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 intervention and preventative SEN teaching support is most approaches in mathematics. appropriate. . Team teaching can facilitate An inclusive classroom climate effective collaboration, between and choice of task can support all pupils to achieve success in classroom teachers and SEN mathematics within any class teachers leading to improved structure. learner outcomes, learning experiences and teacher practices. .
Relevant Documentation
Guiding Principles 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 of 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. (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
6 Actions to Guide Implementation Identification of Pupils with SEN Tracking, Setting recording Targets and reviewing progress Planning teaching Organising SEN teaching methods and approaches resources Organising early intervention and prevention programmes (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
Continuum of Support Social, Emotional and Behavioural Academic Success Competence Individualised School Support & Specialist Plus for a Few Support Response to School Support for Groups and Individuals Some Preventative Whole School and Classroom & Proactive Approaches Support for All (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
Gathering Evidence and Assessment
Reflection How do we define pupils who are ‘good’ at maths?
Professional Reading & Activity
Primary Maths Curriculum Pupil Disposition Content Skills
6 Actions to Guide Implementation Identification of Pupils with SEN Tracking, Setting recording Targets and reviewing progress Planning Organising teaching SEN teaching methods and resources approaches Organising early intervention and prevention programmes (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
Models of Team Teaching
Classroom Climate and Inclusion for Mathematics Skills Success Strategies Knowledge is Mistakes are Struggle is shared valued productive
Levels of Collaborative Relationships Presence, Planning, Presence, Presenting Planning, Co-instructing, Presenting Presence, Problem Solving, Planning Co-Instructing Processing Co-Working Presence Co-Teaching Co-Existing (Lacey, 2001, Cook and Friend, 2010; Moran 2007, Helen O Sullivan, 2011 )
Domain 4: Teachers’ Collective/ Collaborative Practice
6 Actions to Guide Implementation Identification of Pupils with SEN Tracking, Setting recording Targets and reviewing progress Planning Organising teaching SEN teaching methods and resources approaches Organising early intervention and prevention programmes (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
Identifying Priority Learning Needs: Case Studies 3 rd /4 th Class 1 st/ Class Cian Anna
Priority Learning Needs Cian Anna Pre- number/early number: Place Value: Number order Classifying, ordering & comparing Multiple representations of number objects Counting and Numeration: Number Sense: Counting orally, subitising, counting Knowing about using numbers flexibly objects in a set, ordering numerals in both mental and written calculations Problem Solving: Beginning Addition and Subtraction Being aware of and using strategies to Combining totals to 10 solve problems.
Cian’s Targets Pre-number: Cian will sort objects into 01 three properties with 80% accuracy. Numeration: Cian will orally count on from 02 10 to 20 chorally and independently. Addition and Subtraction: Cian will 03 combine sets to 10 with and without manipulatives.
Anna’s Targets Anna will orally count number 01 sequences forwards and backwards from 100-500. Anna will express numbers from 02 100-500 and shapes in concrete, pictorial & abstract representations. Anna will use more than one 03 strategy when solving problems. Anna will develop a “ have a go” attitude in maths by contributing to 04 class discussion and by attempting tasks independently.
Sample Learning Experiences Cian Anna Pre- number/early number: Place Value: Pre-number /Sorting Activities Concrete activities (PDST Place Value Teacher’s Handbook) (Nrich & RSGM) Counting and Numeration: Number Sense: Counting Activities (RSGM & PDST Counting Activities (PDST Mental Mental Maths Handbook) Maths Handbook) Addition & Subtraction Number Sense/ Problem Solving: Ten Frame & Missing part Card Nrich activities: activities (PDST Number Sense Dicey Addition activities) Four Triangles
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
6 Actions to Guide Implementation Identification of Pupils with SEN Tracking, Setting recording Targets and reviewing progress Planning Organising teaching SEN teaching methods and resources approaches Organising early intervention and prevention programmes (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
Early Intervention “In view of the substantial “In view of the substantial international evidence that early- international evidence that early- intervention and prevention programmes can lead to intervention and prevention improved outcomes for pupils, school leaders should ensure programmes can lead to improved that some teaching resources are used for this purpose”. outcomes for pupils, school leaders should ensure that some teaching resources are used for this purpose”. (p.14 Guidelines, DES 2017)
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)
Early Intervention - Number
Early Intervention
Early Mathematical Experiences Abstract Pictorial Concrete 1 2 3 4 5 2 + 3 = 5
Sample Early Intervention Learning Experiences Rekenrek Cuisenaire Activities Activities Number Consolidation Activities Dot Pattern Activities Abstract Pictorial Concrete
Reflection How does utilising team teaching for the activities you have experienced enrich the learning for pupils in the early years?
6 Actions to Guide Implementation Identification of Pupils with SEN Tracking, Setting recording Targets and reviewing progress Planning Organising teaching SEN teaching methods and resources approaches Organising early intervention and prevention programmes (Guidelines for Primary Schools, Supporting Pupils with Special Educational Needs in Mainstream Schools, DES 2017)
How can schools identify areas of concern with regard to mathematics?
Preventative Approaches to Mathematics ‘Schools should adopt a whole school approach to programme planning and to the implementation of early intervention and prevention programmes.’ (p. 22 Guidelines, DES 2017)
Performance in Fractions (Figure 3: Sample TIMSS 2011 Grade 4 )
Performance in Fractions Correct: Ireland 53%
Further Evidence
Senior Sample Learning Experiences Set Model Apples & bananas – Linear Model Equivalent Cuisenaire Rods Fractions and Word Paper Strips Problems Area Model Consolidation Geoboards Dice Game Dotted Paper Fish for Fractions
Recommend
More recommend
