Discourse and teacher Discourse and teacher developmentdevelopment

Tansy HardyTansy Hardy

Fads and fashionsFads and fashions

BBC Radio 4 commentary and interview on 16/5/2007BBC Radio 4 commentary and interview on 16/5/2007

Conservative shadow minister for Education says Conservative shadow minister for Education says to no more grammar schools and offers his support to no more grammar schools and offers his support for the new city academies, ‘There have been a lot for the new city academies, ‘There have been a lot of progressive fads in teaching approaches. Now of progressive fads in teaching approaches. Now it’s time we stuck to traditional approaches that it’s time we stuck to traditional approaches that have been shown to work. For example: setting – have been shown to work. For example: setting – this is only used in this is only used in 25%25% of curriculum, so we need of curriculum, so we need to increase that. to increase that.

The head of a private preparatory school in The head of a private preparatory school in Cheshire says, ‘We don’t have to follow latest Cheshire says, ‘We don’t have to follow latest government fashion we stick to what we know government fashion we stick to what we know works’.works’.

discourse-oriented’ researchdiscourse-oriented’ research

‘‘A discourse-oriented research would A discourse-oriented research would attend to the multiplicity of meanings attend to the multiplicity of meanings that attach to (and divide) the people, that attach to (and divide) the people, spaces, objects and furniture that spaces, objects and furniture that comprise its focus – the teachers, comprise its focus – the teachers, children, classrooms, textbooks, policy children, classrooms, textbooks, policy documents – and to the passion and the documents – and to the passion and the politics that are inevitably woven into politics that are inevitably woven into these meanings (MacLure 2003 p.12)these meanings (MacLure 2003 p.12)

EPPI-centre systematic review “A systematic review of the impact of the EPPI-centre systematic review “A systematic review of the impact of the Daily Mathematics Lesson in enhancing pupil confidence and competence Daily Mathematics Lesson in enhancing pupil confidence and competence in early mathematics”,in early mathematics”,

The NNS included the following key elements: The NNS included the following key elements:

a daily mathematics lesson in primary schools lasting a daily mathematics lesson in primary schools lasting between 45 and 60 minutes, between 45 and 60 minutes,

a three-part structure to these lessons comprising (i) an a three-part structure to these lessons comprising (i) an oral/mental starter (ii) the main teaching and pupil oral/mental starter (ii) the main teaching and pupil activities and (iii) a plenary, an emphasis on the use of activities and (iii) a plenary, an emphasis on the use of interactive whole-class teaching.interactive whole-class teaching.

The aim of this review is to consider the research evidence The aim of this review is to consider the research evidence that bears upon the ways in which the approach adopted that bears upon the ways in which the approach adopted by teachers during the Daily Mathematics Lesson in by teachers during the Daily Mathematics Lesson in delivering the NNS has impacted on pupils' confidence delivering the NNS has impacted on pupils' confidence and competence in early mathematics.and competence in early mathematics.

(Kyriacou C, Goulding, M, (2004): Review Summary)(Kyriacou C, Goulding, M, (2004): Review Summary)

Normal CoachNormal Coach

A female PE teacher who was refused a coaching A female PE teacher who was refused a coaching licence by the Football Association because it was licence by the Football Association because it was claimed women were ‘too emotional’ was this claimed women were ‘too emotional’ was this week awarded more than £16,000 in damages. week awarded more than £16,000 in damages. Vanessa Hardwick, above, who teachers at the Vanessa Hardwick, above, who teachers at the Grange School in Aylesbury, Buckinghamshire, Grange School in Aylesbury, Buckinghamshire, twice failed to win an advanced licence to coach twice failed to win an advanced licence to coach despite scoring higher assessment marks than despite scoring higher assessment marks than some male coaches, former Premiership players.some male coaches, former Premiership players.““I’m not normally this aggressive,” said Ms I’m not normally this aggressive,” said Ms Hardwick, who now plans to coach in the USA. Hardwick, who now plans to coach in the USA. ‘But sometimes you just have to stand up for ‘But sometimes you just have to stand up for yourself.’yourself.’

Raising standards in school Raising standards in school experienceexperience

In a recent course document about how to raise the standard of student teachers placement grades the following guidance was given

In English: eIn English: ensure better links between school and nsure better links between school and university practice e.g. university practice e.g. more use of drama and more use of drama and children’s own experiences and ideaschildren’s own experiences and ideas

In Maths: more structured planning: for exampleIn Maths: more structured planning: for exampleGive students specific scenarios to plan for e.g. a Give students specific scenarios to plan for e.g. a group/child is having difficulty with understanding group/child is having difficulty with understanding aspects of mathematics (a child/group is having aspects of mathematics (a child/group is having difficulty counting in tens crossing the hundred difficulty counting in tens crossing the hundred barrier - plan a series of lessons which break barrier - plan a series of lessons which break down the learning objective into smaller learning down the learning objective into smaller learning steps)steps)

ConfidenceConfidence• • noun noun 1 the belief that one can have faith in or rely on 1 the belief that one can have faith in or rely on

someone or something. someone or something. 2 self-assurance arising from an appreciation of one’s 2 self-assurance arising from an appreciation of one’s

abilities. abilities. 3 the telling of private matters or secrets with mutual 3 the telling of private matters or secrets with mutual

trust.trust. (Oxford Compact Dictionary) (Oxford Compact Dictionary)

• • noun 2 the quality or state of being certain noun 2 the quality or state of being certain (Merriam-Webster 2003 online dictionary) (Merriam-Webster 2003 online dictionary) origin origin concon- completeness, - completeness, fiderefidere- to trust - to trust (Chambers Twentieth Century Dictionary)(Chambers Twentieth Century Dictionary)Confidence trick (N. Amer. also confidence game) Confidence trick (N. Amer. also confidence game)

• noun an act of cheating someone by gaining their • noun an act of cheating someone by gaining their trust. trust.

(Oxford Compact Dictionary)(Oxford Compact Dictionary)

Alliance between performance/attainment in mathematics and Alliance between performance/attainment in mathematics and confidence pervades much mathematics education confidence pervades much mathematics education documentation e.g.documentation e.g.

The QCA report ‘National curriculum tests: The QCA report ‘National curriculum tests: Implications for teaching and learning Implications for teaching and learning from 2004 tests: key stage 2 mathematics’ from 2004 tests: key stage 2 mathematics’ states,states,

What was done well in Number:- What was done well in Number:- pupils are becoming more confident pupils are becoming more confident at solving problems involving missing at solving problems involving missing numbers. (QCA 2004)numbers. (QCA 2004)

Confident in what they are Confident in what they are doingdoing

Children tended to use formal written methods, such Children tended to use formal written methods, such as vertical multiplication algorithms, to answer as vertical multiplication algorithms, to answer calculations calculations when they were confident in what when they were confident in what they were doing. they were doing.

However, they were likely to employ informal However, they were likely to employ informal methods, such as repeated addition or subtraction, for methods, such as repeated addition or subtraction, for more difficult multiplication and division calculations. more difficult multiplication and division calculations. Formal methods were used more frequently by Formal methods were used more frequently by children achieving level 5 than those achieving levels children achieving level 5 than those achieving levels 3 or 43 or 4

KEY STAGE 2 2000 KEY STAGE 2 2000 Standards at key stage 2Standards at key stage 2English, mathematics and scienceEnglish, mathematics and scienceA report for headteachers, class teachers and assessment coordinators on the 2000 national curriculum A report for headteachers, class teachers and assessment coordinators on the 2000 national curriculum

assessments for 11-year-oldsassessments for 11-year-oldsFirst published in 2001First published in 2001© Qualifications and Curriculum Authority 2001© Qualifications and Curriculum Authority 2001

Effective teachers of numeracy Effective teachers of numeracy havehave

‘‘secure’ knowledge of mathematics (its secure’ knowledge of mathematics (its modes of inquiry and the integrity modes of inquiry and the integrity or‘connectedness’ of its content) is or‘connectedness’ of its content) is clearly associated with primary clearly associated with primary mathematics teaching judged to be mathematics teaching judged to be effectiveeffective

Developing mathematics teachers and teaching: A Research MonographDeveloping mathematics teachers and teaching: A Research MonographOlwen Mcnamara Barbara Jaworski Tim Rowland Jeremy Hodgen Olwen Mcnamara Barbara Jaworski Tim Rowland Jeremy Hodgen Stephanie Prestage Stephanie Prestage http://maths-ed.org.uk/mathsteachdev/

What is a confident student?What is a confident student?

They (teachers) had no difficulty They (teachers) had no difficulty identifying confident students. They identifying confident students. They spoke about willingness. In their spoke about willingness. In their terms, willingness to have a “go”, terms, willingness to have a “go”, ask questions and challenge them ask questions and challenge them was evidence of confidence. was evidence of confidence. Students wanted an atmosphere Students wanted an atmosphere where you were not afraid to make where you were not afraid to make errors. (Burton 2004 p 363) errors. (Burton 2004 p 363)

Confident learners…..Confident learners…..For their peers: For their peers:

They respond better to being questioned.They respond better to being questioned.

They are the ones who always volunteer. They are the ones who always volunteer.

They’ll try for answers even if they are not sure if it’s They’ll try for answers even if they are not sure if it’s right. right. They are less likely to be embarrassed by their They are less likely to be embarrassed by their mistakes.mistakes.

They can explain things to others.They can explain things to others.

They are more willing to seek help than those lacking in They are more willing to seek help than those lacking in confidenceconfidence

I will have a go in maths when…I will have a go in maths when…

I know the subject very well; When I'm 99% sure;I know the subject very well; When I'm 99% sure;

If I can have a go on my own; if no one is watching if I get If I can have a go on my own; if no one is watching if I get it wrong;it wrong;

Hurry up and help meHurry up and help me

J and B compare their answers throughout the session.J and B compare their answers throughout the session.

P asked J to hurry up: P asked J to hurry up: P: Hurry up. I need you to help me.P: Hurry up. I need you to help me.Teacher: Can you finish these 10 questions?Teacher: Can you finish these 10 questions?J: I need to wait for PB first.J: I need to wait for PB first.J turns to me and says:J turns to me and says:J: My mum thinks I’m not very confident in maths.J: My mum thinks I’m not very confident in maths.Me: Why does she think that?Me: Why does she think that?J: Because I get stuck a lot and have to ask for help.J: Because I get stuck a lot and have to ask for help.Me: What helps you do better at maths?Me: What helps you do better at maths?J: I like sitting next to P and talking about the questions. We can J: I like sitting next to P and talking about the questions. We can

also compare answers.also compare answers.

Lesson Observation Field Notes: Primary Education Year 3 Lesson Observation Field Notes: Primary Education Year 3 Student’s Enquiry JournalStudent’s Enquiry Journal