TEACHING FUNCTIONAL SKILLS MATHEMATICS WEBINAR 1: STARTING POINTS - - PowerPoint PPT Presentation

TEACHING FUNCTIONAL SKILLS MATHEMATICS

WEBINAR 1: STARTING POINTS

NAME

EDUCATION AND TRAINING FOUNDATION 2

During this webinar, you will:

• Get to meet other participants
• Understand the structure of the course
• Discuss different approaches to initial and diagnostic assessment
• Consider barriers to engagement with maths
• Explore how learners’ self-belief and growth mindsets can be

developed LEARNING OUTCOMES FOR WEBINAR 1

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

• Motivate and engage reluctant learners and address barriers to maths learning
• Plan teaching and learning in accordance with the Reformed Subject Content for

Functional Skills Mathematics

• Develop and use active approaches to developing learners’ skills in:
• Using numbers and the number system
• Using measures, shape and space
• Handling information and data
• Contextualise and apply maths to vocational learning and meaningful everyday

situations

• Develop learners’ problem-solving skills
• Use assessment for learning approaches to support Functional Maths
• Prepare learners for the requirements of summative assessment

LEARNING OUTCOMES FOR THE COURSE

COURSE OUTLINE

Number Webinar Title Pre-webinar tasks 1 Starting Points Complete: Professional Standards Sample: Security Camera Watch: Carol Dweck on Growth Mindsets 2 Keeping it Real Complete: Self-assess Subject Knowledge Sample: Top Trumps Watch: Why do I need to learn maths? 3 Number Skills and Number Sense Complete: a) Subject Content for Whole No Complete: b) Developing alternative strategies Sample: Hexagon Jigsaw (pp 17 – 23) Watch: Kentucky Math 4 Fractions, Decimals, Percentage and Proportion Complete: Subject Content (F,D,P) Sample: Comparing Fractions Watch: Ratio Tables

COURSE OUTLINE CONTINUED

Number Webinar Title Pre-webinar tasks

5 Language Needs and SEND Complete: Top Tips Sample: Follow Me Watch: Dyscalculia 6 Measures, Space and Shape Sample: Choose 1 activity to sample and share Watch: Contextualising Maths 7 Problem Solving Complete: Subject Content on solving Problems Sample: a) Table Tennis (unstructured) b) Table Tennis (structured) Watch: Math Needs a Makeover 8 Handling Data and Information Complete: Subject Content (Handling Data) Sample: Choose 1 activity to sample and share 9 Preparing for Summative Assessment Complete: Top maths exam tips Sample: a) Creating Problems b) Reality Check 10 Presentations and Course completion Individual presentations of activity created or adapted along the principles of the course.

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– You have been sent a reflective diary to record your ideas as you go through the course – You will be asked to record reflections after each webinar including a personal goal (either short term or long term)

REFLECTIVE DIARY

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To successfully complete the course you must:

• Attend at least 8 out of the 10 webinars.
• Plan and present an activity in the final webinar.
• Keep a reflective diary throughout the course.

OPTIONAL ACCREDITATION

• In addition, there is optional accreditation with a fee.

CERTIFICATE OF SUCCESSFUL COMPLETION

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Before this webinar you were asked to

• Self assess against the Education and training

Foundation (ETF) Professional Standards

• Sample the Security Camera activity
• Watch the Carol Dweck video on growth

mindsets

THE PRE-WEBINAR TASKS FOR WEBINAR 1

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– The Professional Standards for FE teachers trainers were developed in 2014 by the Education and Training Foundation. – Their purposes is to support teachers and trainers to maintain and improve standards of teaching and learning, and outcomes for learners. – You are asked to self-assess against the standards at the start of this programme, and re-visit them at the end. – For further information, visit: https://www.et- foundation.co.uk/supporting/support-practitioners/professional- standards/ ETF PROFESSIONAL STANDARDS

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SECURITY CAMERA

A shop owner wants to prevent shoplifting. He decides to install a security camera on the ceiling of his shop. He places the camera in the corner of the shop (at point P) The camera can turn through 360° The diagram shows a plan view

• f the shop with ten people

standing in it

• 1. Which people can the camera NOT see?
• 2. The shopkeeper thinks that 15% of the shop is hidden from the camera.

Is he right or not? Explain.

http://bowlandmaths.org.uk/assessment/security_camera.html

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– How did you find the activity? – What skills did you use to solve it? – How could you adapt it for your learners? – How could you adapt it for different levels?

SECURITY CAMERA: FEEDBACK

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– Initial assessment: establishes the broad level

• f a learner’s maths skills to make appropriate

recommendations about the programme of functional skills learning. – Diagnostic assessment: helps to identify

specific learning strengths and needs. It determines learning targets and appropriate teaching and learning strategies to achieve them.

STARTING POINTS

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WHAT MIGHT YOU LEARN FROM …

Small groups of learners create posters demonstrating their knowledge of a topic Learners complete a selection of questions then self-assess against each one Learners complete an

• nline

diagnostic test Learners complete a sample test paper at the level they are aiming for Learners self -assess against a checklist of skills Other means of assessment (any you are familiar with?) Learners complete a sample test paper at the level they have previously achieved

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What do you hope to find out about your learners? – Underpinning skills – Ability to apply underpinning skills to functional questions – Problem solving strategies – Special Educational Needs and Disabilities – Motivation / interests / resilience / previous experiences of maths Make a note of these and any others

INITIAL AND DIAGNOSTIC ASSESSMENT

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In groups, share strategies for assessing learners that informs the tutor about these aspects of learning Ground rules for break out rooms

• 1. Put on your video and introduce yourselves in turn
• 2. Decide on a spokesperson who will feedback
• 3. Make sure all members of the group contribute

STRATEGIES FOR ASSESSING LEARNERS

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Take 5 minutes away from the screen Leave the zoom meeting running but turn on ‘mute’ Remember to unmute yourself when you return

SHORT BREAK

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Previous negative experiences at school

Lack of perceived relevance to employment and real-life contexts Low learner self-confidence

WHAT ARE THE BARRIERS TO ENGAGING WITH MATHS?

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

‘It is not just behaviour it is managing fear, it is managing a very deep sense of failure, being rubbish’. ‘In the early stages [of teaching] it’s 90% psychology and only 10% maths’

(Quotations from maths teachers: ETF (2014) ‘Effective Practices in Post-16 Vocational Maths’)

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Watch the video of Carol Dweck discussing growth mindsets:

https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/discussion

Quiz

There will now be a short quiz about Carol Dweck’s ideas

GROWTH AND FIXED MINDSETS

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MINDSETS – CAROL DWECK

Fixed mindset Growth mindset Intelligence is static Intelligence can be developed

Leads to a desire to look smart and therefore a tendency to: Leads to a desire to learn and therefore a tendency to:

• avoid challenges
• embrace challenge
• give up easily due to obstacles
• persist despite obstacles
• see effort as fruitless
• see effort as path to mastery
• ignore useful feedback
• learn from making mistakes and criticism
• be threatened by others success
• be inspired by others’ success

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• How can you promote a growth mindset culture in

your sessions? Instructions

• Type one idea for promoting a growth mindset

culture in to the ‘chat’ pane. Make sure you have selected ‘everyone’ so it is shared with the whole

• group. Do not send it until the trainer asks you to.

PROMOTING GROWTH MINDSETS

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Youcubed website: https://www.youcubed.org/resource/growth- mindset/ Setting up Positive Norms in Maths Class: https://bhi61nm2cr3mkdgk1dtaov18- wpengine.netdna-ssl.com/wp- content/uploads/2017/03/Norms-Paper-2015.pdf

FURTHER READING AND RESOURCES

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After the webinar, reflect on the session e.g: What did we do that was helpful? What could I apply in my teaching? What could I do differently? Record your reflections in your Reflective Diary and set your self a goal

REFLECTIONS

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Before webinar 2: Complete: Self-assess Subject Knowledge Sample: Top Trumps Watch: Why do I need to learn maths?

REMINDER OF PRE-WEBINAR TASKS

ETFOUNDATION.CO.UK

THANK YOU ANY QUESTIONS?

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