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Skills for LifeImprovement Programme
Making ‘Mathematics for Life’ a reality in Derbyshire
Ray Sutton
Joan Ashley
Skills for LifeImprovement Programme
What questions would you ask about the birth month display?
What follow up activities would you plan?
How could this activity be adapted for use with your learners?
Skills for LifeImprovement Programme
The quiz90% of adults in the UK with a degree are in work50% of adults with no qualifications are in work2% of jobs are available to people with very low literacy and numeracy skillsPoor literacy and numeracy skills cost industry in the UK £4.8 billion each
year23% of people have reading and writing skills worse than an 11-year old (6%
worse than a 7-year old)40% of people have numeracy skills worse than an 11-year old20% of adults in a survey could not calculate their change out of £2 if they
bought a loaf of bread at 68p and two cans of soup at 45p each.Only 5% of adults thought they had difficulty with literacy language or
numeracy
Skills for LifeImprovement Programme
Objectives–Updating you on national developments
in numeracy for employability and mathematics
–Sharing practical activities and resources to support improved learning in mathematics
–Reflecting on continuing professional learning
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Skills for Life: Progress in Improving Adult Literacy and Numeracy
REPORT BY THE COMPTROLLER AND AUDITOR GENERAL | HC 482 Session 2007-2008 | 6 June 2008
Skills for LifeImprovement Programme
NAO report June 2008The Department has made less progress in strengthening
numeracy skills.
Less people have participated in and achieved qualifications (or relevant learning aims) in numeracy than in literacy.
Only 10 numeracy qualifications have been achieved for every 100 people with numeracy skills below the level of a good GCSE (grades A*-C), compared with 18 literacy qualifications for every 100 people with literacy skills below the level of a good GCSE (grades A*-C).
The Department (DIUS) intends to publish a numeracy plan in summer 2008.
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Mathematics for all
Awareness of mathematics
Enjoyment and engagement in mathematics
Progression and challenge in mathematics
Professional learning in mathematics
Skills for LifeImprovement Programme
www.problempictures.co.uk/examples
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Why are pictures useful in our lessons?
Skills for LifeImprovement Programme
NAO report June 2008The Department is engaging more hard-to-reach learners but different
parts of government can work together to do more to encourage people on to Skills for Life courses – for example there is potential to create a much better flow of people into learning from Jobcentre Plus benefit streams
Family literacy, language and numeracy programmes are engaging hard-to-reach learners in non-traditional adult learning settings such as schools and nurseries.
The Department is engaging more employers but needs to do more to persuade them of the benefits of literacy, language and numeracy training for their staff.
Skills for LifeImprovement Programme
The things we see!
4.300
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Pressing the right buttons
PosterPictures and storiesPiece of A4 paperPeople mathsPutting things in orderPay off for mePlay dough
Skills for LifeImprovement Programme
NAO report June 2008The Department recognises that it needs to make a step change
to achieve its numeracy ambitions – not more of the same but more of what works most effectively in engaging learners and helping them to progress.
The Government’s long-term ambition is that by 2020, 95 per cent of the adult population should have functional literacy and numeracy. To meet the new numeracy ambition the Department plans to expand provision (including the number of numeracy teachers), engage more learners and increase achievement at Entry Level.
To date, only 10 per cent of people whose numeracy is below functional level (Entry Level 3) have participated in a numeracy course and only two per cent have achieved qualifications that count towards the target.
Skills for LifeImprovement Programme
Create debate!
Girls scores: 34, 53, 21, 48, 97, 65, 76, 93, 56, 85, 71, 24, 31,
47, 55, 63, 50Boys scores: 45, 67, 86, 43, 55, 58, 12, 89, 67, 78, 43, 59, 67,
34, 54, 41, 81, 55, 58, 61.
Teaching and Learning Functional Mathematicshttp://excellence.qia.org.uk/12621
Skills for LifeImprovement Programme
Choose any three digit number.
Multiply by 7
Multiply by 11
Multiply by 13
Compare with your neighbour.
What do you notice?
Why?
Skills for LifeImprovement Programme
Think of a numberAdd 3Multiply by 2Add 4Divide by 2Subtract the original number
Compare answers Try again with a different numberExplain why
Skills for LifeImprovement Programme
Creating comfortable challenge
Circles
Cards
Calculations
Cubes
Comparing methods
Complete planning
Skills for LifeImprovement Programme
Key issuesAre we reaching learners? (eg workforce
development, Train to Gain, family learning, community learning – ‘Bringing Maths Home to Moorlands’ (Lincoln), 11-year olds)
Are learners on vocational courses being reached and do we have a collaborative approach to embedding and relevant teaching?
Have we a personal and sensitive and sensible approach to assessment? (maths=testing?)
Skills for LifeImprovement Programme
Key issues(2)
Is the generational change to a ‘cool to be doing challenging maths’ culture being achieved? (do we say ‘come on and enjoy doing some maths with me’) –’chic not geek’
www.bbc.co.uk/radio1/exam/
Is there someone to coach and support teachers and champion mathematics across the organisation?
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Key issues(3)
Are we addressing language, communication and support issues well?
Is there a focus for reflection on effective teaching and learning in mathematics?
Are teachers able to access activities that will enable them to develop teaching, learning and subject knowledge?
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
Maths4Life
‘Thinking Through Mathematics’
Booklets: Number, Fractions, Time and Money, Measurement
Topic Based Teaching
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
‘Beliefs’ activity – digging deeper
Work in pairs
Choose a card in turn and decide whether you all Agree, all Disagree or are Undecided as a group about the statement (and why)
Place the cards in three columns and be prepared to share your thinking on one card from each column with the larger group. (10 minutes)
(You may modify the statements slightly if that helps you to come to a decision!)
Skills for LifeImprovement Programme
Challenging all Learners
- from DVD Rom in Maths4Life ‘Thinking Through Mathematics
Skills for LifeImprovement Programme
‘Beliefs’ activity(2)
For the two principles allocated to your group
Do you all agree with the principle? What are the advantages of implementing the principle? What would implementation look like in practice? What are the difficulties in implementing this principle?
All group members need to record a summary of the main points raised. Illustrate positively from your experience wherever possible
(10 minutes)
Skills for LifeImprovement Programme
‘Beliefs’ activity(2) – Expert groups (15 min)
P r i n c i p l e s f o r e f f e c t i v e t e a c h i n g
B u i l d o n t h e k n o w l e d g e l e a r n e r s b r i n g t o s e s s i o n s .
E x p o s e a n d d i s c u s s c o m m o n m i s c o n c e p t i o n s .
D e v e l o p e f f e c t i v e q u e s t i o n i n g .
U s e c o o p e r a t i v e s m a l l g r o u p w o r k .
E m p h a s i s e m e t h o d s r a t h e r t h a n a n s w e r s .
U s e r i c h c o l l a b o r a t i v e t a s k s .
C r e a t e c o n n e c t i o n s b e t w e e n m a t h e m a t i c a l t o p i c s .
U s e t e c h n o l o g y i n a p p r o p r i a t e w a y s .
Skills for LifeImprovement Programme
Learning strategies experienced (sample of 779 learners)
The least common were the most co-cultural:-
“I explain…”
“I choose…”
“I make up…”
Skills for LifeImprovement Programme
Ofsted 14-19 report: executive summary May 2006
● The best teaching gave a strong sense of the coherence of mathematical ideas;
● it focused on understanding mathematical concepts and developed critical thinking and reasoning.
● Careful questioning identified misconceptions and helped to resolve them,
● and positive use was made of incorrect answers to develop understanding and to encourage students to contribute.
● Students were challenged to think for themselves, encouraged to discuss problems and to work collaboratively.
● Effective use was made of information and communication technology (ICT).
Skills for LifeImprovement Programme
It depends on the question!
Skills for LifeImprovement Programme
What contributes to professional learning?
Skills for LifeImprovement Programme
Skills for LifeImprovement Programme
www.ncetm.org.uk
Skills for LifeImprovement Programme
The portal
Self evaluation – subject knowledge, subject-specific pedagogy
Exemplification of LLUK standards
Communities – especially ‘Focus on Numeracy’ in the East Midlands Subject Coaching Network community
Mathemapedia, research, resources, blogs, news, events.
Skills for LifeImprovement Programme
Lesson takes place
Planning
Review of lesson
Identification of Focus
Dissemination
Other Teachers
Review feeds into planning
TEACHERS
LEARNERS andOBSERVERS
TEACHER andOBSERVERS
IncrementalChange
Skills for LifeImprovement Programme
Deliberate practice (Geoff Petty)
Deliberate practice involves deliberately getting out of your ‘comfort zone’ to do things differently, and better. It means learning about what works and then trying it, it means improving weaknesses. It’s
personal research and development.
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.
Skills for LifeImprovement Programme
Reflection
Has anything new caught my attention?
Is there anything in my own practice that I want to review?
What are my initial thoughts about new things I might try out?
What is the next step?
Skills for LifeImprovement Programme
Be creative with..
..organising learners and learning
..trying out new approaches
..variety in the lesson
..finding out what learners think
..making mathematics attractive, challenging, and relevant
..supporting other teachers and assistants
..your own learning
Skills for LifeImprovement Programme
www.pims.math.ca/pi/cartoons.html - copyright W.Krawcewicz, University of Alberta
Skills for LifeImprovement Programme
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