Going beyond the Quick Fix School Context 11-18 Catholic School in Gateshead LA Average Comprehensive intake 5+ A*- C with En/Ma = 75% Traditional values.

Going beyond the Quick Fix

• School Context• 11-18 Catholic School in Gateshead

LA• Average Comprehensive intake• 5+ A*- C with En/Ma = 75%• Traditional values• Innovative curriculum and T&L

80% Maths at C and rising…

• Good at quick fix solutions: • Early entry• Multiple entries• Using data, targeting students• Also want longer term strategies…

Our students

• Great behaviour and work ethic• Great attendance and participation• High achievers• But…

•

• Biddable• Over reliance on teachers• Give up quickly• Struggle with demands of A levels

What we wanted

• Self-efficacy

• belief in one's own ability to perform a task

• the feeling of self worth and competence to intrinsically self motivate

Autonomous learners

Know what to do when they are stuck Have tools and strategies and know when to use them

Curriculum Changes

• Reduced KS3 to 2 years• Moved to a linear exam – studied

across years 9 and 10• Year 11 students follow appropriate

course• Improved A level results

What we are doing…

• Moved to 100 minute lessons• Changed the emphasis on the way we

deliver Mathematics. Students to explain the process rather than demonstrate correct answer

• Need to work with others• Build towards longer more open tasks

• You don’t need to totally change what you’re doing

• Simply, refocus existing lessons on exploring and explaining the maths

The importance of social interaction

• Use cooperative learning structures• Choose groups wisely, moving

students frequently• Numbering groups helps to ensure

full participation

Simultaneous RoundTableSimultaneous RoundTable

• Teacher assigns task• Everyone writes!• Everyone passes!• Continue: Pass-N-Add

Percentage CloudsPercentage Clouds

500= 100%

Hourglass Timer:2 mins

Numbered Heads togetherNumbered Heads together

• Students number off• Teacher asks question• Students think/answer on own• Teams stand for heads together• Teams sit down to signal agreement• Teacher calls number at random• That number answers the question

4x – 7 = 54x – 7 = 5

A square has sides of length 32cms. A square has sides of length 32cms.

Find the length of one of its Find the length of one of its diagonals.diagonals.

Mix-N-MatchMix-N-Match

• Students mix and pair• Partners quiz each other• Partners trade cards• Students quiz new partner• Teacher calls ‘Freeze’• Students ‘Match’

Mix – N – Match Mix – N – Match

• Combine with Quiz, Quiz, Trade on more difficult questions?

2x(4x+2) 4x(2x+1)

Music

Mix – N – Match Mix – N – Match

2n+6 Multiply n by two,then add 6

Music

Mix – N – Match Mix – N – Match

nn

Music

n 6

2

n 1 2 3 4

Ans

8 10 12 14

Mix – N - Match

Expanding brackets

Factors and multiples

Graphs and equations

Equivalent fractions, decimals and percentages

Starters, Plenaries, Brain Breaks

Find the FictionFind the Fiction

• Students write statements: two true, one false

• One teammate stands and reads their statements out loud

• Teammates each write best guess, reach consensus and announce guess

• Standing student reveals answer• If correct: Students clap teammate. If

incorrect: teammates clap student• Next teammate shares

In a KiteIn a Kite

•The diagonals are perpendicular to each other

•The diagonals bisect each other

•A kite has 1 lines of symmetry

•In a Parallelogram

•All of the angles are equal

•The diagonals bisect each other

•Both pairs of opposite sides are equal

•In a Rectangle

•Opposite sides are the same length

•Both pairs of opposite sides are parallel

•The diagonals are perpendicular to each other

•In a Rhombus

•Both pairs of opposite angles are equal

•Has 1 line of symmetry

•Diagonals bisect each other

Match MineMatch Mine

• Sender arranges pieces• Sender describes, receiver matches• Partners check for errors• Partners switch roles

- 6

-5

-4

-3

-2

-1

0

1

2

3

4

5

6

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Timed Pair ShareTimed Pair Share

• Teacher announces topic and time• Think Time• A shares; B listens• B responds and praises• B shares; A listens• A responds and praises

What could this graph be What could this graph be showing?showing?

Class 8.5

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Give one, Get oneGive one, Get one

• Hand up, pair up• Pupils give one bit of information and get

another one• Hand up, pair up with another student• Finished pupils become ‘experts’ for

others to call on

Radius, Diameter and Circumference

Diameter (cm) Radius (cm) Circumference (cm) Signature

1cm

2cm

3cm

4cm

5cm

6cm

7cm

8cm

9cm

10cm

11cm

12cm

13cm

14cm

15cm

16cm

• When students are answering examination questions the following template can lead to meaningful discussions.

What formulae/methods should

you consider?

Are any of these words in the question? What do they mean?

Choose Express Show

Explore Calculate Prove

Explain Hence Sketch

What information is given?

What methods have you chosen

to use? Why?

What are the key points you

need to remember from this

question?

Now write your solution here: When finished allocate where you think you have gained the marks

Use of feedback

• When marking homework use percentages and an understanding grade.

• We build time in lessons for the students to review the feedback and act upon it.

U2 A good understanding.Good stuff, your work shows sound understanding of the work covered. You have understood new ideas and made good attempts at applying them in problem solving questions.You now need to correct your mistakes and get more practice in those areas. Get a friend to help work through corrections.

U1 A thorough understanding.Well done, the work you have completed is of an excellent standard. You grasped new ideas and have been confident in their application to problem solving.Review this topic regularly to ensure continued understanding. Help those around you; work with a student who got a U3 to explain where they have gone wrong.

U3 A fair understanding.OK, your work is very near the level we would normally expect. You have understood the main points but not enough to apply them to new situations.Read the comments from your teacher; find someone with a U1 to work with correct your mistakes if you can. Try more questions on this topic. U4 Only limited understanding.There are lots of errors in your work and you need extra time on this topic. See your teacher for individual support and he/she will show you what the problem is and help you with corrections.

U5 Very little understanding.You have missed main points in this topic and need more time on it.See your teacher now to organise time outside of lessons to go back through the main points and build in time to go through questions again. Work with someone with a U1 or U2.Don’t give up, you can sort this one out you just need more time.

Contacts for Cooperative Learning Training• If you are interested in developing CL

in your school, you will need the expertise of an accredited trainer.

• We have used Gavin Clowes at,• [email protected]• Or you can look on the Kagan website• www.kaganonline.com