I'm excited to share some snippets of the new Maths Practice Intensive (MPI) that we're piloting this term and that will be launched for the first cohort from term 2.
Day #1. We began by looking at the pillars of practice - the integral components of the effective maths programme.
We also highlighted the importance of fostering a positive learning environment for maths, nurturing creativity and integrating cross-curricular opportunities for real-life application. Exploring the concept of teachers seeing themselves as mathematicians, we recognised that this perspective can lead to a transformative shift in our approach to designing our maths programmes and opening the door to a more dynamic and engaging teaching style. This shift can instil confidence in both teachers and students, promoting the belief that everyone has the potential to excel in maths.
Day #2. We explored a range of formal and informal assessments to fully understand the available tools and practical implementation of Assessment for Learning (AFL). We practised analysing PAT and e-asttle data and engaged in coaching conversations about how to use this data wisely. The emphasis on sharing assessment data with students and incorporating self-assessment tools in our teaching was also discussed. The program encourages us to reflect on how often we allow and prompt students to reflect on their learning and whether we are tapping into their self-driven learning potential (student empowerment).
Day #3 was all about practical aspects: long and short-term overviews, timetabling, flexible grouping, lesson planning, and organising for group discussions (group talk). It was great to give it a go and solve a 'low floor high ceiling' problem ourselves in breakout spaces, followed by sharing with the big group. This activity will be useful for teachers' learning as it encourages thinking about their own mathematical knowledge, ideas, gaps, next steps, and resources they might need for the lesson, etc. I loved that Fiona used Talk moves with us, letting us experience how our learners would feel and behave; "revoicing" definitely made me refocus on the group conversation. Another practical aspect of the programme is "gifting" well-designed and pre-planned task boards ready to be used in class. Finally, we shared some resources for independent activities that might enhance students' learning experiences and help develop fluency.
To conclude, I'd like to emphasise that every part of the programme is designed with robust evidence in mind and backed up by research. Throughout the programme, teachers will be referred to relevant readings to deepen their pedagogical knowledge and better understand why the offered approach is effective.
