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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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This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/ . You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
Please cite as: PDST, PowerPoint Presentation Title, 2014
© P D S T 2 0 1 4
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