Salop & Herefordshire Maths Hub "Vision"
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Salop & Herefordshire Maths Hub “Vision” Improved Maths achievement Improved Maths participation rates at all levels Develop conceptual and relational understanding Problem Solving, Reasoning, Fluency More CPD, subject knowledge enhancement and research opportunities for all teachers of Maths Additional support for teachers in first 3 years Localised School Support
Shanghai Research Project
Dispel Myths
Practice is important, but not just rote, drills and repetition.
A rich variety of questions are used.
Manipulatives are used to develop understanding.
Vision for Effective Change
We can use ideas from the Shanghai model to bring about
improvement. We will make a greater difference with a
positive focus on possible transferable elements.
2012 PISA Test Results
Reading Maths Science
1. Shanghai 1. Shanghai 1. Shanghai
2. Hong Kong 2. Singapore 2. Hong Kong
3. Singapore 3. Hong Kong 3. Singapore
Should
4. Japan
we complain that
4. Taiwan
Shanghai is not a
4. Japan
country?
…or research how Maths is taught there?
5. South Korea 5. South Korea 5. Finland
6. Finland 6. Macau 6. Estonia
… and have high expectations…
7. Ireland 7. Japan 7. South Korea
8. Taiwan 8. Liechtenstein 8. Vietnam
9. Canada 9. Switzerland 9. Poland
10. Poland 10. Netherlands 10. Canada
23. U.K. 26. U.K. 21. U.K.
Performance Table of the Future?
Reading Maths Science
1. Shrewsbury 1. Telford 1. Hereford
2. Shanghai 2. Shanghai 2. Shanghai
3. Hong Kong 3. Singapore 3. Hong Kong
4. Singapore 4. Hong Kong 4. Singapore
5. Japan 5. Taiwan 5. Japan
6. South Korea 6. South Korea 6. Finland
7. Finland 7. Macau 7. Estonia
8. Ireland 8. Japan 8. South Korea
9. Taiwan 9. Liechtenstein 9. Vietnam
10. Canada 10. Switzerland 10. Poland
11. Poland 11. Netherlands 11. Canada
Excited Pragmatic
Research
Develop
Excited Pragmatic
Capture materials which would enhance CPD
where robust evaluation supports change
Shanghai Teaching Exchange - Hosting
Operational Aspects
Shrewsbury is a transport hub
Access all areas & phases… Transport Hub
...1st 3 years of teaching…
…Maths curriculum leaders…
ITT & CPD providers
Communication in advance…
….well prepared & advertised
Establish research groups
Video for follow up CPD
Social Events – Evenings
Blog in local papers & NCETM?
Strategic Aspects - Five Shanghai systems
1) Practice and consolidation
HEI joint research of Shanghai teaching materials & connective
learning. Evaluate long term, deep understanding of ideas.
School Based Research
Collaborative planning, lesson study, team teaching & research
Mastery of number calculations to age 7
Relational links & curriculum progression
Rich variety of practice questions with real life problems
Problem solving resilience developed through confidence
gained from fluency with numeracy
Cross-phase consistency to use of practical apparatus and
visual representations with links to formal written algorithms
to ensure that basic number skills are concrete and robust
“The cultural/philosophical background is that any
major idea can be understood in a number of ways (in
Shanghai). The particular kind of knowledge is about
the major ideas or concepts, and methods are taught
around a key idea rather than ends in themselves.
For example, a page from a Chinese early number
textbook might focus on several ways to act out the
fact that the important number 10 can be made from
7 and 3. A typical page from a European textbook for
the same age might show one way of thinking of
addition and several random examples. The focus in
China is the underlying idea; in Europe it is the
method.” Anne Watson.Idea or method?
Repetition or variety?
11Repetition or variety?
Aim for deep conceptual understanding?
12Making Connections
1314
15
16
17
18
19
20
21
22
23
24
25
Greater than/ Less than or Equal to?
26True or False?
2728
29
True or False?
3031
32
Making
Connections
33七巧板
If the length of the
square is 10cm.
What are the
dimensions and
areas of the other
shapes?
34Strategic Aspects - Five Shanghai systems
2) Specialist Maths teaching
Observe and trial techniques to develop relational learning
Consistency between phases…and between Maths and Science
3) Efficient teaching
Trial team teaching and collaborative planning
Share resources developed between schools
Discuss benefits of teacher-class continuity with school leaders
4) Immediacy of feedback and interventions
Trial hinge questions – Homework marked before next lesson
Intervention (Shanghai style) - catch up for pupils below targetStrategic Aspects - Five Shanghai systems
5) Preventing the gap – sequential learning
Long Term
R&D Materials - Deep learning & understanding – to extend,
rather than review, existing knowledge & links between topics
Achieve mastery through practice, before moving on
Reduced variation in learning experiences through weaker
teachers planning collaboratively with stronger teachers
Short Term – between lessons
Immediate intervention – select – FSM, absentees, “don’t get”
Home Support & Contact - videos & communication methodsR&D – Continuity from Phase 2 Visit
Provide opportunity for SLEs to glean further info. to
support their School Implementation Plans research
Work collaboratively – provide two way link
1) Practice and consolidation – Keith, Steve…
2) Specialist Maths teaching – Kieran, Amy, Helen…
3) Efficient teaching – Colin, Rachael, Sarah…
4) Immediacy of feedback and interventions – Colin…
5) Preventing the gap – Graham, Emma (Y1), Louise...
Practical considerations for exchange…Board technology
Is it a ‘cultural thing’, or are these pupils fascinated
and engaged by the Maths lesson?Selecting 2 Primary Teachers to visit Shanghai Friday 19 September – Saturday 4 October Select Primary Maths Hub Lead(s) – KS1 & 2? Also available for follow up research, and support Maths Hub work in 2015-16 Confirmation from Head Teacher & Governors
Hosting the Shanghai Maths Teachers 3rd-29th Nov. or 23rd Feb.-21st March (tbc)? Focus on Maths Collaborative Planning with Shanghai teachers Team Teaching with Shanghai teachers Curriculum progression – connective learning? Program available early to invite other schools Capture research – video? Extensive work with Primary Maths Lead(s) Transition links with Secondary Schools encouraged
Report on International Maths Research
Programme China 2014
Five Shanghai systems
1. Practice and consolidation
2. Specialist Maths teaching
3. Efficient teaching
4. Immediacy of feedback and interventions
5. Preventing the gap1) Practice and consolidation • Maths timetabled every day for every pupil • 11 hours of Maths per week for 15 year olds – six hours in class, five hours of homework • Nationally agreed methods to answer calculations – taught thoroughly, with clarity, before progressing or developing alternative approaches • Formal practice and repetition up to age 7 to master basic number calculations • Mastery achieved through a rich variety of styles and approaches of practice questions, not drills, with real contextual applications • Problem solving resilience developed through confidence gained from mastery of basic calculations
1) Practice and consolidation
Implementation Plans
• Increased Maths curriculum time at KS3, dedicated to the pursuit of
mastery through additional practice, and deeper understanding through
increased relational links, using a rich variety of practice questions and real
life problems.
• Collaborative meetings with Maths leaders from local Primary Schools to
share excellent practice and develop consistent use of practical apparatus
with clear links to formal written algorithms to ensure that basic number
skills are concrete and robust.
• Develop consistent approaches and clear progression of the “Singapore
Bar” with local Primary Schools to deepen relational understanding
between fractions, decimals, percentages and ratios, and as a visual tool to
support problem solving.
• Develop consistent approaches between all phases through improved links
and communication between local GCSE, A Level and Degree level Maths
providers.
• Improve Numeracy skills at SLE link school through dedicated and routine
“practice” time, each lesson.2) Specialist Maths teaching • Every Maths teacher has a degree in Maths • ….including all specialist Primary Maths teachers • 5 Year NQT Induction, with a Maths specialist mentor to observe each other’s lessons every week • Curriculum harmony between Maths and Science
2) Specialist Maths teaching
Implementation Plans
• Support Maths qualification “up-skilling” by promoting
developments at Primary and Secondary level.
• Promote benefits of all teachers of Maths having opportunities to
observe outstanding Maths teachers.
• Provide training at SLE Link School with non-specialist Maths
teachers to enhance subject knowledge. Also promote awareness
of other Maths training opportunities for SLE Link School.
• Increase opportunities for non-specialist Maths teachers at SLE Link
School to observe outstanding specialist Maths practitioners.
• Share next steps of learning with local Primary Schools, such as
“Singapore Bar” reverse percentages.
• Meet local Primary School Head Teachers to discuss the “Maths
specialists v Maths de-skilling of other Primary Teachers” debate,
and consider the continuity benefits of the same teacher staying
with the same class for Maths throughout Key Stage 1.3) Efficient teaching • Every lesson planned collaboratively • Lesson plans are shared online between schools – every school teaches the same topic at the same time • Teachers generally “keep” the same classes for 6 years • Teachers teach two 40 minute lessons per day • Also: research, planning, marking, lesson observations, observation discussions and support students needing help
3) Efficient teaching
Implementation Plans
• Maths Dept. directed collaborative planning time at SLE
Link School with non-specialist Maths teachers.
• Identify common timings in schemes of work with SLE Link
School. Consider greater alignment of schemes of work to
support ease of sharing lesson planning ideas and
resources electronically between schools.
• Request common PPA time to support collaborative
planning time for teachers of parallel ability classes.
• Dedicate some Maths Department CPD time to
collaborative planning.
• Trial greater continuity of classes at KS3, with the same
class teacher, where possible, to reduce frequency of
transitions, and support greater accountability. Reduce
number of split classes.4) Immediacy of feedback and interventions • Rapid cycle of teaching, marking and feedback • Daily homework is marked every day before the lesson or, if lesson at start, collected and marked by end of day
4) Immediacy of feedback and interventions
Implementation Plans
• All answers in lessons to be marked during the
lesson, every lesson.
• Trial setting homework with a shorter timeframe to
be completed, and marked on a day when the class
has Maths the following day, or is peer or self-
assessed by pupils in the completion date lesson.
• Trial Summer Term Maths catch up if any pupils are
identified as being behind their end of year target,
extracting pupils from other subjects, as agreed.5) Preventing the gap • History and culture promote equity in education • Children are given additional help before they can fall behind – either in catch up classes or support at home • Communication with home is almost daily • Variation in learning experiences in lessons is reduced by the weakest teachers delivering lessons planned collaboratively with stronger teachers • In England, misconceptions sometimes become embedded and the curriculum moves on without time for these issues to be resolved
5) Preventing the gap
Implementation Plans
• Trial increased parental contact regarding
homework and progress using SIMS In-Touch.
• Upload CPD video clips of calculation techniques
in local Primary Schools on school websites and
VLEs to help parents support Calculation Policies
in consistent ways.
• Raise girls’ aspirations with talks from female ex-
pupils about the value of achieving good Maths
grades.Next Steps… Ask questions in a moment… Discussion - Headteacher & nominated Maths lead Complete Application. Submit by 10am on Thurs Successful schools informed Fri. – on STA website. Application Forms / Visa / Preferred hosting dates For those not selected to lead the research project, the Maths Hub will meet cover costs for teachers to have some involvement in the hosting visit.
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