Skills for Life Improvement Programme Making ‘Mathematics for Life’ a reality in Derbyshire Ray...

Skills for LifeImprovement Programme

Making ‘Mathematics for Life’ a reality in Derbyshire

Ray Sutton

Joan Ashley


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?


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


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 Life: Progress in Improving Adult Literacy and Numeracy

REPORT BY THE COMPTROLLER AND AUDITOR GENERAL | HC 482 Session 2007-2008 | 6 June 2008


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.


Mathematics for all

Awareness of mathematics

Enjoyment and engagement in mathematics

Progression and challenge in mathematics

Professional learning in mathematics


www.problempictures.co.uk/examples


Why are pictures useful in our lessons?


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.


The things we see!

4.300


Pressing the right buttons

PosterPictures and storiesPiece of A4 paperPeople mathsPutting things in orderPay off for mePlay dough


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.


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


Choose any three digit number.

Multiply by 7

Multiply by 11

Multiply by 13

Compare with your neighbour.

What do you notice?

Why?


Think of a numberAdd 3Multiply by 2Add 4Divide by 2Subtract the original number

Compare answers Try again with a different numberExplain why


Creating comfortable challenge

Circles

Cards

Calculations

Cubes

Comparing methods

Complete planning


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?)


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?


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?


Maths4Life

‘Thinking Through Mathematics’

Booklets: Number, Fractions, Time and Money, Measurement

Topic Based Teaching


‘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!)


Challenging all Learners

- from DVD Rom in Maths4Life ‘Thinking Through Mathematics


‘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)


‘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 .


Learning strategies experienced (sample of 779 learners)

The least common were the most co-cultural:-

“I explain…”

“I choose…”

“I make up…”


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).


It depends on the question!


What contributes to professional learning?


www.ncetm.org.uk


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.


Lesson takes place

Planning

Review of lesson

Identification of Focus

Dissemination

Other Teachers

Review feeds into planning

TEACHERS

LEARNERS andOBSERVERS

TEACHER andOBSERVERS

IncrementalChange


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.


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?


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


www.pims.math.ca/pi/cartoons.html - copyright W.Krawcewicz, University of Alberta

Skills for Life Improvement Programme Making ‘Mathematics for Life’ a reality in Derbyshire Ray...

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