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Stories of change: moving from '2' to '1'


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

All staff have a very clear idea of our aims and vision in relation to mathematics. We have really good systems for making assessment information available and all staff say that the support they are given through our curriculum planning documents to help them plan rich activities in lessons is very good.
So, our systems for provision were good – I felt it was now time to focus on how our pupils were responding in lessons, how did we know they were learning these ideas in a deep and lasting way. In other words we shifted our attention from the teaching to the learning.
We introduced this by saying that we wanted to support colleagues in making good, reliable teacher assessments. In practice we worked a lot on how to interact with pupils as they were working, what questions to ask, how to encourage our pupils to answer in full and the importance of not jumping in to quickly to “help” as a teacher but stepping back, looking and listening carefully to what is going on in our classrooms.
We encouraged colleagues to record conversations with small groups of pupils that they worked with in guided group work sessions and bring these to staff meetings where they discussed what they gleaned about their pupils thinking and how they approach this sort of assessment themselves. These were great PD sessions for the whole staff and generated so much useful discussion about mathematics, teaching and assessment. We also involved teaching assistants in these activities.
 

      
 
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