TEACHING FUNCTIONAL SKILLS MATHEMATICS WEBINAR 1: STARTING POINTS NAME
LEARNING OUTCOMES FOR WEBINAR 1 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 EDUCATION AND TRAINING FOUNDATION 2
LEARNING OUTCOMES FOR THE COURSE 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 EDUCATION AND TRAINING FOUNDATION 3
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 Complete: Subject Content (F,D,P) and Proportion 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 Complete: Top maths exam tips Assessment Sample: a) Creating Problems b) Reality Check 10 Presentations and Course Individual presentations of activity created or adapted along the completion principles of the course.
REFLECTIVE DIARY – 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) EDUCATION AND TRAINING FOUNDATION 6
CERTIFICATE OF SUCCESSFUL COMPLETION 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. EDUCATION AND TRAINING FOUNDATION 7
THE PRE-WEBINAR TASKS FOR WEBINAR 1 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 EDUCATION AND TRAINING FOUNDATION 8
ETF PROFESSIONAL STANDARDS – 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/ EDUCATION AND TRAINING FOUNDATION 9
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 of 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 EDUCATION AND TRAINING FOUNDATION 10
SECURITY CAMERA: FEEDBACK – 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? EDUCATION AND TRAINING FOUNDATION 11
STARTING POINTS – Initial assessment: establishes the broad level of 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. EDUCATION AND TRAINING FOUNDATION 12
WHAT MIGHT YOU LEARN FROM … Learners Learners Small groups of complete a complete an Learners learners create sample test online complete a posters paper at the diagnostic selection of demonstrating level they test questions then their are aiming self-assess against knowledge of a for Other each one topic means of Learners assessment self -assess (any you are Learners complete a sample against a familiar test paper at the level they checklist of with?) have previously achieved skills EDUCATION AND TRAINING FOUNDATION 13
INITIAL AND DIAGNOSTIC ASSESSMENT 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 EDUCATION AND TRAINING FOUNDATION 14
STRATEGIES FOR ASSESSING LEARNERS 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 EDUCATION AND TRAINING FOUNDATION 15
SHORT BREAK Take 5 minutes away from the screen Leave the zoom meeting running but turn on ‘mute’ Remember to unmute yourself when you return EDUCATION AND TRAINING FOUNDATION 16
WHAT ARE THE BARRIERS TO ENGAGING WITH MATHS? Previous negative experiences at school Lack of perceived relevance to employment and real-life contexts Low learner self-confidence ETF (2014) Effective Practices in Post-16 Vocational Maths EDUCATION AND TRAINING FOUNDATION 17
‘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’) 18
GROWTH AND FIXED MINDSETS 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 EDUCATION AND TRAINING FOUNDATION 19
MINDSETS – CAROL DWECK Fixed mindset Growth mindset Intelligence is static Intelligence can be developed Leads to a desire to look smart and therefore Leads to a desire to learn and therefore a a tendency to: 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 EDUCATION AND TRAINING FOUNDATION 20
PROMOTING GROWTH MINDSETS - 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. EDUCATION AND TRAINING FOUNDATION 21
FURTHER READING AND RESOURCES 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 EDUCATION AND TRAINING FOUNDATION 22
REFLECTIONS 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 EDUCATION AND TRAINING FOUNDATION 23
REMINDER OF PRE-WEBINAR TASKS Before webinar 2: Complete: Self-assess Subject Knowledge Sample: Top Trumps Watch: Why do I need to learn maths? EDUCATION AND TRAINING FOUNDATION 24
NAME EMAIL ETFOUNDATION.CO.UK THANK YOU ANY QUESTIONS?
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