Download Collaboration Report

A summary of trainees’ feedback on the
impact of IMC following teaching practice
using their completed Collaboration Logs
Compiled by Helen Sheridan (Associate with NCETM)
13th September 2009
This report examines the participants’ collaboration logs
following teaching practice.
Contents
Introduction
Page 3
Collaboration Log – Blank Pro-forma
Page 4
Overall review
Page 5
Review of each Section:
Section 1
Learning Activity
Page 5
Section 2
Comments from people involved
Pages 7 - 9
Section 3
What was most useful?
Pages 10 - 11
Section 4
What was least useful?
Page 12
Section 5
Impact on Trainee Teachers’ Learning
Pages 13 - 14
Section 6
What will you do as a result of this?
Pages 15 - 16
2
Introduction
The expectation of trainee teachers who were part of the IMC project, was to produce four
collaboration logs in order to keep a record of conversations, discussions and activities
between all members of the support team and themselves. The finished documents were
used as part of the evidence to examine how successful objectives identified at the beginning
of project had been.
Objectives:




Improve practice in the teaching of mathematics
Encourage collaboration between professionals
Increase the confidence in the teaching of mathematics
Improve children’s perceptions of mathematics
During September, October and November trainee teachers took part in four workshops
designed to increase their confidence in the teaching of mathematics. Following this, all
students took part in a teaching practice block when the following professionals offered
support in planning mathematics work as well as observing teaching and providing feedback:




school-based tutor/mentor
class/leading teacher
HEI tutor
NCETM associate
Two collaboration logs were to be completed by the trainee teachers in conjunction with
workshop sessions; the other two collaboration logs were to be completed during students’
teaching practice. The later two collaboration logs will be examined within this document and
significant comments and common strands will be identified.
It is clear from the evidence that the two aims of the NCETM have been accomplished:
Aims of NCETM


raise the professional status of all those engaged in the teaching of mathematics, and
raise standards by supporting mathematics-specific CPD so that the mathematical potential of learners can
be fully realised.
Helen Sheridan
Associate with NCETM
12th September 2009
3
Collaboration Log – Blank Pro-forma
The following blank, electronic pro-forma was provided for all trainee teachers who were to
use and adapt the form as they wished.
Learning
Activity:
Comments from
people involved.
What was most
useful?
What was least
useful?
Impact on trainee
teacher’s
learning
What will you do
as a result of
this?
Names:
Signatures:
4
Date:
Overall Review
Comments from people involved (pages 7 – 9)
Comments in this section showed that trainee teachers had collaborated with professionals
before there teaching experience as well as afterwards.
Objective 2 – “encourage collaboration between professionals”
What was most useful? (pages 10 – 11)
Comments in this section showed that trainee teachers welcomed the comments of others
and this helped them to improve their practice.
Objective 1 – “improve practice in the teaching of mathematics”
What was least useful? (page 12)
Comments in this section showed that trainee teachers were extremely positive and were
thinking about how they could improve their own practice.
Objective 1 – “improve practice in the teaching of mathematics”
Impact on Trainee Teachers’ Learning (pages 13 – 14)
Many trainee teachers commented upon their heightened confidence. They also in
abundance wrote about how children were more involved in their learning of mathematics.
Objective 3 – “increase the confidence in the teaching of mathematics”
Objective 4 – “improve children’s perceptions of mathematics”
What will you do as a result of this? (pages 15 – 16)
The trainee teachers demonstrated that they had become much deeper thinking
professionals.
Objective 1 – “improve practice in the teaching of mathematics”
Objective 2 – “encourage collaboration between professionals”
Objective 3 – “increase the confidence in the teaching of mathematics”
Objective 4 – “improve children’s perceptions of mathematics”
5
Section 1 - Learning Activity
Summary
In this section, the trainee teachers inserted information showing whether the collaboration
log was a lesson observation or collaboration related to planning. Other students gave a
detailed description of the lesson.
Comments by Trainee Teachers
Learning Activity - Example 1
Lesson observation – by associate (Mike Ollerton)
Learning Activity - Example 2


Planning for lesson observed by associate
Collaboration with other students and professionals on this session
Learning Activity - Example 3
This was my second IMC appraisal carried out by Linda Mason (YSJ tutor). Only the mental
oral starter and input was seen. The lesson I taught was about fractions, with the LO: To work
out multi-step problems and the SC of: to know how to work in a systematic way, to highlight
key information, to be aware that it needs to be done in steps
The main thread to the IMC was the ‘I am a number’ activity seen in workshop 1.
The mental and oral starter was: To use the number cards to play ‘What’s my number?’
starting with one step equations, moving on to 3 step one. To give an example and then to let
the class make their own examples to ask each other.
During the main activity:
SEN – Simple equations using the Numacon with support to begin with, to extend on to a
simple symbol grid. Example of question: 5 squares equal 10, what is one square? With
visual aid.
HA/MA/LA – to solve the multistep algebra problems given (4x4 grid with 3 different shapes,
have to work out the total for the shapes then the totals of columns/rows), differentiated
through the help given on the sheet. All have the extension task of making their own puzzles
starting off with three shapes, progressing to more shapes.
Learning Activity - Example 4
During my SE2 experience I taught a lesson involving the children using a folding technique
to produce shapes within a lesson. The children then used the shapes to produce a pattern
that contained two lines of symmetry. The children were investigating the different patterns
that they could find. Some children had realised that in order to make some of the patterns
symmetrical they needed to take into consideration the colour of some of their shapes.
During this task all the children were focused and getting on with what was expected of them.
The shape that the children used also differentiated this task, for example the LA children had
simpler shapes with less sides.
6
Section 2 – Comments from people involved
Summary
Many of the trainee teachers had taken part in much collaboration with professionals involved
in the project as well as their fellow students. Some of the themes discussed are listed
below:










Many comments in this section were students adapting ideas from others
IMC activities use inexpensive, easily accessible resources
Using learning objectives with children is not always applicable
Irrelevant use of mental starters wastes time
Problem solving underpins the IMC philosophy
IMC allows extensive discussion
Behaviour impacts on learning
Children enjoy learning through games
Children enjoy interactive ICT
Many students demonstrated excellent organisational skills
Comments by Trainee Teachers
Comments from people involved - Example 1
All the people I have spoken to in the IMC project say that the one thing they can take away
from this project and use in almost all maths lessons taught is the use of easily accessible,
cheap resources to create motivating lessons and activities. These resources include things
as simple as playing cards, dice and dominoes which I know I and many other IMC students
have used within their lessons in school.
Comments from people involved- Example 2
After the observation, Mike and myself discussed a number of different aspects within the
lesson that could have been approached differently.
This first aspect we discussed was the introduction of a mental and oral starter that is not
necessarily relevant to the task ahead. Mike suggests that ‘This has an implication for a) how
much talking/explaining the teacher needs to do b) interconnectedness/ fragmentation.’ The
starter that the children did within this lesson did not necessarily relate the theme of
investigations and patterns. When discussing this matter with other members of staff within
the school, we came to the conclusion that the mental and oral starter within a mathematics
lesson does not necessarily need to relate to the main teaching input. We came to the
conclusion that sometimes the oral starter may be used to recap what has been taught in a
previous lesson and to secure the children’s understanding.
Another point we discussed was the introduction of learning objectives within the lesson and
the need for the children to write these down. Within the lesson, I had the LO displayed on
the IWB for all the children to see. I have been doing this every lesson, as it is a basic
requirement within my SE2. Perhaps during this lesson, the children could have drawn up
their own LO as a class. But at the time I did not feel that this would be necessary.
7
Comments from people involved - Example 3
Helen said ‘Excellent and appropriate use of ICT to facilitate the children’s learning and interaction.’
I was extremely pleased with this comment because I like to use ICT as the main point for delivering
my inputs. Using a variety of applications I find is very beneficial for the children because of the visual
and interactive benefits they can gain from smart board and power point.
Helen said ‘The children were obviously learning and making brilliant progress. They were enthused
and focused, thoroughly enjoying their activity. They supported each other tremendously in the activity
involving partner work.’
It was great to hear this feedback because it allowed me to see how my planning and resourcing had
paid off. Placing the children in partners I found was beneficial because placing the higher ability with
the lower ability in the set helped allow peer support occur and for them to each facilitate each other’s
learning and understanding.
Helen said ‘You have appropriately high expectations of the children in your group – well done!’
Having high expectations of the children is essential for effective teaching and learning and I think this
helped the children to succeed in their understanding with a lesson like this. Telling the children what I
expect, how I expect it and when I expect it, gives the children a focus and challenge to accomplish,
which they did meet today.
Comments from people involved - Example 4
Franck said ‘Your excellent organisation skills were clearly evident in the way you
organised resources (worksheets, clipboards, stopwatches etc…) and students were
not only very clear about what was expected of them but also excited at the prospect
of taking part – normally a good sign!’
I was pleased about this as I had spent some time organising the activity and it showed that it
paid off and also that the children were excited makes me really happy.
Franck said ‘The way in which you had taken into account the needs of different
learners by tweaking their worksheets was also very nicely done.’
I always strive to differentiate to the best of my ability but in a subtle way, especially with the
class that I had as they were quite aware of the ability levels within the class.
Franck said ‘What a fabulous lesson! Your main idea worked extremely well I thought,
and highlights a rich cross-curricular vein of ideas exploring PE and numeracy. I hope
you use it again and explore it further – I will certainly be keen to try something along
the same lines when the opportunity arises.’
Great comment and feel the hard work paid off for all!
8
Comments from people involved - Example 5
I posted a comment on the IMC community and asked for ideas regarding my lesson. Ros replied saying:
I was just looking at the IMC workshop stuff to see if anything was already available - if
you look at workshop 1 booklet there is an 'Exploring Addition' activity (p.12) which
appears to suit your needs down to the ground. You may not be able to do the whole
thing but I think that Y2s could have a good go at the early parts.
Helen agreed with this so I used it as my main focus. She also made reference to the bears
so I decided to do this with the lower ability.
Helen said: I also think that the "Being a Number" workshop would be great as a starter
- obviously not using the same questions - but maybe "I am a number more than 10"
"My number starts with an odd digit" "If you add up my digits the answer is 7" etc. so I
adapted this for being a shape.
I responded: It would seem that great minds think alike!! In discussion with Amy (class
teacher) last week we thought that 'being a number' would be ideal. I have adapted this
activity already for use in the unit of work on shape 'being a shape' questions
included: "My shape has 6 faces", "My shape has less less than 5sides" etc. so I think
this will be approapriate.
I have just had a look at the 'Exploring addition' activity and think this would be a
really good one to do with my middle and higher ability children. I was thinking that
I might differentiate for the lower ability children by doing the 'Teddy bear arithmatic'
activity with them as it is the same principle but more visual. The concreate objects
will allow them to focus their learning as numbers can be an abstract concept.
So just my plenary to plan now. I would appreciate it if you could give me some
guidance on how to organise the discussion to enable all the children to contribute, as
there are one or two children who may not get involved in this part of the lesson.
Helen replied:
In a session I always tell the children what we would be doing in the plenary during the
introduction to the main activity. This means that they can be thinking about what
they may contribute to the plenary whilst they are carrying out the main activity.
During the main activity you can also speak to the few children that find it difficult to
speak in front of the class and ask them what they think they can contribute - and help
them to put this into words if needed.
What are you thinking of doing for your plenary?
This made me think about how I would do my plenary. I decided to involve the children in a
group discussion to enable them to feedback regarding their approaches to the task.
9
Section 3 – What was most useful?
Summary
A minority of students responded to this question:




Having the support from H was very useful when planning this lesson because it allowed me to
adapt my thoughts
Discussing ideas on the site makes it more clear in your own mind how you are going to conduct
the lesson
C is a very experienced teacher who has taken part in all the IMC sessions with me. She has a
grasp of the IMC philosophy and has helped me to pass this onto the children within my lessons.
Using the dominoes as a resources
Trainee Students tended to adapt this heading from “What was most useful?” to
What was most successful in the lesson?












The way in which I incorporated discussion based collaborative learning
Considering the possible misconceptions the children may have
Using settings beyond the classroom to stimulate the children’s knowledge and understanding of
mathematical concepts
Providing children with opportunities to explore mathematical concepts practically
I think the singing and real resources really enthused them.
Children’s enjoyment and interaction
Children learning to work collaboratively
The children responded well to the open ended questions
Children’s enthusiasm and enjoyment within this session,
Misconceptions became very clear as you could see easily
This observation gave me a lot of confidence
Worksheets were not particularly needed
Comments by Trainee Teachers
What was most useful - Example 1
I have learnt the importance of using settings beyond the classroom to stimulate the
children’s knowledge and understanding of mathematical concepts. When thinking of maths
resources it is necessary to consider the resources such as the school playground, which is
readily available and does not require a great deal of preparation, but can still provide a fun
and enjoyable learning environment.
Additionally, it was extremely useful to consider the possible misconceptions the children may
have about right-angles as it allowed me to pre-think of ways that I could effectively
demonstrate more accurate concepts that the children could understand.
What was most useful - Example 2
It is very important to provide children with opportunities to explore mathematical concepts
practically, whether it be as a whole class or in smaller groups. As practical tasks allow
children to gather a deeper understanding of the concept because they actually ‘did’ it, so
they are more likely to remember it and use it as a future reference point.
10
What was most successful in the lesson? - Example 1
The children extended their knowledge about the properties of shape and gained some
mathematical vocabulary. With reference to using and applying, the children learnt to work
collaboratively in finding different solutions to the problem. They also worked in a variety of
ways when recording their work coming up with solutions that extended their original learning
and understanding.
What was most successful in the lesson? - Example 2
The children learnt a great deal of vocabulary and content with their co-ordinates lesson. The
children understood how to identify and plot co-ordinates and began to understand and
remember vocabulary words and their meanings.
What was most successful in the lesson? - Example 3
It was great to see the children’s enthusiasm and enjoyment within this session, providing me
with great feedback and opportunities to develop their thinking even further, because they
achieved such a large amount.
What was most successful in the lesson? - Example 4
OMS. The children enjoyed the challenge of trying to find different combinations. There was
a lot of “Oh yeahs” and frantic scribbling as I gave them small hints about new combinations.
(“What about if I had 3 2ps? What would the other coins be?)
What was most successful in the lesson? - Example 5
The way in which the children could justify their reasoning giving varying examples (I was
surprised how naturally the children did this.)
What was most successful in the lesson? - Example 6
Using the dominoes as a resources ensured that the children were engaged and they
enjoyed the hands-on aspect. The children were also able to use the dominoes as a visual
reminder to partition the two digit numbers before doubling them.
What was most successful in the lesson? - Example 7
Circle activity consolidated learning of shapes from previous lessons. Task enabled children
to work collaboratively and develop their team working skills.
11
Section 4 – What was least useful?
Summary
If the question: “What was least useful?” was asked – most participants wrote “Not Applicable
Some students changed their question to –
“What is my area for development” or “What I didn’t work as well” or “How to improve”














Minimize initial input to see what the children come out with.
Develop my use of vocabulary – asking the children for different words for operations.
Try to link with topic – to help the children make sense of the world.
Link vocabulary to everyday words and ideas.
Continue to develop cross-curricular links with other topics.
Use more open-ended questioning within the starter activities and main teaching input.
Think about how I could extend this lower ability set in terms of knowledge and thinking
The length of planning was time consuming
The only minor issue was how to incorporate the SEN and lower ability children within the
planned activities
The amount of time it took to organise.
the observation was the fact that it came over halfway through the 5 Week block.
I feel that it is not necessary to have written evidence of the lesson to prove that it has been
successful.
I need to be more confident to use group activities in all aspects of the lesson rather than
choosing the ‘safe’ choice and working individually.
Continue to spend the time to differentiate on such a wide basis. This is due to the fact that I
am with a mixed 3 / 4 class.
12
Section 5 – Impact on Trainee Teacher’s Learning
Summary
The impact on various students’ learning varied immensely.











Using discussions to address misconceptions
Using the outdoors to enhance mathematics learning
Using a number line to enhance learning
Given me more confidence to teach IMC type of activities
Letting children think for themselves
Be very clear in explanations
The generic structure does not always work best
Preparation takes time – but done well is worth it!
Using open-ended questions makes learning accessible to more children
Using Learning Assistants to maximize learning
Take more risks
Comments by Trainee Teachers
Impact on Trainee Teacher’s Learning - Example 1
When children are given the chance to think for themselves with open ended activities they can
produce a higher level outcome than I thought possible.
Impact on Trainee Teacher’s Learning - Example 2
This planning identified to me the importance of cross-curricular approaches in all subjects, especially
in a subject like Maths. Linking the co-ordinates to the children’s geography topic has highlighted to
me that in most cases you can always plan in a cross themed approach and hopefully this will pay off
in the lesson.
Impact on Trainee Teacher’s Learning - Example 3
I am now more confident to deliver inspiring maths lessons. I will use this confidence when planning
more investigative maths lessons where I do not necessarily know the outcome.
Impact on Trainee Teacher’s Learning - Example 4
The main learning curve from this lesson for me is to be very careful in my explanations as children
sometimes `see out side the box` of what they have been taught and this is a skill that should be
utilised to their benefit not hindered through closed explanations.
Impact on Trainee Teacher’s Learning - Example 5
Not only did this session highlight to me the importance of not always following the generic structure
of a lesson, but also the impact different teaching and learning styles can have upon each individual
child. This was highlighted in the enjoyment the SEN children got out of it, and how involved they got.
Impact on Trainee Teacher’s Learning - Example 6
I feel that although preparing the resources was very time consuming the outcome was worth it.
13
Impact on Trainee Teacher’s Learning - Example 7
Also using more open questions within my lessons will make them more accessible for the children
that I teach.
Impact on Trainee Teacher’s Learning - Example 8
It was mentioned that a focus group could be had of the low ability to start off with. For this it was
suggested that the explanation of how to work out the puzzle on the board could be printed off and
given to the LA to arrange and see how to put it together. I really liked this idea even though wasn’t
something that I had thought of, so it will be something to consider for the future.
Impact on Trainee Teacher’s Learning - Example 9
The importance of letting children have the time to explore and investigate questions to come to their
own conclusions is key and a consideration I will take on board with in all my planning including
mathematics and other curriculum areas.
Impact on Trainee Teacher’s Learning - Example 10
From the feedback received after my observation, I feel that I will take into consideration the following
points when planning future lesson:
 Discussing the LO with the class and producing on together.
 Is a mental and oral starter within this lesson? How can it relate to the lesson?
Is there a way of making the math’s more interactive?
Impact on Trainee Teacher’s Learning - Example 11
This has caused me to look carefully at things that I may think are simple and expand them into the
main body of the lesson.
Impact on Trainee Teacher’s Learning - Example 12
I should take more risks and try new things without worrying- if the children respond badly to new
things then I need to keep trying.
14
Section 6 – What will you do as a result of this?
Summary
The students are now really using the IMC philosophy in their thinking and are adapting ideas to their
own situation and experience.













Differentiate by outcome.
use maths in an outdoor situation
Allow children to generate their own addition sentences
Use cross-curricular links where possible
Include more open ended activities and questions
Encourage children to think “outside the box”
Ensure children have the best possible resources
Use IMC philosophy in all lessons
Not use as many worksheets
Allow children more time to explain their ideas
Contextualize mathematics
Look for simple resources to use
Find exciting IMC type activities on websites
Comments by Trainee Teachers
What will you do as a result of this? - Example 1
Consequently, when carry out this lesson I will give the children a context (through the use of a word
problem) as a basis to practical explore using a number line to add two-digit numbers. Additionally, I
will allow the children to generate their own addition sentences using a dice, which they can then
record on a blank number line template.
What will you do as a result of this? - Example 2
As a result of this lesson, I will continue to use cross curricular links as a good source for wherever
appropriate within my lessons. The children’s positive attitude and approach inspired me to modify my
lessons and not always stick to the framework rigidly but to adapt to the children’s need.
What will you do as a result of this? - Example 3
Continue to include open investigations that allow the children to think for themselves in a supportive
environment. I will encourage children to think outside the box.
What will you do as a result of this? - Example 4
In future I will try to see `outside the box` whilst planning but also give children the opportunity to
explain their answers fully before explaining a concept to ensure I am not giving children
misconceptions due to their advanced thinking.
What will you do as a result of this? - Example 4
Ensure the children have the best possible resource for their learning even if making them is time
consuming
15
What will you do as a result of this? - Example 5
I will try to use the IMC philosophy in all of the lessons that I teach because using practical activities
and open questions can be used across the whole curriculum. I will also keep planning and teaching
in the same way that I did when Mike came into observe me.
What will you do as a result of this? - Example 6
In future I will try to cut down on my planning of extra resources, such as the worksheets which in
reflection were not particularly needed giving me more time to focus on and plan other lessons or
good questions for the main activity.
What will you do as a result of this? - Example 7
When in a math’s lesson where there is more time, I will try and allow the children to explain ideas to
other children more instead of listening to an answer and just reiterating the key points again for those
who struggle and need extra consolidation.
What will you do as a result of this? - Example 8
I plan to continue to contextualize mathematics to allow children to develop a greater appreciation for
it’s uses. I also plan to continue to use hands-on resources within lessons to capture the engagement
of all children.
What will you do as a result of this? - Example 9
As a result of this, I will continue to use these resources and also look for other simple resources
which I can adapt to use within my mathematics lessons and across the other curriculum areas.
What will you do as a result of this? - Example 10
As an impact on my own learning, I feel that I will approach people maths within a number of different
subjects to provide cross-curricular links. I have already begun to do this by incorporating people
mathematics into a science lesson. The children have been studying the topic of space. For one
lesson, I took the children outside to measure the distance of the planets from the Sun.
What will you do as a result of this? - Example 11
Look through the IMC/NCETM websites and resources to gain more starter activities.
16