GCSE RE-SITS: DEVELOP YOUR PRACTICE (LEVEL 5 MODULE) MATHS Session - - PowerPoint PPT Presentation

GCSE RE-SITS: DEVELOP YOUR PRACTICE (LEVEL 5 MODULE) MATHS

Session 2 – ENGAGING AND MOTIVATING LEARNERS IN GCSE MATHS

Julia Smith JUNE/JULY 2020

WELCOME

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The picture shows three regular hexagons. What is the same and what is different about them? What can you say about the lengths, angles, sizes, areas, symmetry? Anything else?

THREE OF A KIND

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Activities where everyone can begin & work on at their own level, but have lots of possibilities to do much more challenging mathematics Usually open problems, and allow a variety of approaches (rather than following a set method) Allow learners to show what they can do, not what they can’t.

LOW THRESHOLD/HIGH CEILING TASKS

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EDUCATION AND TRAINING FOUNDATION Slide 5

LEARNING OUTCOMES

Can you …

Self-evaluate your personal maths skills & identify areas for improvement? Identify how flipped learning might be used within GCSE maths? Develop contextualised maths activities? Analyse factors that promote mathematical resilience in learners? Understand the benefits & limitations of contextualising GCSE maths activities

FLIPPED LEARNING

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Consider these questions:- What potential advantages does a flipped classroom provide to GCSE maths teachers & learners? What are the potential problems? How might a flipped classroom work in your GCSE maths programmes?

FLIPPED LEARNING

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EDUCATION AND TRAINING FOUNDATION Slide 8

WHY DO LEARNERS DISENGAGE FROM MATHS?

Research suggests three key factors:

Lack of perceived relevance to employment & real- life contexts Low learner self- confidence Previous negative experiences at school

ETF (2014) Effective Practices in Post-16 Vocational Maths

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What does it mean to be ‘resilient’? What do resilient learners look like?

DEVELOPING RESILIENT LEARNERS

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MATHEMATICAL RESILIENCE

EDUCATION AND TRAINING FOUNDATION Slide 11

MATHEMATICAL RESILIENCE

Having a Growth mindset Belief that maths is a valuable subject & worth studying Understanding how to work at mathematics Awareness of support from wider community: peers, other adults, ICT, Internet, etc

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HOW MUCH DO YOU…?

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Listen to learners Stress high expectations & ability to succeed:

Believe in learners’ innate capacities Provide challenge with support Structure learning for growth & risk Use learner-centred teaching strategies

Give learners real power & responsibility by providing opportunities to:

Express opinions Make choices Solve problems

Provide frequent opportunities for dialogue & 2-way feedback

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If you intervene too quickly, then learners have no chance to puzzle out a solution for themselves If you intervene too slowly, learners become frustrated, bored & disengaged

HOW DO YOU REACT WHEN LEARNERS GET STUCK?

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Read through the list of key messages from Robey & Jones’ research into engaging learners in GCSE English & maths – Which messages are easiest to implement? – Which are hardest? Full report available from: http://shop.niace.org.uk/engaging-learners-gcse- maths-english.html

KEY MESSAGES FOR THE SECTOR

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CONTEXTUALISING AND EMBEDDING

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• Learning maths in contexts that relate to vocational

studies, everyday life or work experience can help learners -

– To feel maths is less threatening; – To make maths more meaningful to them; – To develop a more positive attitude towards maths; – To develop a deeper and more sustained understanding of maths concepts CONTEXTUALISING AND EMBEDDING

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• Examine the context grid for your chosen

context

• Agree a GCSE topic for contextualisation
• Develop or adapt a contextualised activity or

resource for your agreed topic

MEI CONTEXTUALISATION TOOLKIT

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Choose one of the following contexts:

• Construction and the built environment.
• Health, social care and childcare.
• Business, administration and

entrepreneurship.

• General life and personal interests.

DEVELOPING A CONTEXTUALISED ACTIVITY

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• Examine the context grid for your chosen

context

• Agree a GCSE topic for contextualisation
• Develop or adapt a contextualised activity or

resource for your agreed topic

DEVELOPING A CONTEXTUALISED ACTIVITY

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SELF-ASSESSMENT OF MATHS SKILLS

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Free online self-assessment tools & learning materials: https://www.foundationonline.org.uk/course/index. php?categoryid=13 What other tools could you use to self-assess & develop your personal GCSE maths skills?

SELF-ASSESSING AND DEVELOPING YOUR PERSONAL SKILLS

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Review of the day

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• Reflect on what you have learned from this

session.

• What do you think are the key factors in

motivating & engaging learners?

• How will you apply this in your teaching &

learning?

FINAL THOUGHTS

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EDUCATION AND TRAINING FOUNDATION Slide 25

LEARNING OUTCOMES

Now can you …

Self-evaluate your personal maths skills & identify areas for improvement? Identify how flipped learning might be used within GCSE maths? Develop contextualised maths activities? Analyse factors that promote mathematical resilience in learners? Understand the benefits & limitations of contextualising GCSE maths activities

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• Start to use the ETF Self-Evaluation Tool & begin to create a plan for

your personal skills development.

• Check out the ETF Improving the teaching of maths & English online

course & identify sections to work through to develop or consolidate your skills https://www.foundationonline.org.uk/course/index.php?categoryid=13 FOLLOW-UP ACTIVITIES

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• Johnston-Wilder, S.; Lee, C.; Garton, L.; Goodall, S. and Brindley,
• J. (2013) ‘Developing coaches for mathematical resilience’ in

ICERI 2013: 6th International Conference on Education, Research and Innovation, 18-20 November 2013, Seville, Spain. [available at https://www.academia.edu/4835024/Developing_Coaches_for_M athematical_Resilience_-_ICERI_paper].

• Mathematical Resilience website:

http://www.mathematicalresilience.org

• The Flipped Classroom website: http://kokuamai.com/test/flipped/

FOLLOW-UP ACTIVITIES

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• Casey, H., Cara, O., Eldred, J., Grief, S., Hodge., Ivanic, R., Jupp, T., Lopez, D. & McNeil, B.

(2006) “You wouldn't expect a maths teacher to teach plastering…”: Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and

• achievement. London: NRDC. [available at http://dera.ioe.ac.uk/22311/1/doc_3188.pdf]
• Johnston-Wilder, S.; Brindley, J. and Dent, P. (2014) A survey of Mathematics Anxiety and

Mathematical Resilience among existing apprentices. London: The Gatsby Charitable

• Foundation. [available at

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/wmcett/resources/math s_teaching_resources/mesh/gatsby_final_report_2.pdf].

• Robey, C. and Jones, E. (2015) Engaging Learners in GCSE English and maths, Leicester:
• NIACE. [available at http://shop.niace.org.uk/engaging-learners-gcse-maths-english.html].
• The Research Base (2014) Effective Practices in Post-16 Vocational Maths: Final Report.

London: The Education and Training Foundation. [available at http://www.et- foundation.co.uk/wp-content/uploads/2014/12/Effective-Practices-in-Post-16-Vocational- Maths-v4-0.pdf].

FURTHER READING (FOR THOSE PURSUING ACCREDITATION)

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• Watch the Dan Meyer TED talk – “Math

Curriculum Needs a Makeover” http://www.ted.com/talks/dan_meyer_math_cu rriculum_makeover

• What relevance does this have to teaching

GCSE maths re-sits?

• Are there any lessons for your own practice?

PREPARATION FOR NEXT SESSION

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ETFOUNDATION.CO.UK

THANK YOU ANY QUESTIONS?

Julia Smith TESSMATHS1@GMAIL.COM