Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Family Numeracy CPD

Module 2: Designing and using practical family numeracy activities

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

The aim of the training programme is to:

• raise the awareness of the importance of active learning and to offer support in the design and use of practical

numeracy activities.

2.1

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Learning outcomes

By the end of the module, participants will be able to:

• evaluate practical learning activities

• identify the impact of active learning on learners

• design a practical maths activity that allows learners to achieve learning outcomes across a range of levels

• recognise and use web-based resources to promote learning.

2.2

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Outcome 1:

• Evaluate practical learning activities, particularly those working at Entry 3 or below and those with learning difficulties and disabilities.

2.3

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Outcome 2:

• Identify the impact of active learning on learners.

2.4

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Is this active learning?

2.5

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Definitions of active learning

‘Instructional activities involving students in doing things and thinking about what they are doing.’ (Bonwell, C. & Eison, J. 1991)

‘More important for learners to be cognitively active rather than being behaviourally active.’ (Mayer, R 2004)

Active learning methods require students to develop their own conceptualisations of what they are learning. During this process neural connections are made in the brain, and this is the process we refer to as learning.

2.6

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

People generally remember… People are able to (learning activities) (learning outcomes)

10% of what they read define, describe, list, explain

20% of what they hear define, describe, list, explain

30% of what they see demonstrate, apply, practice

50% of what they see & hear demonstrate, apply, practice

70% of what they say & write analyse, define, create, evaluate

90% of what they do analyse, define, create, evaluate

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Does it work?

Active learning is ‘comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing.’ (Bonwell, C. & Eison, J.)

‘Unguided situations can in fact leave learners less competent than when they began the activity.’ (Kirschner, Sweller, and Clark, 2006)

2.8

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Barriers to active learning

• Limited time

• Increase in preparation time

• Large class sizes

• Lack of resources and equipment

• Risk that learners might not get involved

• Not all learners feel comfortable

• Teachers feel a loss of control

• Teachers don’t feel they have necessary skills 2.9

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Outcome 3:

• Design a practical maths activity that allows learners to achieve learning outcomes across a range of levels.

2.10

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Challenges of counting for young children

They need to:

• know number names in order

• understand one-to-one correspondence

• know that the last number spoken is the total

• know that the total number remains the same however the objects are spread

• know that number names can be used to count a variety of things

• know that the same group can be counted in a different order. 2.11

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Designing practical maths activities:• Ensure that the activity is relevant

• Ensure that it is within the learners’ experience

• Use everyday situations and materials whenever possible

• Make sure that the activity links to both the adult and children’s curricula.

• Plan for learners to achieve at a range of levels.

• Consider e-learning opportunities.

• Consider the needs of bilingual learners. 2.12

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Outcome 4:

• Recognise and use web-based resources to promote learning.

2.13

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Move On and Move On Up

www.move-on.org.uk/index.asp

Includes monthly resource sheet with maths facts, jokes and quizzes.

www.move-on.org.uk/download_files/Maths_Takeaway_Olympics.pdf 2.14

Family literacy, language and numeracyFamily learning impact funding – Family Numeracy

Games for adults and joint sessions with children at KS2

You could try:

Countdown www.woodlands-junior.kent.sch.uk/maths/countdown/

Arrow cards www.ictgames.com/arrowCards_revised_v4.html

2.15