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Case Study 2 - Exploring the EiML online materials


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 June 2010 by ncetm_administrator
Updated on 25 June 2010 by ncetm_administrator

Case Study 2 - Exploring the EIML online materials

My school is an average sized primary school with approximately 260 pupils. I have been teaching there for four years. I am currently a year 2 class teacher, and also the Numeracy Leader and Phonics leader across school. I have recently been accepted on the Mast Programme in order to further support my professional development and to develop my role as Numeracy leader.

The focus of my learning is centred on professional development. This is through the implementation of the Cognitive Acceleration in Mathematics Education (CAME) project into our school in order to facilitate a long-term process of change in pedagogy.

I hoped that the learning focus of the project would impact on pupils in a number of ways:

  • pupils would be enthused and more motivated by mathematics through investigative, practical and engaging tasks  
  • develop pupils’ social skills i.e. their ability to work effectively in pairs, small groups
  • improved speaking and listening skills
  • whole class ethos of risk taking and that mathematics is FUN!
  • improve levels of progress and attainment.

I also hoped that staff would feel confident to engage with investigative / discovery learning, develop their use of effective questioning, and improve the use of observational assessment to inform APP. The project would also enable staff to team teach and learn from each other.

It was important that I recognised the challenges and possible difficulties which may arise through a change in practice to the way we currently teach mathematics. I realised I needed to gain the confidence of staff and ensure they felt involved, supported and were keen to take ownership of the process.

In order to do this I regularly met with the Head Teacher and SLT and the project was incorporated into the School Improvement Plan. I also produced an action plan to focus myself on what needed to be done and to enable regular reflection.

The EIML online tools have been invaluable in supporting my project in a variety of different ways:

  • the Key Element ‘Professional Development’ section and the different case studies (e.g. case study 3) supported me in narrowing down my project and in enabling me to be more specific about what wanted to change i.e. pedagogy.
  • the Core Responsibility sections of “Planning for Improvement” and “Working and developing together as a team” together with the associated “Stories of Change” were excellent in helping me identify where we are at as a staff and where we needed to go. I was able to print these off as PDFs and used these to fuel discussion amongst staff. I certainly feel that there are many more ways I could use the Core Responsibilities sections in my role as Mathematics leader for other areas of professional development. I am particularly keen to use the “Vision and Aims” and the “Developing a common purpose and shared culture” sections to help me establish a shared vision of mathematics across school and the wider community.
  • the TLA Stage Two Writing Frame was excellent in guiding me through the initial process of getting my project from the thinking stage down onto paper in a coherent structure. The action plan was particularly useful and was easy to amend and add comments as necessary.

The telephone conference was very interesting and useful in enabling me to gain an insight into the challenges of other projects, and to hear how others were using the online materials.  

The coaching telephone conversation supported me in further clarifying my focus of change by hearing how others had used the materials and in guiding me to specific online tools. 

Debbie Hyslop, Nottinghamshire

   
 

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