Salop & Herefordshire Maths Hub “Vision”

Improved Maths achievement Improved Maths participation rates at all levels Develop conceptual and relational understanding Problem Solving, Reasoning, Fluency More CPD, subject knowledge enhancement and

research opportunities for all teachers of Maths Additional support for teachers in first 3 years

Localised School Support

Dispel Myths Practice is important, but not just rote, drills and repetition.

A rich variety of questions are used. Manipulatives are used to develop understanding.

Vision for Effective Change We can use ideas from the Shanghai model to bring about

improvement. We will make a greater difference with a positive focus on possible transferable elements.

Shanghai Research Project

2012 PISA Test Results Reading

1. Shanghai

2. Hong Kong

3. Singapore

4. Japan

5. South Korea

6. Finland

7. Ireland

8. Taiwan

9. Canada

10. Poland

23. U.K.

Science

1. Shanghai

2. Hong Kong

3. Singapore

4. Japan

5. Finland

6. Estonia

7. South Korea

8. Vietnam

9. Poland

10. Canada

21. U.K.

Maths

1. Shanghai

2. Singapore

3. Hong Kong

4. Taiwan

5. South Korea

6. Macau

7. Japan

8. Liechtenstein

9. Switzerland

10. Netherlands

26. U.K.

Should we complain that Shanghai is not a country? …or research how Maths is taught there?

… and have high expectations…

Performance Table of the Future? Reading

1. Shrewsbury

2. Shanghai

3. Hong Kong

4. Singapore

5. Japan

6. South Korea

7. Finland

8. Ireland

9. Taiwan

10. Canada

11. Poland

Science

1. Hereford

2. Shanghai

3. Hong Kong

4. Singapore

5. Japan

6. Finland

7. Estonia

8. South Korea

9. Vietnam

10. Poland

11. Canada

Maths

1. Telford

2. Shanghai

3. Singapore

4. Hong Kong

5. Taiwan

6. South Korea

7. Macau

8. Japan

9. Liechtenstein

10. Switzerland

11. Netherlands

Excited Pragmatic

Excited Pragmatic

Dev

elo

p

Res

earc

h

Capture materials which would enhance CPD where robust evaluation supports change

Shanghai Teaching Exchange - Hosting

Operational Aspects Shrewsbury is a transport hub Access all areas & phases… ...1st 3 years of teaching… …Maths curriculum leaders… ITT & CPD providers Communication in advance… ….well prepared & advertised Establish research groups Video for follow up CPD Social Events – Evenings Blog in local papers & NCETM?

Transport Hub

Strategic Aspects - Five Shanghai systems

1) Practice and consolidation HEI joint research of Shanghai teaching materials & connective

learning. Evaluate long term, deep understanding of ideas.

School Based Research Collaborative planning, lesson study, team teaching & research

Mastery of number calculations to age 7 Relational links & curriculum progression Rich variety of practice questions with real life problems Problem solving resilience developed through confidence

gained from fluency with numeracy Cross-phase consistency to use of practical apparatus and

visual representations with links to formal written algorithms to ensure that basic number skills are concrete and robust

“The cultural/philosophical background is that any major idea can be understood in a number of ways (in Shanghai). The particular kind of knowledge is about the major ideas or concepts, and methods are taught

around a key idea rather than ends in themselves.

For example, a page from a Chinese early number textbook might focus on several ways to act out the

fact that the important number 10 can be made from 7 and 3. A typical page from a European textbook for

the same age might show one way of thinking of addition and several random examples. The focus in

China is the underlying idea; in Europe it is the method.” Anne Watson.

11

Idea or method?

Repetition or variety?

Repetition or variety?

12

Aim for deep conceptual understanding?

Making Connections

13

14

15

16

17

18

19

20

21

22

23

24

25

26

Greater than/ Less than or Equal to?

27

True or False?

28

29

30

True or False?

31

32

33

Making Connections

七巧板

34

If the length of the square is 10cm. What are the dimensions and areas of the other shapes?

2) Specialist Maths teaching Observe and trial techniques to develop relational learning Consistency between phases…and between Maths and Science

3) Efficient teaching Trial team teaching and collaborative planning Share resources developed between schools Discuss benefits of teacher-class continuity with school leaders

4) Immediacy of feedback and interventions Trial hinge questions – Homework marked before next lesson Intervention (Shanghai style) - catch up for pupils below target

Strategic Aspects - Five Shanghai systems

5) Preventing the gap – sequential learning

Long Term R&D Materials - Deep learning & understanding – to extend,

rather than review, existing knowledge & links between topics Achieve mastery through practice, before moving on Reduced variation in learning experiences through weaker

teachers planning collaboratively with stronger teachers Short Term – between lessons Immediate intervention – select – FSM, absentees, “don’t get” Home Support & Contact - videos & communication methods

Strategic Aspects - Five Shanghai systems

Provide opportunity for SLEs to glean further info. to support their School Implementation Plans research

Work collaboratively – provide two way link

1) Practice and consolidation – Keith, Steve… 2) Specialist Maths teaching – Kieran, Amy, Helen… 3) Efficient teaching – Colin, Rachael, Sarah… 4) Immediacy of feedback and interventions – Colin… 5) Preventing the gap – Graham, Emma (Y1), Louise...

Practical considerations for exchange…

R&D – Continuity from Phase 2 Visit

Board technology

Is it a ‘cultural thing’, or are these pupils fascinated and engaged by the Maths lesson?

Selecting 2 Primary Teachers to visit Shanghai Friday 19 September – Saturday 4 October

Select Primary Maths Hub Lead(s) – KS1 & 2?

Also available for follow up research, and support

Maths Hub work in 2015-16

Confirmation from Head Teacher & Governors

Hosting the Shanghai Maths Teachers 3rd-29th Nov. or 23rd Feb.-21st March (tbc)?

Focus on Maths

Collaborative Planning with Shanghai teachers

Team Teaching with Shanghai teachers

Curriculum progression – connective learning?

Program available early to invite other schools

Capture research – video?

Extensive work with Primary Maths Lead(s)

Transition links with Secondary Schools encouraged

Report on International Maths Research Programme China 2014

Five Shanghai systems

1. Practice and consolidation

2. Specialist Maths teaching

3. Efficient teaching

4. Immediacy of feedback and interventions

5. Preventing the gap

1) Practice and consolidation • Maths timetabled every day for every pupil • 11 hours of Maths per week for 15 year olds –

six hours in class, five hours of homework • Nationally agreed methods to answer calculations –

taught thoroughly, with clarity, before progressing or developing alternative approaches

• Formal practice and repetition up to age 7 to master basic number calculations

• Mastery achieved through a rich variety of styles and approaches of practice questions, not drills, with real contextual applications

• Problem solving resilience developed through confidence gained from mastery of basic calculations

1) Practice and consolidation Implementation Plans

• Increased Maths curriculum time at KS3, dedicated to the pursuit of mastery through additional practice, and deeper understanding through increased relational links, using a rich variety of practice questions and real life problems.

• Collaborative meetings with Maths leaders from local Primary Schools to share excellent practice and develop consistent use of practical apparatus with clear links to formal written algorithms to ensure that basic number skills are concrete and robust.

• Develop consistent approaches and clear progression of the “Singapore Bar” with local Primary Schools to deepen relational understanding between fractions, decimals, percentages and ratios, and as a visual tool to support problem solving.

• Develop consistent approaches between all phases through improved links and communication between local GCSE, A Level and Degree level Maths providers.

• Improve Numeracy skills at SLE link school through dedicated and routine “practice” time, each lesson.

2) Specialist Maths teaching

• Every Maths teacher has a degree in Maths

• ….including all specialist Primary Maths teachers

• 5 Year NQT Induction, with a Maths specialist mentor to observe each other’s lessons every week

• Curriculum harmony between Maths and Science

2) Specialist Maths teaching Implementation Plans

• Support Maths qualification “up-skilling” by promoting developments at Primary and Secondary level.

• Promote benefits of all teachers of Maths having opportunities to observe outstanding Maths teachers.

• Provide training at SLE Link School with non-specialist Maths teachers to enhance subject knowledge. Also promote awareness of other Maths training opportunities for SLE Link School.

• Increase opportunities for non-specialist Maths teachers at SLE Link School to observe outstanding specialist Maths practitioners.

• Share next steps of learning with local Primary Schools, such as “Singapore Bar” reverse percentages.

• Meet local Primary School Head Teachers to discuss the “Maths specialists v Maths de-skilling of other Primary Teachers” debate, and consider the continuity benefits of the same teacher staying with the same class for Maths throughout Key Stage 1.

3) Efficient teaching

• Every lesson planned collaboratively • Lesson plans are shared online between schools – every

school teaches the same topic at the same time • Teachers generally “keep” the same classes for 6 years • Teachers teach two 40 minute lessons per day • Also: research, planning, marking, lesson observations,

observation discussions and support students needing help

3) Efficient teaching Implementation Plans

• Maths Dept. directed collaborative planning time at SLE Link School with non-specialist Maths teachers.

• Identify common timings in schemes of work with SLE Link School. Consider greater alignment of schemes of work to support ease of sharing lesson planning ideas and resources electronically between schools.

• Request common PPA time to support collaborative planning time for teachers of parallel ability classes.

• Dedicate some Maths Department CPD time to collaborative planning.

• Trial greater continuity of classes at KS3, with the same class teacher, where possible, to reduce frequency of transitions, and support greater accountability. Reduce number of split classes.

4) Immediacy of feedback and interventions

• Rapid cycle of teaching, marking and feedback • Daily homework is marked every day before the lesson

or, if lesson at start, collected and marked by end of day

4) Immediacy of feedback and interventions

Implementation Plans

• All answers in lessons to be marked during the lesson, every lesson.

• Trial setting homework with a shorter timeframe to be completed, and marked on a day when the class has Maths the following day, or is peer or self-assessed by pupils in the completion date lesson.

• Trial Summer Term Maths catch up if any pupils are identified as being behind their end of year target, extracting pupils from other subjects, as agreed.

5) Preventing the gap

• History and culture promote equity in education • Children are given additional help before they can fall

behind – either in catch up classes or support at home • Communication with home is almost daily • Variation in learning experiences in lessons is reduced by

the weakest teachers delivering lessons planned collaboratively with stronger teachers

• In England, misconceptions sometimes become embedded and the curriculum moves on without time for these issues to be resolved

5) Preventing the gap

Implementation Plans

• Trial increased parental contact regarding homework and progress using SIMS In-Touch.

• Upload CPD video clips of calculation techniques in local Primary Schools on school websites and VLEs to help parents support Calculation Policies in consistent ways.

• Raise girls’ aspirations with talks from female ex-pupils about the value of achieving good Maths grades.

Next Steps…

Ask questions in a moment… Discussion - Headteacher & nominated Maths lead Complete Application. Submit by 10am on Thurs

Successful schools informed Fri. – on STA website. Application Forms / Visa / Preferred hosting dates

For those not selected to lead the research

project, the Maths Hub will meet cover costs for teachers to have some involvement in the hosting visit.