Lessons learned from Shanghai - PowerPoint Presentation

Slide1

Lessons learned from ShanghaiSlide2
Slide3

PISA international tests….

Why is it important to learn from Shanghai’s way of teaching maths?

Programme for International Student AssessmentSlide4
Slide5
Slide6

Shanghai

UK

Place in table

1

26

%

below L2

or equivalent

3.8

21.8

% L5 or L6

or equivalent

55.4

11.8

Annualised

change

+4.2

-0.3Slide7

What have we been doing to find out why China is top in mathematics in the world?

Lead professionals in education visited China to investigate maths teaching.

This, alongside meetings with the

DfE and NCETM, have led to our work in collaboration with Shanghai lead educational mathematics professionals.Slide8

What

have we been doing to learn from China?

The England – Shanghai Mathematics Teacher Exchange.Lectures/discussion with leading Chinese educational experts.Two weeks in Shanghai – including a full week in a Shanghai primary school.

Many lesson observations, time with the maths research group in school.Dialogue with colleagues and other educational professionals from other schools to compare/contrast observations.Slide9

Two teachers from YiFu

Primary School, Shanghai, came to our schools to provide CPD opportunities and to teach alongside our teachers for a full month in November 2014.

What have we been doing to learn from Shanghai?Slide10

One text

book across all schools in Shanghai, each

student has their own copy.Annual quality adjustments sought by schools.Ownership and buy-in

from the schools.One book also results in one expectation of outcome.

1. Text Book is Key

Next step:

Norfolk Maths

Hub, is looking to work with primary schools, to

develop

& publish

a Key Stage 2 maths book based on Singapore and Shanghai mathematics.Slide11

“The only person who is educated is the one who has learned how to learn and change.

” Carl Rogers

The

curriculum in Shanghai

focuses on depth rather than breadth from early on.

Mastering number concepts means that other

concepts can be taught very

quickly.

2. The Curriculum:

Next step:

A lot has already been done on our Primary maths curriculum

however, it

may still be worth considering narrowing it even further.Slide12

3. 35 Minute Lessons:

Specialist Mathematics teachers

Short (35 min)

lessonsLearning derived from discussions.

A

lesson

could

focus on

one,

possibly minute, detail of the topic being covered

The belief that:

EVERY STUDENT

will achieve!

Next step:

F

ind

schools that will radically overhaul their approach to curriculum/timetabling to reflect this major

change.Slide13

H

appen weekly

Involve

deep conversations about

academic content

& debates

occur about how a topic should be

taught; a common approach is agreed.

Teaching competitions

. These competitions occur at local,

regional,

Shanghai-wide

and level.

4. Teacher Led Research Groups:

Next step:

Set up local

MRGs

across Norfolk that have clear guidelines on how they should be run. Assist the implementation of

MRGs

by examining how the department admin can be separated from the professional discussions about academic topics.Slide14

Many

of the previous issues raised (MRGs, teaching competitions, common text book) result in the sharing of extremely detailed planned lessons. This was evident as I saw the exact same lesson taught in two different

schools.This common approach also is only possible due to a common way of carrying out calculations.

5. Calculation Policy:

Next step:

National Maths Hubs will work towards creating a

national calculations policy.Slide15

Lessons learned from ShanghaiSlide16
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Specialist teachers

Lessons learnt and applied:

“I think that’s right, but let me check.”Slide18

Onward and upward

Lessons learnt and applied:Slide19

Deepening understanding through small, logical steps, often looking at minute details within the bigger picture.

Lessons learnt and applied:

420 403 423x 5 x 5 x 5Slide20

Variation theory

Lessons learnt and applied:

Problem 1:

There are 9L of apple juice and every 3L is put in a jar. How many jars are needed?

Problem

2:

There are 9L of apple juice and every

1L

is put in a jar. How many jars are needed?

Problem

3:

There are 9L of apple juice and every

0.3L

is put in a jar. How many jars are needed?

Problem

4:

There are 9L of apple juice and every

0.1L

is put in a jar. How many jars are needed?

Problem

5:

There are 9L of apple juice and every

0.05L

is put in a jar. How many jars are needed?

4 + 4 + 4 + 4 + 4

4 + 4 + 4 + 4 + 4

2 0

x

4

5

= 20

4

x

5Slide21

Times tables and relationships

Lessons learnt and applied:Slide22

Do now:

How quickly can you memorise the 17 times tables?

We must be committed to achievement for every single pupil, no matter what their background or prior attainment.Slide23

Now that's how you use a counting stick!Slide24

TP, Can you answer these questions?Slide25

Sharing practice…

Why are we going so far back to basics?

(

A year 6 mum wants to know why we are

sending

5x homework…

What do you say?)

What

are you doing to push learning of times tables and number facts in your school?Slide26

Thank you for listening:

“The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” Charles Caleb Colton