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Professional development meeting PDM 3 – mathematics

Strengthening pedagogy for underperforming groups

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The circles of inclusion

Learningobjectives

Teachingstyles

Access

1 2

3

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Review of assessment task

• What are the next steps to move each child towards the target objective?

• Did anything you found surprise you?• What difficulties, errors or

misconceptions were shared by many children in the group?

• Are there common areas of misunderstanding that occurred across several year groups?

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Aspects of teaching

How do we• identify and set learning expectations for all

children • use and structure dialogue in the mathematics

classroom• promote and use interactions with and between

children• structure mathematics lessons• plan the teaching sequence• use resources, including ICT, to support

learning?

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Activity 1: Identify and set learning expectations

To ensure that appropriately challenging objectives are identified for underperforming childrenwhat features of the tracking activity in PDM 2 can be incorporated into your everyday planning and assessment procedures?

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Activity 2: Promote interaction with and between children

• What different types of question are used?

• How are assessment opportunities built into the session?

• What features of this session could you incorporate into guided group work when you support underperforming children?

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Activity 3: Structure mathematics lessons and plan teaching sequence

• Is lesson structure planned flexibly according to the particular intentions for the lesson?

• Do all children experience a range of working styles during the week (independent, paired and group work)?

• Do underperforming children experience a good balance of supported and independent work?

• How regularly do you (the teacher) work with underperforming children?

• Does each unit include sufficient time for consolidation and review of learning?

• How effectively is the use and application of mathematics integrated into each unit?

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Activity 4: Use resources, including ICT, and dialogue to support learning

• How does dialogue and interaction between children support those who may be struggling with concepts?

• What strategies does Chris use to promote effective discussion?

• How does the use of models and images help children to secure understanding?

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Discussion

To address the key areas of difficulty faced by many of our underperforming childrenwhat whole-school actions can we take?

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Follow-up task

• Use the support and guidance on the Primary Framework website or DVD to plan a unit of work. This should be from the block that most strongly develops the school’s focus aspect of mathematics. (Teachers spent some time in PDM 2 looking at this block guidance.)

• Use the assessment information for underperforming children to plan appropriately challenging learning intentions for this group, which will move them towards the target objective.

• Incorporate the actions you have identified on handout PU1 to overcome any barriers to learning for your underperforming children.