Beyond Subject Specialisms

Lisa Jane Ashes

Paper Planes

• The winning team will get the furthest with their planes •• You will have 1 minute to strategize without your paper•• You will have 1 minute to build your airplanes

• You will have 1 minute to get them across the agreed line

Creativity Blockers

1. Believing you aren’t creative2. Making assumptions3. Following the rules too strictly4. Avoiding risks or being wrong is bad5. Always staying with your routines/habits6. Thinking there is only one solution7. Making judgments too quickly

Session Outcomes

To explore reading, writing, communication and mathematics.

To question how we could harness skills to enhance students’ futures as well as their attainment with us.

To play with ideas and take something away to try out.

METACOGNITIVE WRAPPER

• What do you already do with reading, writing, communication and mathematics?

• What level of thinking is appropriate to challenge you today?

UNI: GETTING TO GRIPS WITH THE BASICSMULTI: GATHERING MORE IDEASRELATIONAL: RELATING IDEAS INTO YOUR WORK EXTENDED ABSTRACT: CREATING NEW IDEAS

Education Endowment Foundation Research Aspiration Interventions +0Metacognition and Self Regulation +8

The Power of Communication

Protocols for learning toembed literacy

Photography: How does this image make you feel? Why?

Bricklaying: If this was your home, how would you feel? Why?

Computing/ ICT: Clever or scary?

Geography: What is it? Where is it? Why is it there? Why should I care?

Escalators

Should I get my children a pet?

Joseph A 47 year old Head of Media relations. He has six children.

Nancy A British special operations executive. She enjoys socialising with friends.

Alan A 41 year old Head of Computer Science. He enjoys marathon running.

Our ship is sinking! Only one of us can survive...who would you pick?

Challenge thinking with thought bombing…

Joseph A 47 year old Head of Media relations. He has six children.

Nancy A British special operations executive. She enjoys socialising with friends.

Alan A 41 year old Head of Computer Science. He enjoys marathon running.

Our ship is sinking! Only one of us can survive...who would you pick?

Challenge thinking with questions…

Joseph A 47 year old Head of Media relations. He has six children.

Nancy A British special operations executive. She enjoys socialising with friends.

Alan A 41 year old Head of Computer Science. He enjoys marathon running.

Our ship is sinking! Only one of us can survive...who would you pick?

Support quality responses with hexagons and key terms cards.

Academic Language

• What academic language will they need to use/ understand?

• How/ when will you introduce it?• How are you modelling academic language?

http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdfAn excellent resource for academic language

Joseph A 47 year old Head of Media relations. He has six children.

Nancy A British special operations executive. She enjoys socialising with friends.

Alan A 41 year old Head of Computer Science. He enjoys marathon running.

Our ship is sinking! Only one of us can survive...who would you pick?

Get an argument going?

Most people would agree that… However,

Here are two reasons why… Also,

This clearly shows that… In addition to this…

Surely you would agree that… even if…

Finding the Point

Whether the point is for the student learning or for the lecturer teaching,

there has to be purpose

Where's the Mathsin this?

“Remember this fact...write it in this order...this question will always be phrased like this... show your working for an extra point...never mind thatyou don't know why you are doing it, this formulawill work...trust me.”

I do not see the point in any of this!!

Actual Purpose…

“It’s on the exam!”

I do not see the point in any of this!!

KS3 Mathematics

Number and algebrarational numbers, their properties and their different representations, rules of arithmetic applied to calculations and manipulations with rational numbers, applications of ratio and proportion, accuracy and rounding, algebra as generalised arithmetic, linear equations, formulae, expressions and identities, analytical, graphical and numerical methods for solving equations, polynomial graphs, sequences and functions

Statisticsthe handling data cycle, presentation and analysis of grouped and ungrouped data, including time series and lines of best fit, measures of central tendency and spread, experimental and theoretical probabilities, including those based on equally likely outcomes.

Geometry and measuresproperties of 2D and 3D shapes, constructions, loci and bearings, Pythagoras’ theorem transformations, similarity, including the use ofscale, points, lines and shapes in 2D coordinate systems, units, compound measures and conversions, perimeters, areas, surface areas and volumes.

Students’ Perspective

What I actually want to do with my life:

Design

Create

Be a mad scientist

Draw

What they make me do:

Maths

Exams

My actual life:

Friends

Boys

Having fun Solve problems

GCSE

What I actually want to do with my life:

Design

Create

Design greetings cards

Draw

MathematicsDesign Technology

Solve problems B E

A Level

What I actually want to do with my life:

Design

Create

Be a Writer

Draw

MathematicsDesign Technology/ Art/ English

Solve problems B D

Degree

What I actually want to do with my life:

Design

Create

Be a teacher

Write

MathematicsEnglish

Solve problems

2:1 C

Potential Purpose

ART

DESIGN

ENGLISH

Understanding proportion and applying it to paintings (number and algebra)

Developing ergonomic products that are fit for purpose and serve consumer needs (geometry and measures) (statistics)

Exploring audience and purpose of texts (statistics) (problem solving)

Is this really an English lesson?

Templates Created by my Experience

• Maths is only purposeful for exams

• I am rubbish at maths

• When I pass the exam, I will leave maths in the text book where it belongs!

What is the purpose of

mathematics in your

subject?

Why bother?

Higher Quality outcomes

Retaking Mathematics could be more desirable if linked to actual learning goals

Removing the fear of mathematics leading to more confident learners

Abstract concepts made concrete

How do you teach reading?

Why Students Don’t Like School

What is happening when we read from a cognitive point of view?

Read this in Silence

The procedure is actually quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending upon how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at one than too many.

Read this in Silence

The procedure is actually quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending upon how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at one than too many.

DIFFICULT – VAGUE – MEANDERING?

A Guide to Washing Clothes

The procedure is actually quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending upon how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at one than too many.

How about now?

READING

KNOWLEDGE RICH KNOWLEDGE POOR

Say only what you see…

Vocabulary for Reading 1

• Identify: To pick out what is literally there

Say only what you see

Vocabulary for Reading 2

• Deduce: To draw a logical conclusion based upon all you have identified

inferences are not always logical because people are not always logical, and neither are their experiences

Use only your evidence to make deductions

Vocabulary for Reading 3

• Analysis:

This process as a method of studying the nature of something or of determining its essential features and their relations

Pulling it apart

Looking at it from different angles

Question Grid for Analysis

The Problem With VOCABULARY

“On average, children from low-income families are nearly 12 months behind their better-off peers in vocabulary by the time they start school,”

“Poorer children who fall behind in reading at an early age earn around 20% an hour less in later life, according to a study commissioned by the Get on - Read on Campaign”

Examination Reading Material

Robert was gasconade in his approach to the topic but his friends thought he was glaikit. In lessons he was a gongoozler, making him prone to hamarthithia.

Examination Reading Material

Robert was gasconade in his approach to the topic but his friends thought he was glaikit. In lessons he was a gongoozler, making him prone to hamarthithia.

In your own words, describe Robert.

Examination Reading Material

Robert was gasconade (boastful) in his approach to the topic but his friends thought he was glaikit (stupid). In lessons he was a gongoozler(idle spectator), making him prone to hamarthithia (making mistakes).

In your own words, describe Robert.

What vocabulary do we need them to be confident in?

• Identify• Explain• Describe• Apply• Compare• Subject Specific Vocabulary

The Problem With Writing

Which brain is male and which is female?

Stereotypical Expectations• Left hand side of the brain

works better – logical thinking, spatial awareness

• Doing…not talking• Definitive answers – right and

wrong wins over creative response

• Don’t like poetry • Don’t do longer writing well • Shakespeare is no call of duty • My penis controls my brain

• Right hand side of the brain works better – creativity and sensitivity is my thing

• Talking not doing• Creative responses over right

and wrong answers • I like to talk about my feeling

so poetry appeals to me• Writing allows me to express

my creativity• The relationship between my

vagina and brain is complicated

Mindsets• FIXED

• Intelligence is fixed• You can either do it or

you can’t• Talent creates success• Pass or fail

• GROWTH

• Intelligence can grow from learning

• You can learn to do it with hard work

• Dedication, learning and hard work leads to success

• Mistakes lead to learning – the journey counts

Manglish