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www.pdst.ie

© P D S T 2 0 1 4

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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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