PPT-The Primary Mathematics Teaching for Mastery Specialist T

Kim Mitchell Lead Practitioner Bramham Shadwell Federation Gail Lee Headteacher Boroughbridge Primary School Session Outcomes Understand the role of the mastery specialist. 23.06.15. The National Curriculum for Mathematics aims to ensure that all pupils:. become.  fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have . Anne Watson . Professor of Mathematics Education. University of Oxford. February 16. th. 2009. My claim. Personal engagement in mathematics, and reflection on the nature of that engagement, is at the heart of good mathematics teaching, and may make much of what is written about pedagogy redundant.. Teacher instructs the students. Teacher solves sample problems with the class. Students practise the problems on their own. Teacher assists individuals. Western Teaching of Mathematics. In Asia a different format is followed:. Top . mathematicians think . slowly and deeply.. Mastery. What is Mastery?. There are generally four ways in which the term mastery is being used in the current debate about raising standards in . mathematics:. Katie Crozier. Claire Gerrard. Jo Harbour. Luke Rolls. What do we mean by Mastery? . Deep. . and sustainable learning – . for all. . Depth is the key to avoiding the need to repeat teaching. . It doesn’t feel like we’re starting again each term. . Anne Watson. . (& Bill Barton). BSRLM,Cambridge. Strong claims. Fluent personal mathematical knowledge, modes of enquiry and methods, brought to mind habitually in mathematical contexts, form a basis for mathematics teaching. . Pedagogical Application of New Developments and Approaches (PANDA) Phase 1 (2015-2016). 1. Dr. Linda (. Yuqian. ) Wang. 2. Background: . 1. Culture, 2. View of Maths knowledge, 3. Curriculum, 4. Differences of England and Shanghai, 5. Model of learning, 6. View of good teacher, 7. Classroom. Brad Findell, Past President, ASSM . Suzanne Mitchell, President, NCSM. CBMS invited an ad hoc committee representing national mathematics education organizations to meet in July 2011to discuss how teachers can advance their own professional status.. National Successes and Challenges . v.3.00. 7 Mar 2013. Mastery Specialist Programme. Recruitment. Cohort 1 1:4. Cohort 2 1:3. Cohort 3 1:5. 3. Mastery Workgroup Schools. Required approx. 800 schools – recruited just under . North Star Teaching Alliance Breakfast Meeting . 14.3.18. Kim Mitchell . (. MaST. , NCETM Mastery Specialist & PD Lead) . Lead practitioner . Bramham. & Shadwell Federation , Leeds. Teaching for Mastery Lead . . Katie Breese, . Kenyngton. Manor Primary. Who are we?. Jo Cullen – St Joseph’s Primary, Epsom . Tom Collins – St Joseph’s Primary, Guildford. Nicola Richards – Hook Junior School, Hook . Professor Frank Bullen. Dr Carole . Haeusler. University of Southern Queensland . The Update. Wednesday Australian: . University Dreams start in primary school . (Coates, AUSSE).. When: 40% in Primary and 23% in Lower Secondary. ees can operate like clockwork Contrary to popular belief this is not a gift every entrepreneur has Builder DNA is most comfortable in startup and high-growth environments It tends to think strategica Initial Teacher Education units. Variation. Five Big Ideas. Variation. www.youtube.com/watch?v=IGQmdoK_ZfY. Variation. “Variation helps us to better focus student attention. Awareness, has a structure to it. By this we mean that the amount of sensory data that we are subject to cannot all be dealt with at once; some things have to be to the foreground of our awareness, others will not. We must try and help learners focus their awareness on critical features.”.