Mathematics The Next Steps Key Messages Team teaching can be used - - PowerPoint PPT Presentation

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Mathematics The Next Steps Key Messages Team teaching can be used - - PowerPoint PPT Presentation

Nov 16, 2023 332 likes •780 views

Team Teaching for Mathematics The Next Steps Key Messages Team teaching can be used to The needs of pupils, based on support the identified priority evidence, should determine learning needs of pupils, for early which form of supplementary

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Team Teaching for Mathematics The Next Steps

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Key Messages

The needs of pupils, based on evidence, should determine which form of supplementary SEN teaching support is most appropriate.

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Team teaching can facilitate effective collaboration, between classroom teachers and SEN teachers leading to improved learner outcomes, learning experiences and teacher practices.

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Team teaching can be used to support the identified priority learning needs of pupils, for early intervention and preventative approaches in mathematics. An inclusive classroom climate and choice of task can support all pupils to achieve success in mathematics within any class structure.

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Relevant Documentation

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Guiding Principles

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

Teaching resources provided should facilitate the development of truly inclusive schools. Supports provided should be based on identified needs as outlined in the Continuum of Support Guidelines. The class teacher has primary responsibility for all pupils. SET supports should be used solely for the support of pupils with identified special educational needs, including those pupils for whom English is an Additional Language (EAL) and early intervention & prevention. SEN supports cannot be used to reduce the pupil – teacher ratio in mainstream classes. Neither can they be used to allow any SET sole responsibility for the delivery of any curriculum subject to any particular class. Pupils with the greatest levels of need should have access to the greatest level

  • f support.

Schools with more than one support teacher should establish and maintain a core team of teachers to meet the needs of pupils with special educational needs.

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Identification of Pupils with SEN Setting Targets Planning teaching methods and approaches Organising early intervention and prevention programmes Organising SEN teaching resources Tracking, recording and reviewing progress

6 Actions to Guide Implementation

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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Continuum of Support

School Support Plus for a Few

School Support for Some Whole School and Classroom Support for All

Academic Success Social, Emotional and Behavioural Competence Individualised & Specialist Support Response to Groups and Individuals Preventative & Proactive Approaches

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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Gathering Evidence and Assessment

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Reflection

How do we define pupils who are ‘good’ at maths?

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Professional Reading & Activity

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Primary Maths Curriculum

Skills Pupil Disposition Content

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Identification of Pupils with SEN Setting Targets Planning teaching methods and approaches Organising early intervention and prevention programmes Organising SEN teaching resources Tracking, recording and reviewing progress

6 Actions to Guide Implementation

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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Models of Team Teaching

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Classroom Climate and Inclusion for Mathematics

Skills Success Knowledge is shared Mistakes are valued Struggle is productive Strategies

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Presence Co-Existing Presence, Planning Co-Working Presence, Planning, Presenting Co-Instructing Presence, Planning, Presenting Co-instructing, Problem Solving, Processing Co-Teaching

Levels of Collaborative Relationships

(Lacey, 2001, Cook and Friend, 2010; Moran 2007, Helen O Sullivan, 2011)

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Domain 4: Teachers’ Collective/ Collaborative Practice

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Identification of Pupils with SEN Setting Targets Planning teaching methods and approaches Organising early intervention and prevention programmes Organising SEN teaching resources Tracking, recording and reviewing progress

6 Actions to Guide Implementation

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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Identifying Priority Learning Needs: Case Studies

3rd/4th Class Anna 1st/ Class Cian

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Cian

Pre- number/early number: Classifying, ordering & comparing

  • bjects

Counting and Numeration: Counting orally, subitising, counting

  • bjects in a set, ordering numerals

Beginning Addition and Subtraction Combining totals to 10

Anna

Place Value: Number order Multiple representations of number

Number Sense: Knowing about using numbers flexibly in both mental and written calculations Problem Solving: Being aware of and using strategies to solve problems.

Priority Learning Needs

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Cian’s Targets

Pre-number: Cian will sort objects into three properties with 80% accuracy. Numeration: Cian will orally count on from 10 to 20 chorally and independently. Addition and Subtraction: Cian will combine sets to 10 with and without manipulatives.

01 02 03

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Anna will orally count number sequences forwards and backwards from 100-500. Anna will develop a “have a go” attitude in maths by contributing to class discussion and by attempting tasks independently. Anna will use more than one strategy when solving problems.

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Anna’s Targets

Anna will express numbers from 100-500 and shapes in concrete, pictorial & abstract representations.

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Sample Learning Experiences

Cian Anna

Pre- number/early number: Pre-number /Sorting Activities (Nrich & RSGM) Counting and Numeration: Counting Activities (RSGM & PDST Mental Maths Handbook) Addition & Subtraction Ten Frame & Missing part Card activities (PDST Number Sense activities) Place Value: Concrete activities (PDST Place Value Teacher’s Handbook) Number Sense: Counting Activities (PDST Mental Maths Handbook) Number Sense/ Problem Solving: Nrich activities: Dicey Addition Four Triangles

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Summary Sheet: Reflection

Number the examples of/add suggestions of the following ‘methodologies that facilitate the meaningful inclusion of pupils with special educational needs’ (p.12 Guidelines, DES 2017)

  • 1. Co-operative teaching and learning within mainstream classrooms
  • 2. Collaborative problem-solving activities
  • 3. Heterogeneous group work
  • 4. Differentiation
  • 5. Interventions to promote social and emotional competence
  • 6. Embedding Information and Communications Technology (ICT) in teaching,

learning and assessment

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Identification of Pupils with SEN Setting Targets Planning teaching methods and approaches Organising early intervention and prevention programmes Organising SEN teaching resources Tracking, recording and reviewing progress

6 Actions to Guide Implementation

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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Early Intervention

“In view of the substantial international evidence that early- intervention and prevention programmes can lead to improved outcomes for pupils, school leaders should ensure that some teaching resources are used for this purpose”. “In view of the substantial international evidence that early- intervention and prevention programmes can lead to improved

  • utcomes for pupils, school leaders

should ensure that some teaching resources are used for this purpose”.

(p.14 Guidelines, DES 2017)

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Planning for Early Intervention- Pre and Post Assessment

“ Schools have the flexibility to innovate by trialling new approaches and by using assessment data to evaluate the efficacy of these.”interventions”

(p.14 Guidelines, DES 2017)

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Early Intervention - Number

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Early Intervention

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Early Mathematical Experiences

Concrete Pictorial Abstract

1 2 3 4 5

2 + 3 = 5

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Sample Early Intervention Learning Experiences

Cuisenaire Activities Rekenrek Activities Dot Pattern Activities Number Consolidation Activities

Concrete Pictorial Abstract

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Reflection

How does utilising team teaching for the activities you have experienced enrich the learning for pupils in the early years?

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Identification of Pupils with SEN Setting Targets Planning teaching methods and approaches Organising early intervention and prevention programmes Organising SEN teaching resources Tracking, recording and reviewing progress

6 Actions to Guide Implementation

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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How can schools identify areas of concern with regard to mathematics?

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(p. 22 Guidelines, DES 2017)

‘Schools should adopt a whole school approach to programme planning and to the implementation of early intervention and prevention programmes.’

Preventative Approaches to Mathematics

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Performance in Fractions

(Figure 3: Sample TIMSS 2011 Grade 4 )

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Performance in Fractions

Correct: Ireland 53%

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Further Evidence

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Senior Sample Learning Experiences

Linear Model Cuisenaire Rods Paper Strips

Set Model Apples & bananas – Equivalent Fractions and Word Problems

Area Model Geoboards Dotted Paper

Consolidation Dice Game Fish for Fractions

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Identification of Pupils with SEN Setting Targets Planning teaching methods and approaches Organising early intervention and prevention programmes Organising SEN teaching resources Tracking, recording and reviewing progress

6 Actions to Guide Implementation

(Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)

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Tracking, Recording & Reviewing Progress of Team Teaching

How do we know team teaching is working?

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Tracking, Recording & Reviewing Progress

(p.30 Guidelines, DES 2017)

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Key Messages

The needs of pupils based on evidence, should determine which form of supplementary SEN teaching support is most appropriate.

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Team teaching can facilitate effective collaboration, between classroom teachers and SEN teachers leading to improved learner outcomes, learning experiences and teacher practices.

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Team teaching can be used to support the identified priority learning needs of pupils, for early intervention and preventative approaches in mathematics. An inclusive classroom climate and choice of task can support all pupils to achieve success in mathematics within any class structure.

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Additional Supports

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Special Education Support Numeracy Support