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Improving Numeracythrough SSEDay 2- Spring 2015

Advisor NameDate

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Overview of SeminarSession 1

9.15 – 11.00

• School reflection on school improvement experiences• Exploring target setting• Implementing school improvement in numeracy

11.00 – 11.15 Coffee

Session 2

11.15 – 12.45

• Implementing school improvement in numeracy

12.45 – 1.30 Lunch

Session 3

1.30 – 3.15

• Monitoring school improvement in numeracy• Moving forward

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Overview of Day 3

•Exploring the school improvement process through other aspects of numeracy

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Day 2 Aims

• To facilitate further reflection and sharing of the school improvement process in numeracy

• To further emphasise the skills through content approach to numeracy

• To explore the school improvement process with an emphasis on implementing and monitoring

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Step 6: To implement and monitor requires

considerable effort and time

School self-evaluation focuses on improving

classroom teaching and learning

Formal and informal monitoring of progress is an essential element

of school self-evaluation

SSE Key Messages

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Gather the evidence

Analyse the evidence

Draw conclusions

Write school self-evaluation report

Devise school improvement plan

Implement and monitor

improvement plan

The 6 step process

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Reflection

• Individual Schools: Progress since Seminar Day 1 in your own school

• Group: Sharing of practice since Seminar Day 1

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• Be realistic

• Ensure targets are SMART

• Targets should be evidence-based

• Don’t confuse actions with targets

• Targets usually relate to learner outcomes

• Actions relate to learning experiences and teachers’ practice

Effective Target Setting

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Activity

Targets are measures or indicators of

what an individual school wants to

achieve in terms of school improvement

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Exploring the School Improvement Process

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Exploring the School Improvement Process

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Applying & Problem-Solving

Communicating & Expressing

Integrating & Connecting

Reasoning

Implementing

Understanding & Recalling

(PSMC:1999: 68)

Developing Mathematical Skills

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Numeracy: The Big Picture

Wider

Primary

Curriculum

Teaching

Strategies

Key Skills

‘How’

Specific

Competencies

‘What’

Mathematics

Strand

Strand Unit

Communicating

&

Expressing

Understanding

&

Recalling

Implementing

Applying

&

Problem Solving

Integrating

&

Connecting

Differentiation

Group

Work

Peer

Learning

Environment-based

Learning

Active

Learning

Dialogue P.E.

Reasoning

The

Arts

Prior

Knowledge

S.E.S.E

S.P.H.E

English

Gaeilge

Guided Discovery

Specific Competencies

Key Skills

Teaching Strategies

Wider Primary Curriculum

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Numeracy Research/Report Findings

Low focus on reasoning and

problem-solving

Over-reliance on whole-class

teaching

Over-reliance on textbooks

Under-use of concrete materials

Teacher as sole validator of

mathematical ideas

Insufficient pair and group

work

High focus on procedure and

drill

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• Performance on English reading and mathematics has improved significantly at Second and Sixth classes since the last National Assessments in 2009

• Targets for literacy and numeracy set out in the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 have already been achieved

National Assessments of English Reading and Mathematics 2014

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Available at www.pdst.ie - Mathematics

Teachers’ Manuals

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ICT

Suggested teacher language

To beware of

Consolidation Activities

Assessment Pack

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Concrete – Pictorial - Abstract

Concrete

Pictorial

Abstract

Differentiation

Learning Trajectory

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Eliciting

Supporting

Extending

Supporting and Developing Mathematical Thinking

Child-centredTeacher as

Facilitator

Language-based

Revoicing

Strategy-sharing

Higher-

order skillsTeacher not sole

validator of

mathematical

knowledge

Pupil self-

reflection

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Activities

Paper StripsPreliminary Cuisenaire Activities

Further Cuisenaire ActivitiesGeoboards & Dotted Paper

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Level D.3 Multiply a fraction by a whole number

6 ×

Represent this equation pictorially

4

3

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Action!

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Maths Journals & Learning Logs

Kid’s Journal App

Interactive KWL Chart

• What do you know? • What I want to learn?• What I learned?

Word Processing Tablets for Audio & Picture

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Noah watched the animals going into the ark. He was counting the legs of the animals and by noon he got to 12.• How many creatures

did he see?• See if you can find

other answers.• Try to tell someone

how you found out these answers.

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Why monitor?

What do we monitor?

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Schools should decide:

• What will be monitored

• Who is responsible

• How progress will be determined and reported

• When and to whom progress will be reported

• If targets and actions are realistic or need to be changed

SSE Guidelines, p.10

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The Journey of Change - Peaks and Dips

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Where to next?

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• Consider possibilities for implementing actions

• Consider possibilities for monitoring actions – formal and informal

• Consider possibilities for monitoring progress

• Consider the timeline in your school improvement plan

• Other?

Moving forward…

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School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for

literacy, numeracy and any other area of teaching & learning.

Health and Wellbeing SPHE including Child Protection and Stay Safe Relationships and Sexuality Education (RSE) Active Learning Methodologies Anti Bullying-Procedures and Policy, Awareness

Raising, Intervention, Prevention and Intervention Strategies

PE Wellbeing for teachers

PDST Websites

www.pdst.iepdsttechnologyineducation.iescoilnet.ie (portal for resources)teachercpd.ie (on-line courses)

Overview of PDST Primary Supports for Leading Learning in the 21st Century

www.pdst.ie/schoolsupport

Models of support:in-school support (in-class modeling, meeting principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters

Literacy SSE & strategies for improving

oral language, writing, reading and the use of broadcast /digital media.

NumeracySSE & strategies for improving

numeracy. Supporting the development of Mathematical

thinking.

GaeilgeTacaíocht chun Curaclam na Gaeilge a chur i

bhfeidhm i Scoileanna T1&T2, Féinmheastóireacht Scoile, chomh maith le

tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa

Ghaeltacht.

Integrating ICT - PrimaryActive Learning Methodologies- Key methodologies of the primary curriculum through the effective use of ICT.Literacy & Numeracy – Creating, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy.SSE – Online tools for gathering, collating & analysing relevant data.eAssessment & ePortfolios – Assessment of / for learning with ICT.ePlanning & Collaboration – Google Apps for Education.Tablet Technology Integration – Pedagogy, Curriculum & SEN Virtual Learning Environments (VLEs) – Google Classroom, Edmodo

PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by

Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration

www.pdst.ie

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed

by Dublin West Education Centre

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