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
THREE OF A KIND 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? 3 Delivered by ccConsultancy for the Education and Training Foundation
LOW THRESHOLD/HIGH CEILING TASKS 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. 4 Delivered by ccConsultancy for the Education and Training Foundation
LEARNING OUTCOMES Self-evaluate your Identify how personal maths flipped learning skills & identify might be used areas for within GCSE improvement? maths? Can you … Analyse factors Develop that promote contextualised mathematical maths activities? resilience in learners? Understand the benefits & limitations of contextualising GCSE maths activities EDUCATION AND TRAINING FOUNDATION Slide 5
FLIPPED LEARNING
FLIPPED LEARNING 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? 7 Delivered by ccConsultancy for the Education and Training Foundation
WHY DO LEARNERS DISENGAGE FROM MATHS? Research suggests three key factors: Previous negative experiences at school Lack of perceived relevance to Low learner self- employment & real- confidence life contexts ETF (2014) Effective Practices in Post-16 Vocational Maths EDUCATION AND TRAINING FOUNDATION Slide 8
DEVELOPING RESILIENT LEARNERS What does it mean to be ‘resilient’? What do resilient learners look like? 9 Delivered by ccConsultancy for the Education and Training Foundation
02 MATHEMATICAL RESILIENCE
MATHEMATICAL RESILIENCE Having a Growth mindset Awareness of support Belief that maths is a from wider community: valuable subject & peers, other adults, ICT, worth studying Internet, etc Understanding how to work at mathematics EDUCATION AND TRAINING FOUNDATION Slide 11
HOW MUCH DO YOU…? 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 12 Delivered by ccConsultancy for the Education and Training Foundation
HOW DO YOU REACT WHEN LEARNERS GET STUCK? 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 13 Delivered by ccConsultancy for the Education and Training Foundation
14 Delivered by ccConsultancy for the Education and Training Foundation
KEY MESSAGES FOR THE SECTOR 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 15 Delivered by ccConsultancy for the Education and Training Foundation
03 CONTEXTUALISING AND EMBEDDING
CONTEXTUALISING AND EMBEDDING • 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 17 Delivered by ccConsultancy for the Education and Training Foundation
MEI CONTEXTUALISATION TOOLKIT • 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 18 Delivered by ccConsultancy for the Education and Training Foundation
DEVELOPING A CONTEXTUALISED ACTIVITY 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. 19 Delivered by ccConsultancy for the Education and Training Foundation
DEVELOPING A CONTEXTUALISED ACTIVITY • 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 20 Delivered by ccConsultancy for the Education and Training Foundation
04 SELF-ASSESSMENT OF MATHS SKILLS
SELF-ASSESSING AND DEVELOPING YOUR PERSONAL SKILLS 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? 22 Delivered by ccConsultancy for the Education and Training Foundation
Review of the day
FINAL THOUGHTS • 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? 24 Delivered by ccConsultancy for the Education and Training Foundation
LEARNING OUTCOMES Self-evaluate your Identify how personal maths flipped learning skills & identify might be used areas for within GCSE improvement? maths? Now can you … Analyse factors Develop that promote contextualised mathematical maths activities? resilience in learners? Understand the benefits & limitations of contextualising GCSE maths activities EDUCATION AND TRAINING FOUNDATION Slide 25
FOLLOW-UP ACTIVITIES • 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 26 Delivered by ccConsultancy for the Education and Training Foundation
FOLLOW-UP ACTIVITIES • 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/ 27 Delivered by ccConsultancy for the Education and Training Foundation
FURTHER READING (FOR THOSE PURSUING ACCREDITATION) • 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]. 28 Delivered by ccConsultancy for the Education and Training Foundation
PREPARATION FOR NEXT SESSION • 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? 29 Delivered by ccConsultancy for the Education and Training Foundation
Julia Smith TESSMATHS1@GMAIL.COM ETFOUNDATION.CO.UK THANK YOU ANY QUESTIONS?
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