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A presentation to teachers on teaching for mastery in December 2015


Created on 20 January 2016 by ncetm_administrator
Updated on 05 April 2017 by ncetm_administrator
 
 

Debbie Morgan. NCETM Director for Primary: a presentation to teachers on teaching for mastery in December 2015

As part of her work, the NCETM’s Director for Primary, Debbie Morgan, travels the country speaking to thousands of teachers about teaching for mastery. Her presentation is developing all the time, with frequent updates and refinements to reflect input and experiences from teachers exploring new teaching approaches themselves.

This presentation was given to a conference of teachers in Lincolnshire in December 2015.

Introduction

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use.

What is Depth?

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use.

Depth shown in children’s work

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use. 

Using the bar model

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use. 

Meeting the needs of all learners

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use. 

Examples from Chinese teachers’ slides and Chinese textbooks

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use. 

Variation

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use. 

Full video

This video can also be watched on Vimeo, the video hosting site, where it is also possible to download a copy for your own use. 

Slides used during Debbie Morgan’s address.  

If you’d like to offer your views, or experiences, on any aspect of teaching for mastery, please contribute to the discussion threads in the NCETM’s Maths Café Community. NB: To access and make posts in the Maths Café Community, you need to be registered with the NCETM and logged in.

 
 

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Comments

 


28 January 2018 18:31
I find this very useful. As I grew up and educated in Singapore, where bar modelling was taught in primary schools, I had been using it for interventions for the LA children last year. And it worked wonders. I felt it gave them a chance. However, it was not taught in the classroom then. Only recently, my school introduced the method during Inset and I'm glad to say that my colleagues have started using it in their teaching. I hope that soon teachers in the UK will reflect their current practice and learn to adapt Mastery Maths in their classrooms. It is a steep learning curve. But we will get there!
By skhan210
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12 December 2017 20:09
This comment has been reviewed during our moderation process and blocked
because it breaches our terms and conditions

           
28 October 2017 10:19
At 7:49 ish, in using the bar model section, Debbie says she has 4 8's for the second class letters but then writes 8 x 4 - 8 lots of 4. This should have been 4 x 8.
By nilsbird
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02 May 2016 15:19
With reference to Icosahedron's comments, it does not matter whether Teaching For Mastery is drawn from China, Outer Mongolia or Peru, the fact is that it makes sense! As teachers in the UK, we will always have to strive to improve our practice despite the constraints of workload, accountability, bureaucracy and lack of funding: that's the way it works here. What we do have, thankfully, is a core of teachers who are willing to reflect on their current practice, be innovative and adapt their teaching in order for their pupils to access the quality learning which this Mastery approach may provide. Thank you NCETM for this resource!
By myeates588
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04 March 2016 12:52
While the NCETM's current activity around teaching for mastery is by no means exclusively based on our experiences in Shanghai, it is worth correcting Icosahedron's assertion that our conclusions are based upon 2 schools there. The facts are that, over four extended visits to Shanghai, two of them with groups of 70+ English teachers, the NCETM has seen maths teaching in scores of schools in the city, and also spent numerous sessions with those who train maths teachers in Shanghai.

We are well aware that, and frequently acknolwedge that, teachers in Shanghai benefit from a more comprehensive training and in service maths-specific CPD experience than their counterparts here. But that doesn't mean there is no value in teachers here experimenting with some of the classroom approaches that are proving so successful in Shanghai.
25 February 2016 13:32
The presentation begins by drawing conclusions about lessons in China based on Debbie Morgan's experience. There are 700,000 schools in China, so how representative is Debbie's Morgan's experience. A sample size of 5% would 35,000 schools when I'm guessing the conclusions are based upon 2 schools in Shanghai. Most GCSE students could spot that the presupposition on which this presentation is based is nonsense.

Yet again the NCETM are shoving the mythical Chinise maths teaching down UK teachers throats when of course they are ignoring the 5 years of teacher training, the extended school day (including Saturdays), the timetabled teacher collaboration, the 80% of Shanghai school children who are privately tutored, the attractive salaries paid to teachers, the culture of good behaviour in China.

Revolutions in UK maths education simply do not work because overworked, underpaid and, now more commonly, under qualified teachers simply carry on the only way that has been possible for decades. Unitl these issues are resolved and teachers are treated with the respect they deserve.

The teachers I have worked with are dedecated, knowledgeable and hardworking, it is to the UK the NCETM should be looking and build upon the good practise in this country rather the flawed ideas of Jane Jones where we import supposedly best practise from other countries.

The mastery in maths agenda is well meaning and could be successful if implemented carefully unforunately it is more likely to damage the maths education of many, many children over the next five years.
By Icosahedron
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19 February 2016 13:24
A really useful presentation that has helped me understand how I can provide challenge, depth and get the children to reason in my class. Good examples of questions too. Thanks
By fuzzybrainjo
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15 February 2016 15:23
I watched the video with my colleagues on our professional development day. It was a really good session
By heylhi1234
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09 February 2016 10:10
There is now a link above, under the last video, to the slides used in the presentation.
07 February 2016 10:04
The mastery vidoes (Debbie Morgan) are fab but I still cannot locate the accompanying ppt slides.
By debbiehyslop
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06 February 2016 21:18
What a thorough presentation! It makes sense. Thank you for showing it. I am proud to say that my pupils write the fraction line first, then the denominator, then the numerator. And, actually, I got that from a pupil of mine last year who did that when I was working with her 1-1.
By gdainow
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02 February 2016 09:48
Is Debbie's ppt presentation available , please?
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