Name- Ann Farr

Organisation- Sefton Local Authority

Project Title- Sefton Mathematics Teaching and Learning Group

SEFTON MATHEMATICS TEACHING AND LEARNING GROUP

Context

The aims of the group were to investigate

  • How does teaching lower attaining pupils differ to teaching higher attaining pupils?
  • What actions can be taken to encourage learners to be more actively involved in their own learning?
  • How do we know when a student has REALLY understood?

These ideas were developed through

  • Using speaking and listening more effectively
  • Developing effective questioning
  • Different ways to encourage collaborative group working

The group was open to one member of staff from each secondary school within Sefton Local Authority and met for one full day and one twilight session each term. We encouraged teachers to attend who were interested in developing their own teaching skills, were willing to experiment and were willing to take risks and reflect on their experiences. The grant awarded was used to cover Supply Teaching costs, venue costs and additional resource materials.

The Many Right Answers booklet (Basic Skills Agency) was the main inspiration behind the reason in forming the group. We also felt that there needed to be an increased focus on mathematical pedagogical issues with teachers who may not necessarily attend any other LA training (such as Subject Leader courses, NQT training etc.). Subject Leaders were encouraged to ask the teachers to feedback to their departments at their departmental meetings. Some Subject Leaders attended the twilight sessions so that they were fully informed of the group’s developments. The project took place during the academic year 2007-2008 but it is anticipated that the group will also continue to meet in the next academic year.

What did we do?

We tried to follow the ‘generate, experiment and reflect’ structure as described in the Many Right Answers booklet. The Sefton Consultants aimed to generate the teachers’ interest by showing them different ideas.

During the meetings we focussed on:

  • Using speaking and listening more effectively
  • Developing effective questioning
  • Different ways to encourage collaborative group working

We looked at using concept cartoons (taken from ideas generated by John Dabell at Millgate House Education Publications), odd one out activities, true/false statements, thinking skills development (mainly mysteries, collective memories and reading images taken from Leading in Learning National Strategy resources), Standard Unit resources, Tarsia Jigsaws and ideas taken from Kagan Publications on cooperative learning activities. (Examples of collaborative approaches used with a Year 7 Algebra group can be seen in the Appendix attached).

We also looked at classroom management techniques such as a ‘no hands up’ strategy, ‘ask 3 then me’, ‘extended thinking time’ and ‘think pair share’. We discussed how we could change a classroom culture and the importance of establishing ground rules, particularly when trying out more group working activities. We also looked at how to manage class discussions and how we go about building up self-esteem and confidence in a classroom so that pupils feel they can ‘have a go’.

Outcomes

At the end of the first meeting, the teachers were asked to put together an action plan. They were asked what their own aims were for the year and how they planned to implement some of the ideas and techniques discussed. These plans were reviewed and updated each time we met.

Between the meetings, the teachers were asked to try out at least one new idea and then come back to the group to discuss how things went and to share resources if appropriate. They were also encouraged to discuss these new approaches with their pupils.

During the last meeting, the teachers were asked to complete a summary sheet to say what they had tried over the year, what they are planning to try next and what other areas they would like some training on in the future.

Evaluation and dissemination

Feedback from both teachers and pupils has been very positive.

Comments from them include:

  • These activities have helped to consolidate and improve pupils’ understanding and retention. My advice is to “take risks”!
  • Collective memory strategies have been very successful; pupils have been asking other departments to do them to help them to learn facts!
  • They are much better now at communicating with each other and will talk maths now instead of about other things.
  • I find I have a much better relationship with my classes than maybe I had before and I notice the pupils now really look forward to maths.
  • I have been more proactive in leading the department in discussions about their teaching and learning strategies. We share resources more than before and share our methods.
  • I have used many of the resources and ideas from this group in a recent INSET for the department. They are being incorporated into our Y7 SOW.
  • It has been useful to refocus in the actual classroom. It has been useful to focus on skills other than maths ones that they are using in the various activities.
  • I have changed the way I ask questions and the way I respond to their answers. I try to encourage more discussion and involvement.

Teachers felt that they needed more time to embed the ideas into their own departmental planning. During the final project meeting we focussed on Year 7 algebra units and looked at ways in which the approaches teachers had trialled could be incorporated into future plans. The materials produced were disseminated throughout Sefton to all Subject Leaders during their summer term meeting.

I am hoping that the group will continue to meet as I feel there has been a real impact on the quality of teaching and learning in secondary mathematics classrooms in Sefton as a result of their meetings. In the future, I would like to embed more resources into their actual department plans and would also like to focus on key processes, personal learning and thinking skills and SEAL approaches.

I would like to thank NCETM for providing support and funding. Without them this group would not have been possible to form. The success of the group and the changes made to classroom practice in Sefton has been very noticeable and it is through its success that we are able to continue its work.

Ann Farr 2008