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Improving Numeracy through SSEDay 3
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Overview of SeminarSession 1 • School reflection on school improvement experiences
• Implementing school improvement in numeracy
Coffee
Session 2 • Implementing school improvement in numeracy
Lunch
Session 3 • Monitoring school improvement in numeracy• SSE consolidation activity• Moving forward
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Overview of Day 1
• Data Gathering
• Data Analysis
• Problem Solving
Overview of Day 2
• Implementing
• Monitoring
• Communicating & Expressing
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Day 3 Objectives
• To provide opportunities for school reflection
• To explore step 6 of the SSE process through the lens of shape & space
• To provide opportunities for consolidating the SSE process
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School Reflection
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• How are we fostering a culture of reflective practice in our school?
• How is this reflective practice impacting on improved teacher practices and learner outcomes for our pupils?
• How do we support and move towards collective responsibility?
School Reflection
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Effective monitoring of the SIP happens at individual
classroom and whole school level
SSE involves establishing a culture of enquiry in the
school and in the classroom
A variety of learning experiences enhances the
understanding of mathematical concepts/skills
and allows for differing abilities and learning styles
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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• Step 6, the final step, is vital if the SSE process is to bring about improvement. It is only when the actions in the improvement plan are implemented that the work of the school can improve.
• All relevant school personnel should be aware of the actions to be implemented at individual teacher, class, or whole-school level.
• These actions should become part of the normal teaching and learning process.
SSE Guidelines, p.19
Step 6: Implement and Monitor
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Exploring the School Improvement Process
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ICT
Suggested teacher
language
To be aware of
Consolidation Activities
P 42-51
Assessment Pack
Differentiation
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Fundamental Facts 2-D versus 3-D
3-D Example:
2-D shapes are the surfaces of 3-D objects. It is incorrect to refer to 2-D shapes as being ‘flat’ shapes because these could in fact be very thin 3-D objects. Therefore, using a ‘net’ of a 3-D shape may be helpful when considering the construction of that shape; however, the spreading out flat of the net is only a model, strictly speaking it is not 2-D. (p. 12)
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Glossary of Shape & Space Terms
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Reflection - Our Classroom Culture
‘When a teacher succeeds in setting up a classroom in which students feel
obligated to listen to one another, to make their own contributions clear and
comprehensible, and to provide evidence of their claims, that teacher has set in place a powerful context for
student learning’
(Chaplain, O’Connor & Anderson, 2009)
16
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Shape & Space Activities 1
p.32, 33, p.87
p.103
p.128p.104
p.36
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Shape & Space Activities 2
p.42-45
p.48
p. 98, 101, 108
p.161- 163
p.118-123
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Exploring the School Improvement Process
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The gathering and use of information at specified intervals to check if the required improvements are being made is necessary.
SSE Guidelines, p.19
Monitoring
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Assessment in the Primary School Curriculum: Guidelines for Schools (2007)
The Role of Assessment in Monitoring at Classroom Level
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Concept Maps
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Concept Maps
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Monitoring at Whole School Level
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SSE Consolidation Activity
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• The SSE process is individual to each school
• SSE is the responsibility of all staff
• Reflective practice enhances teaching and learning
• Effective numeracy teaching embodies the skills through content approach
• Keep the SSE process simple
Remember…
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• Consider the key messages that need to be relayed to whole staff
• 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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Please cite as: PDST, PowerPoint Presentation Title, 2014
© P D S T 2 0 1 4
