectives
• To provide participants with a clear understanding of the Learning Trajectory for Fractions
• To promote a child-centred approach to the teaching and learning of fractions
• To highlight the use of a variety of approaches to cater for individual differences, abilities and learning styles
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Fractions Trajectory
Developmental
Based on PSC
Concrete Pictorial Abstract
Linear AreaSet
5 levels
See Manual p.20See Fractions Trajectory A
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Level B.1 and B.6
• Compare, order, count and identify fractions and equivalent fractions Denominators 2, 4, 8, 10 Denominators 3, 5, 6, 9, 12
*Prior Level 1 Brownie Activity p.29 / p.30
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Counting (Appendix D on p .94)
• Sound of a Number p.95• Feely Bag p.95• Rope Activity p.97• Stand & Sit Game p .95• Counting Stick p.94• Target Boards p.96
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Compare, order and identify fractions and equivalent fractions
• Linear Paper Strips p.39 String and Paper Clips p.40 Cuisenaire Rods p.40
• Area Geoboards p. 41 Dotted Paper p.42 Rectangular Pieces p.42 Pie Pieces p.42
• Set Vehicles p.43
See Manual p.87*Learning Log
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Benchmarking & Estimation
• Benchmarks are helpful for pupils to develop their number sense in relation to fractions.
• Estimation is central to applying benchmarks. Pupils need lots of opportunities to compare fractions to benchmarks.
• The most important reference points or benchmarks for fractions are 0, ½ or 1.
See Manual p.45Fractions Pairs Activity
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Consolidation Activities
• Fish for Fractions Game p.90
• Fraction Dice Game p.34
Book Walk Activity p.47 – p. 54
• Level B.2 - Level B.5 Activities• Level C - Teaching & Learning• Unifix Cubes p.52• Benchmarks Number line p.52• Fraction Pieces p.53• Fraction Wall p.54
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Level C.3: Construct Algorithms for Equivalent and Simplified Fractions p.58 & p.59
Slicing Squares Activity
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Session 2: Recap before lunch
• To provide participants with a clear understanding of the Learning Trajectory for Fractions
• To promote a child-centred approach to the teaching and learning of fractions
• To highlight the use of a variety of approaches to cater for individual differences, abilities and learning styles
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Key Messages for Day 1The link teacher for
numeracy is a facilitator of change
for improvement
A variety of learning experiences enhances the
understanding of mathematical concepts/skills and allows for differing abilities and learning
styles
Mathematical thinking is developed by eliciting,
supporting and extending children’s mathematical
ideas
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Session 3 Objectives
• To promote a child-centred approach to the teaching and learning of fractions
• To examine appropriate modes of assessment for fractions
• To clarify the role of the link teacher
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Common Errors
• What are the common errors that children make with fractions? Adding Subtracting Multiplying Dividing
See Manual p.12 & p.13
Level D.1Add and subtract fractions (first with like
denominators, then repeat with unlike denominators)
-
–
+
+
8
1
5
4
10
9
8
7
4
3
3
1
12
114
3
• Estimate using Benchmarks of 0, ½, 1 or 2 • See Manual p.63
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Concrete – PICTORIAL – Abstract
Two brothers ate some pizza. John ate of the
pizza and Mark ate . How much of the pizza
did they eat altogether?
8
34
1
See Manual p.64
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Empty number lines3 ¼ - 1 ½
1 4
3 2
4
1 3
4
1
0 1 2 3 4 5
See Manual p.69
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Level D.3 Multiply a fraction by a whole number
6 ×
Represent this equation pictorially
*See Manual p.72
4
3
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Assessment (Appendices)
• Whole- Class Checklist p. 100
• Individual Pupil Checklist p. 106
• Teacher Reflection p. 111
Responsibilities of Link Teacher
Maintenance
• Keeping school informed of current policy reforms and initiatives
• Promoting Numeracy in accordance with the needs of school
• Supporting the SSE process• Accessing and organising
resources • Remaining up to date with
current research
Dynamic
• Promoting positive change• Facilitating staff reflection and
the sharing of good classroom practice
• Engaging teachers/parents and community
• Facilitating a range of continuing professional development opportunities for staff
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Facilitating In-School Models of CPDOpportunity to report on a course attended
Facilitated sharing of successful classroom practice
Working together to produce and share resources
Lesson Study
Action Learning
Coaching & Mentoring
Update Resources, Approaches & Planning
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Different strokes for different folks!
Ready to Go 20%
Wait and see 60%
Put on the brakes 20%
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Between session tasks• Discussion with principal• Identify and source resources for fractions • Use the manual as a teaching tool• Present some of the content to staff or groups
of teachers• Avail of CPD opportunities
*Planning Diary Activity
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
ICT / Future Support
• Numeracy Link cluster meetings• In-school support• Clustering of schools • Fraction workshops for other staff members• Online support• PDST Technology in Education
PDST Maths & ICT Curriculum LinksScoilnet Fractions
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Focus for Day 2
Place ValueDecimalsPercentages
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Recap: Session 3
• To promote a child-centred approach to the teaching and learning of fractions
• To examine appropriate modes of assessment for fractions
• To clarify the role of the link teacher