This idea has been bubbling around me for a while now.

I’ve been reading a lot about ICT in the classroom with a particular interest in games based learning and then Adam Stevens, (@ahstevens) a contact I have made through Twitter mentioned that he had dabbled with Mario Kart and other racing games in the classroom to present some basics of distance/speed/time theory in physics.  Derek Robertson (@derekrobertson) and Ollie Bray (@olliebray) have provided further inspiration by sharing their own experiences of games based learning success.  Both are now working to spread good practice and I am pleased that they have offered me their support, albeit from the back of the car on the way home from the first Edu2020 (@edu2020) meeting in Duffies!

The pedagogy behind games based learning must lie in motivating pupils to learn by engaging them in the work being done through ensuring a common interest is found and utilised.   A great opportunity has presented itself for the new school year. I will be working with a Foundation Level maths class through 3rd and 4th year to formal assessment in May 2011.

The Standard Grade course will offer plenty of challenges to the pupils with the work covered but also many opportunities to relate work to real life scenarios and situations.  In addition it will allow me time to incorporate games based learning and the curriculum for excellence principles into our lessons.  My main learning intentions will focus on time problems, number, organisation, simple statistics and problem solving.  In addition the project will be designed to meet the 4 capacities of Curriculum for Excellence.  Although not strictly necessary for pupils at this age and stage in secondary school it will provide a richer learning experience at this level of work and anyway, it’s good practice for what’s coming!  Having had a quick glance through the arrangements these are the current outcomes I believe I can meet with Mario Kart.

• reading tables, graphs and charts
• line graph trends
• communication of data through tables, graphs and charts
• numeracy – add/subtract/multiply/divide calculations in context
• mean, median, mode
• check solutions
• experiment
• draw conclusions and explain them from data
• take an organised approach to solving problems

At this point I need to put out a prezi alert.  My planning has been done on a Prezi following a comment on Twitter from John Johnston (@johnjohnston) who mentioned that he had never considered using it as a planning tool until he saw a previous post by me – well, I had never considered it either until he said it!  I had been waiting for a flash of motivation and 10 minutes in front of my SMARTboard to plot my ideas into writing – indeed I had even started the Notebook file.

Anyway, the prezi is attached here.

So far, this project is a triumph of Twitter and my new and ever reliable personal learning network.  Since joining Twitter and joining in the chat I have found contacts, received support and criticism and, perhaps most importantly, been provided the ideas and reading which will realise this project in my classroom.

As the title of the post suggests, this is just the beginning – I have a long track to get around to see this project through with many questions about management, ownership, assessment and evaluation still to answer.  But I’m excited about pitching this idea to the class and hearing their ideas about how to proceed – am I already half way to a good outcome?

We have known from school records across the country, for a long time now that pupils can falter as they enter S1 from primary school.  Of course the kids are all different; some thrive on the new challenges of a large comprehensive secondary school, some simply don’t manage to progress much in the first few months and some unfortunate souls find the transition so hard that they can fall behind in their classwork because every ounce of effort they can muster goes into survival.

As a school we have certainly not been sitting back and watching this happen.  We have, and many of you will be familiar with these strategies I’m sure, tried to ease the transition process in ways which I have blogged about before.

This year we are trialling a project which all of our P7 catchment pupils will start in primary and continue in secondary school.  To get us started we held meetings with primary and secondary school teachers to discuss a suitable topic which could be used.

Time and measure was chosen in relation to the pupils’ journeys to school.  We are situated in a large rural area covering approximately 100 square miles.  Up to 10 primary schools feed into Thurso High School.  These primaries range fr0m large town schools to very small country schools.  The majority of the pupils attend their most local school and experience very similar journeys as their peers.  On arrival at secondary the pupils are set into maths classes according to the 5-14 Level which they have achieved (or are working towards) with pupils from all primaries.

View Thurso High School Feeder Primaries in a larger map

We have chosen to maintain flexibility for teaching staff to approach the topic in a way which suits individual classes at this very busy time.  It is, therefore, inevitable that the pupils coming will all have different learning experiences in primary school and will have varied prior knowledge and skills. The only set criteria for each pupil’s portfolio is that it should contain the following information:

1. What their mode of transport will be.
2. The distance of the new journey.
3. The time the new journey will take.

At primary school today I enjoyed the first half of this project being put into action.  Pupils have all been given a cover sheet, designed at the secondary school and including all of the school logos, which will be attached to the work they are currently completing.  They will bring this with them to high school when they attend transition days next week.  During their visit to secondary the pupils will follow their new timetables with their new classmates for 2 days.

While the pupils are with us in the maths department we will look at the question:

How does my journey to school compare to my new classmates?

We have designed a single class chart to show all pupils’ modes of transport – every pupil will make a contribution to this and it will then be displayed on the classroom wall.  Once again, individual class teachers are left the option of what other information to help them answer the question above with their classes.  As all classes are set by ability it will allow us to choose appropriate topics within the CfE experiences and outcomes to suit the learning needs of our new pupils.  Some classes may focus on collecting and displaying data about  distance and time of journeys whilst others may progress to consider the relationship of speed, distance and time.  Any work completed will be kept for them to continue after the summer.

With this project we hope to create an immediate sense of belonging within each class, an ethos of contribution, team work and relevance.  We must remember that the transition process is the main focus and not the mathematical knowledge at this stage.  Our aim is to provide a continuous learning experience to minimise, or at least reduce, any anxiety about secondary school maths.

The pupils are visiting next week – watch this space and I’ll try to let you know how it goes.

PS – at the beginning of all this I wrote a Prezi to try to piece my thoughts together.  Please feel free to have a look if it doesn’t make you queasy!

http://prezi.com/69297/

As part of module 1 on the EPICT course I have been asked to use the BECTA framework to evaluate electronic resources for teaching and learning.

As a teacher it is important for me to consider the implications of any resource that I use in the classroom. Throughout teacher training I was required to justify my methodology for every class so I was always asking myself questions such as ‘how does this build upon previous knowledge?’, ‘why will this engage the pupils?’, ‘am I meeting the differentiated needs of every pupil?’ and ‘what theory can I draw upon to justify the use of this activity instead of that one?’.  Following the lesson I would reflect on the good, the bad and the ugly to make the next lesson a more satisfying learning experience.  Evaluation is a continual process and as I become more familiar with topics and the different course aims I can definitely say that while it is definitely becoming easier it is still just as importat.

Any resource that I use in a lesson is subject to the same scrutiny – if it doesn’t add value to the learning and teaching or show potential to then I will not use it again.  I must use some form of evaluation which provides more concrete  proof of added value than simply my instinct.  EPICT have recommended the BECTA framework below as one good example of a structured and objective way to decide whether an electronic resource is worthwhile.

BECTA One Page Evaluation – Get more Business Documents

A fine start to evaluating any resource particularly if you want to share it.  All of the essentails are covered by the detail questions and tick boxes in the top 2 sections.  This makes it easy to understand what/who the content may be suitable for.

A deeper understanding of the content and it’s intended use is required for the next section which asks the user to question the structure, content and how learning objectives will be achieved in more detail.

All in all this framework offers a very comprehensive check list for resources.  So why am I not impressed?  My initial impression of the form was that it was cluttered and inappropriate for purpose.

I think it is trying to squeeze too many types of resource into one proforma.  By trying to ease the administration of evaluating resources by having just one form, this framework creates an overcomplicated monster which ensures for any evaluation that some of the questions will be irrelevant.  This means that each time I will have to select which questions need answered.  As time gets short this will ensure that I will, eventually, choose to only complete the title.

There are 3 forms of ICT resource I would like to identify because each may require different evaluation process.

1.  Commercial resources which are content rich and subject specific. For example, in maths I would consider this kind of evaluation for packages such as Autograph, Geometer’s Sketchpad and Abacus. All of these are subject specific applications and wholly different monsters to online resources.

2.  Online tools, ie: Web2.0 – wiki, blog, collaboration, VLE, file-share, photo and podcast. All of these tools are available free of charge with no additional software to download and can be adapted to suit any age and stage of learning and any subject.

3.  Web resources – websites which provide useful content – eg: mathsisfun, rainforest, world clock, BBC Bitesize, stats for schools, etc. These can be static webpages full of information or interactive sites, usually in the form of games and challenges for maths, often just interactive pages which can consolidate learning and understanding of topics.

Consider the questions asked under Content, Structure and Achieving Learning Objectives. These are valid for every source. For any method of delivery, as a teacher, I need to consider how the use of a resource or learning tool will aide and enhance learning. I need to understand what the learning intentions are for every lesson and plan accordingly whether online resources, or any other ICT, are being used or not.  But I’m not sure I need 3 full columns of questions to answer to help me decide.  After all, I go through this process for each of my non-electronic resources.

What I’m looking for is a way to evaluate electronic resources not just any resources. So let’s bin the pedagogy from the evaluation and assume that teachers will continue to exercise vigilance and professionalism in their choices for the classroom.

What’s different then?  A fellow student on the EPICT forum suggested that safety is not mentioned on the form.  Internet safety is most certainly a new consideration.  Open forums and comments, advertising and links could all present unsuitable material.

A colleague at Highland Council has reminded me that we should consider Accesibility and complete an equalities and diversity impact assessment.  Now these are things that I have never even thought of and I feel now are part of what makes electronic resources different.

To conclude, the first part of the form offers standard information about who, what and how which is great for managing resources, filing them away under criteria which help to quickly eliminate or select resources in the future.  The second part of the form is not required because I will continue to evalute the teaching and learning part of any resource as normal.  The questions are adequate but, unecessary I feel, as part of the process of evaluating the ‘electronic’ function of the tools.  Finally, a part 3 is required to address the associated risks that apply specifically to electronic resources.

I’m not sure how I want to end this.  I have not fulfilled the aim of the course by completing an evaluation of a resource, rather I have evaluated the evaluation.  Most importantly the question has made me more aware of completing some sort of formal questionnaire which forces me to consider the suitability of resources in a more structured manner and with more care.  What that structure should be is still a mystery to me.  Does anyone out there have a comprehensive, but simple, evaluation system in place already?

Next time I go to make a recommendation or a choice for the classroom I will try to write down my own thought processes and take it from there.

I found this document while looking for more recent ramblings about the transition work I am currently involved in and am pleased that it gives me a foundation to build on.  As a department we are working hard to develop strategies to ease the Primary/Secondary transition process to enable pupils to continue to achieve, maintain their confidence in maths and progress in their learning.  Maths should, after all, be considered as a continuous subject – there is no difference between the skills and knowledge or the methods of delivery that can be employed.

I am pleased that I have managed to follow through on most of the promises I made to improve my practice – the walls are, indeed, covered with S1 work and I have continued to embed AiFL strategies, discussion and formative assessment into lessons.  With the impending timetable change looming it is good to remember the pledges I made a year ago and re-draft them for this year.  Many are useful for all years, not only S1.

I had intended to blog about our department’s transition project this evening but that will have to wait now.  I’m going to focus my attention on the classes coming in Tuesday and how I can do my best for them instead.

Primary – Secondary Liaison Report 2007/08.

Stephanie Disbury – Mathematics Teacher – Thurso High School.

Aim – to discuss the similarities and differences between mathematics learning and teaching between primary and secondary school and evaluate strategies to reduce barriers in the transition process.

The more I consider the difference between primary and secondary mathematics teaching and learning the more I am convinced that the fundamental difference is in our overall objective. Drawing on classroom observations, discussion with colleagues, various in-service training courses and educational literature it has become clear to me that in secondary school the emphasis in our classrooms is on attainment, in primary it is on learning.

There is pressure on the teacher and pupil at every stage to prepare for assessments but in secondary it becomes imperative that the child is challenged to achieve the best possible results whilst completing the 5-14 curriculum so that they can go on and achieve best results in Standard Grade. Why? The time constraints involved in SQA examinations require secondary courses to constantly push forward so the more they can cover before S3 the better chance the pupil has of recalling facts for the external exam! A primary teacher has the responsibility of assessing pupils individually and setting realistic assessment dates allowing time for learning to take place at the pupils’ pace and for consolidation of skills. The courses I teach in secondary aim to maximise learning capacity for every pupil in a structured timetable of prescribed topics. If I deviate from this configuration I risk the progress of the pupils by not allowing enough time to complete the course, therefore, lowering attainment in assessments and ultimately lowering their potential for of success in the SQA exams.

I have found it easy to get carried away in a wave of exam frenzy. Approaching the assessments in November I pre-warned classes of the imminent evaluation of their learning so far this year by carefully explaining the amount of work that we still had to cover, not to mention the revision exercises and homework which had to be completed in lieu of the pending test. Pupils in S1 should not immediately recognise this as exam pressure because of the nature of their assessment in primary school and yet most still understood the importance of their placing in school as the result of rigorous testing. This self imposed anxiety to succeed causes many of them to under-perform. At what point do the pupils become aware that test results are the most important means of assessment in secondary mathematics education? I must work harder to reduce exam pressure by ensuring that assessments are part of standard classroom routine.

At the lower end of the ability spectrum the pressure to perform well can act as a barrier to learning and as a catalyst for poor behaviour. Misbehaviour acts as a distraction from the lack of understanding, pupils preferring to be the class clown than admit their difficulties.

In terms of AiFL strategies I feel that both primary and secondary teachers are committed to incorporating best practice. Continuous assessment including show me activities, peer assessment and self evaluation are commonplace in both. In particular, the secondary schools use assessment as learning by employing a variety of strategies for evaluating exam performance in order to improve future attainment. With many primary classrooms including groups at different 5-14 levels and completing work on different topics it appeared essential to use peer assessment as a tool to evaluate understanding. The pupils I witnessed implementing this were honestly critical of each other’s work and were keen to produce quality work to avoid the disapproval of their peers.

With setting key in secondary mathematics all pupils are completing the same work with little differentiation required. It is very easy to set an independent task and collate the work to check or mark. Setting up effective pairs or group work requires more preparation and careful moderation in secondary but if I continue to employ a range of peer assessment strategies and provide more opportunities for pupils to practice the skills in pairs and group work which they learned in primary it will remain the norm instead of being considered a treat. Thus the excitement and novelty factor will not be allowed to develop to the stage where pupils are unproductive. All of my research indicates that allowing pupils to talk about their work will help them to understand but like all skills, interpersonal ones must be practiced to ensure they do not degenerate. I must identify more chances for pupils to discuss their work with each other by using co-operative learning strategies and providing clear focus and learning intentions for discussions.

Both primary and secondary have efficient homework policies in place. All pupils are expected to produce work regularly and meet completion deadlines. This consistent approach should be maintained at all levels.

Moving around different classrooms is one of the fundamental changes for pupils moving up to secondary. Whilst standard rules are uniform throughout the secondary, simple conventions such as whether to use a pen or pencil, protocols for leaving the classroom and routines for collecting equipment can vary considerably.

Secondary pupils no longer have ownership of their own space. Many education writers consider a person’s environment to be vital for effective learning. Pupils must feel safe and in control of their own accountability so my own rules and expectations must be made very clear. It is also considered essential to have a sense of belonging to any group in which they are working. Again the organisation of primary has the advantage. Every pupil must be given the opportunity to contribute to the class and displaying work can be a useful tool to help pupils accept each classroom as their own place of work in secondary. My current S1 class made the number line which is displayed in the classroom and are delighted when I tell them that other classes often make use of it. I must make more time to update displays with new work from all classes.

Interactive work is critical at some levels in mathematical learning. Pupils in S1 and beyond are often not physically ready to accept or understand abstract concepts without concrete materials to aide them. The primary classes I visited were utilising various resources including ICT, games and puzzles to consolidate and introduce topics on a regular basis. Pupils are familiar with using these resources as a tool to develop mathematical skills such as logic, patterns and basic numeracy and as an opportunity to converse using mathematical language. Numerous resources are available at secondary level. Although many require customisation to suit the requirements of courses and classes the only barrier is finding time for effective preparation and evaluation of success. I will continue looking for effective resources and use a range of activities which meet the requirements of the class and course.

There are fundamental issues in the transition process which cannot be addressed as a single teacher or department within the school such as school rules, moving around classes, personal organisational skills which must be acquired and the inevitable social changes. With so much to cope with already I hope that I have identified some areas in which I can help to ease the transition process within my own classroom. Time will tell!