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    Improving Numeracy through SSE Day 2

    lorcanocallarain@pdst.ie

    mailto:lorcanocallarain@pdst.ie

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    Overview of Seminar Session 1

    9.30 – 11.00

    • School reflection on school improvement experiences • Exploring target setting • Implementing school improvement in numeracy

    11.00 – 11.15 Coffee

    Session 2

    11.15 – 1.00

    • Implementing school improvement in numeracy

    12.45 – 2.00 Lunch

    Session 3

    2.00 – 3.30

    • Monitoring school improvement in numeracy • Moving forward

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    Further SSE Supports

    Formative Assessment through SSE –Seminar in Term 3

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    Day 2 Objectives

    • To facilitate reflection on individual school improvement experiences

    • To provide participants with an opportunity to share school improvement practice

    • To explore the school improvement process with an emphasis on implementing and monitoring

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    Step 6: Implement and monitor requires considerable effort and time

    School self-evaluation focuses on improving classroom teaching and learning

    Formal and informal monitoring of progress is an essential element of school self- evaluation

    Key Messages

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    Gather the evidence

    Analyse the evidence

    Draw conclusions

    Write school self-evaluation report

    Devise school improvement plan

    Implement and monitor improvement plan

    The 6 step process

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    Reflection

    • Individual Schools: Progress since Seminar Day 1 in your own school

    • Group: Sharing of practice since Seminar Day 1

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    • Be realistic

    • Ensure targets are SMART

    • Targets should be evidence-based

    • Avoid confusing actions with targets

    • Targets usually relate to learner outcomes

    • Actions relate to learning experiences and teachers’ practice

    Effective Target Setting

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    Activity

    Targets are measures or indicators of

    what an individual school wants to

    achieve in terms of school improvement

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    Improving Numeracy through SSE: A School’s Experience

    Videos/pdst castletroy-2-HD 1080p.mov

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    Possible Actions

    Numeracy in Context

    Co-ordinated Approaches

    Mathematical Language

    Estimate-Calculate-Check

    Problem Solving Initiatives

    Positive Attitude

    Numeracy Rich Environment

    Other

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    A Model for the 21st Century -an instrument for planning and reflection for teachers

    Goos (2007)

    Skills

    Concepts

    Estimation

    Problem Solving

    Digital

    Physical

    Representational

    Flexibility

    Confidence

    High expectations

    Disposition

    Mathematical Knowledge

    Tools

    Citizenship

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    Co-ordinated Approaches

    Maths Department agree co-ordinated approach

    10 -minute exemplar at staff meeting

    Subject teacher implements and monitors in subject plans

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    Is there S.A.L.T. on your graph?

    Scale : How suitable is the scale?

    Axis : Are the intervals equal on both axes?

    Label: Are the axes labelled? What are the units of measure?

    Title : What is the purpose of the graph/chart ?

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    Mathematical Language

    Begin by working out what you want the students to know

    Stimulate students’ interest and awareness of words

    Teach more by teaching less ( 2 – 4 words per day)

    Multiple exposure to new vocabulary words ( 12-18 times)

    Show students what to do when they come across new words

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    Mathematical Language

    Resource: Thanks to

    Dr Máire Ní Riordáin,

    Word: EE ME Symbol

    Degree

    Ray

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    1. Estimate

    2. Calculate3. Check

    N.B. Documented in Subject Plans

    Estimate-Calculate-Check

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    • Rounding strategy

    • Special numbers strategy

    • Front end strategy

    • Clustering strategy

    • Can you give examples of where estimation is used in your subjects?

    Estimation Strategies

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    Why Teach Through Problem Solving?

    Advantages Student

    Engagement

    Motivates Curricular Content

    Places the Student at the Centre of the

    Learning Encourages Collaboration

    and Discussion

    Facilitates Research

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    Talk about the problem

    How can it be solved?

    Identify a strategy to solve the problem

    Notice how your strategy helped you solve the problem

    Keep thinking about the problem. Does it make sense? Is there another way to solve it?

    THINK- A Whole-School Approach (Van de Walle et al. 2013, p45)

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    Questioning: A Whole-School Initiative

    What did you do

    that helped you

    understand the

    problem?

    How did you evaluate your answer?

    Did you do

    something that

    didn’t work?

    How did you figure

    out it was not

    going to work out Was there something here

    that reminded you of

    another problem we’ve

    done?

    …Can something you did in this problem help you solve other problems?

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    Problem-Solving Strategies

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    Who were the High Achievers?

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    100

    1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Individual grades of First Year Students

    % score

    In every school there will be a group of students who require extended educational opportunities, regardless of how they compare to exceptionally able students in other schools.

    ( NCCA Draft Guidelines for Exceptionally Able Students)

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    Differentiation

    Must Should Could

    Content

    (The What)

    Process

    (The How)

    Product (The Evidence of Learning)

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    Verify that you are correct

    Solve this question using a different method

    Design a different problem that would give the same answer

    Identify a pattern, generalise, create a proof from your work?

    Identify situations where this method would not work ?

    Find an example of where you might apply this problem in another subject/ work/life situation

    What did you learn ? How did you learn?

    Design a revision guide for this topic

    Create a mind map of the activity

    Tic-Tac-Toe

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    “While students in Transition Year obtained the highest mean mathematics scores in both 2003 and 2009, the largest decline (33 points) in PISA mathematics between these two cycles also occurred at this grade level”

    (Mathematics in Transition Year: Insights of Teachers from PISA 2012)

    Junior Cert Higher Level Maths 2014

    Leaving Cert Higher Level Maths 2014

    54% 27%

    Ordinary Level: Senior Maths Competency Test

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    Ordinary Level: Senior Maths Competency Test

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