CPD: Additional Live Sessions

Here is an updated list of all the live CPD sessions that we have going on in the next few weeks.

Sessions that were already publicised but have not yet been delivered are listed in red. 

New sessions not previously listed are in blue.

Session details will be updated on the main Highland CPD site as well as the Digital Hub shortly.

If you have missed any sessions, you can find recordings on the Highland Digital Hub

Session: Diagnostic Assessments Part 2: Review and Q&A
Date: 25.05.20
Time:
Option 1:
11:00 – 11:30/11:45
Option 2: 17:30 – 18:00/18:15

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN
This session is aimed at people who have completed the self-paced online learning course for the diagnostic assessments and focusses on Part 2 of the course – the Knowledge Assessments

Session Aims:

  • Review some of the common issues that occur when undertaking the assessments
  • Review how to support learners to make their next steps in learning based on the assessments
  • Making sense of how the assessments can inform your day to day formative assessments
  • Reviewing how the knowledge assessments and addition and subtraction assessment can be linked to provide a more holistic overview.
  • General Q&A

Session: Using Story Problems to support understanding in Multiplication and Division at Early and First Level
Date: 26.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims:

  • An introduction to using a word problem approach to teaching multiplication and division at Early and First Level
  • Explore the rationale for using word problems to support understanding of multiplication and division
  • Understand the structure of word problems and how you can use this to support planning, teaching and learning including:
    • Multiplication Problems
    • Quotitive Division Problems (Measurement/Grouping)
    • Partitive Division Problems (Sharing)
  • Understand how to overcome common barriers associated with using word problems
  • Understand how differentiation and challenge can be supported through the use of word problems

Notes:
It will be useful if you have familiarised yourself with the attached Teacher Guide on Cognitively Guided Instruction.  This will be on the Digital Hub
This session sits well alongside the introductory sessions to multiplication and division at Early, First and Second Level.  You will get the most out of the session if you have also attended these other sessions.

A second session will be run looking specifically at extending these problems for pupils working at Second Level.

Further sessions will also be run that explore using this approach with addition and subtraction as well as with fractions.

Session: Understanding the properties of multiplication and their application at First Level, Second Level and beyond…
Date: 27.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, Primary, Secondary, ASN
Although not directly relevant to ELC staff, EYPs may find this useful to see the progression in learning.

Session Aims:

  • Explore the properties of multiplication including:
    • The Commutative Property
    • The Identity Property
    • The Distributive Property
    • The Associative Property
  • Learn to identify how these fundamental properties underpin the strategies that pupils use to solve multiplication and division problems.
  • Understand how these strategies underpin learning not just at First and Second Level but are fundamental for algebra in Secondary School.

Notes:
This session supports the introductory sessions on multiplication and division at First and Second Level.

Session: An Introduction to Multiplication and Division at Second Level
Date: 28.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims: 

  • Extend understanding about the difference between grouping and sharing.
  • Explore the relationships between multiplication and division.
  • Explore the progression with multiplication and division at First Level including:
    • Use of the area model to support multi-digit multiplication and division and an awareness of how this extends into work at Third Level and beyond the BGE.
    • Supporting understanding of other mental strategies
  • Explore how different concrete materials and visual representations can support understanding.

Notes:
This is the third in a three-part series on An Introduction to Multiplication and Division.  We recommend that to get a better grasp of the progression, you attend all three sessions and not just the level you are currently teaching.

Session: Using Counting Collections in Primary School
Date: 02.06.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs, ELC, Primary, Secondary, ASN

Session Aims:

  • To explore counting activities for ALL primary children.
  • Revisit the Counting Principles
  • Skip counting with materials
  • Using counting to develop deeper understanding of grouping and place value
  • Linking counting collections to multiplication and division
  • Counting collections of mixed values
  • Counting with decimals and fractions.

Notes:
This session supplements other sessions at Early, First and Second level and connects to a wide variety of areas including counting, addition and subtractions, multiplication and division, fractions and decimals.

Session: Number Patterns and Relationships in Primary School
Date: 03.06.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs, ELC, Primary, Secondary, ASN

Session Aims:

  • Explore how we can build on children’s natural curiosity around counting and numbers.
  • Explore how we can create opportunities for ALL pupils to notice and wonder about number patterns and relationships.
  • Explore Choral Counting at First and Second Level.
  • To generate ideas for teacher observations to guide our next steps.
  • To support planning of number patterns and relationships.

Notes:
This session supplements other sessions at Early, First and Second level
It is a follow up to the session on Counting Collections.

It connects to a wide variety of areas including counting, addition and subtractions, multiplication and division, fractions and decimals.

Session: Using Story Problems to support understanding in Addition and Subtraction at Early and First Level

Date: 04.06.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims:

  • An introduction to using a word problem approach to teaching addition and subtraction at Early and First Level
  • Explore the rationale for using word problems to support understanding of addition and subtraction.
  • Understand the structure of word problems and how you can use this to support planning, teaching and learning including:
    • Joining and Separating Problems
    • Part-Part Whole Problems
    • Comparing Problems
  • Understand how to overcome common barriers associated with using word problems
  • Understand how differentiation and challenge can be supported through the use of word problems

Notes:
It will be useful if you have familiarised yourself with the attached Teacher Guide on Cognitively Guided Instruction.  This will be on the Digital Hub
This session sits well alongside the sessions on:

  • Counting Collections
  • Number Patterns and Relationships
  • Story Problems for Multiplication and Division

A second session will be run looking specifically at extending these problems for pupils working at Second Level.
Further sessions will also be run that explore using this approach with fractions.

Session: An Introduction to Measure in Primary School
Date: 08.06.20
Time: 14:00 – 15:00

Target Audience:
Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims:

  • Develop an introductory awareness of how children build up an understanding of measure from birth to the end of primary school
  • To explore length as an attribute in further detail
  • To make links to other areas of the mathematics curriculum
  • To explore some practical activities that could be used to further pupils understanding

Session: Making Sense of Fractions through Equal Sharing Problems at Early, First, Second and Third Level
Date: 09.06.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN
Session Aims:

  • An overview of some of the difficulties pupils might experience with fractions.
  • Explore how equal sharing problems can support pupil understanding of fractions even with pupils at Early Level.
  • Understand the progression in strategies that pupils may use to solve equal sharing problems involving fractions.
  • Understand how these problems can be tailored to explore other concepts in fractions such as:
    • Comparing size of fractions
    • Developing a measurement concept of fractions
    • Equivalence
    • Mixed numbers and improper fractions
    • Addition and subtraction of fractions

Notes:
This session will be part of a wider series of sessions on fractions.
You may find it useful to have attended previous session on using story problems to make sense of multiplication and division and addition and subtraction.

Session: Using Story Problems to support understanding in Multiplication and Division AND Addition and Subtraction at Second Level
Date: 10.06.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, Primary, Secondary, ASN
Although not directly relevant to ELC staff, EYPs may find this useful to see the progression in learning.

Session Aims:

  • A review of the different word problem types.
  • A review of the underlying structure of the problem types:
    • Joining and Separating
    • Part-Part Whole
    • Comparing
    • Multiplication
    • Quotitive Division
    • Partitive Division
  • Extending the word problems to support learning at Second Level including multi-step word problems

Notes:
It will be useful if you have familiarised yourself with the attached Teacher Guide on Cognitively Guided Instruction. This will be on the Digital Hub
This session builds on the two sessions already presented at Early and First Level:

  • Using Story Problems to support understanding in Multiplication and Division at Early and First Level
  • Using Story Problems to support understanding in Addition and Subtraction at Early and First Level

The session will make most sense if you have attended these sessions.
The sessions will explore the use of strategies explored in other sessions but in the context of word problems.

Session: Making Sense of Factors, Multiples and Primes
Date: 11.06.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, Primary, Secondary, ASN
Although not directly relevant to ELC staff, EYPs may find this useful to see the progression in learning.

Session Aims:

  • Reviewing the importance of language and the use of graphic organisers such as Frayer Models
  • Using concrete materials to support conceptual understanding of multiples, factors and primes.
  • Exploring connections to other areas of the mathematics curriculum to support understanding of multiples, factors and primes.

Notes:
This session builds on the sessions relating to multiplication and division as well as the Language of Maths.
The session will make most sense if you have attended these sessions.

 

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Fractions Project – What a week!

I was very fortunate last week to be working with an amazing group of P5 pupils from Newton Park Primary School in Wick who volunteered to be part of a project I’m working on.

The lockdown and the current situation we find ourselves in has many downsides, many of which will sadly be long-lasting and/or irreversible.  At the moment, everyone is trying hard to make the best out of a bad situation, myself included, and this week I was excited about the following:

  • Despite being unable to leave the house I can work with a group of children who live 3 hours away – I’m in Inverness, they are in Wick but they could have been anywhere in the world.
  • It has reinforced to me that rich learning discussions, while definitely not as easy, are definitely still possible in our current circumstances.  Although the discussions themselves required a device, the work the pupils did in between sessions was using pen and paper – no device and no parental support required.
  • It also reinforced that you can spend 45 minutes discussing the intricacies of a single problem.
    • As a child, you’ll likely learn far more than solving a page full of calculations.
    • As a teacher, you’ll likely learn far more about the child’s understanding than seeing their page full of answers.
      You don’t need to spend as long as this (45 minutes)… this was partly, again, down to the rationale behind doing the project and so the extended discussion was useful for us.

For anyone interested this was the format of our week:

Day 1: Introductions

  • The children did not know me.  I am not their teacher although I do work with and visit the school several times a year.
  • Set the first problem which had three levels of difficulty.
  • After the Google Meet, children worked on the problem independently (pupils were asked not to get help from parents and siblings) and sent pictures of their strategies to me via their teacher.

Days 2 – 5:

  • Using Google Meet, Google Slides and Google Canvas, we compared the different ways they had solved the problems and had in-depth discussions about potential misconceptions that arose and the pros and cons of the different strategies that people had used.
  • A new problem was set that had two levels of difficulty.  Children completed these independently and sent their work to me via their teacher for discussion the following day.

The purpose of the sessions was to support work that we are currently doing around developing The Highland Numeracy Progression (and Northern Alliance Progression) further to include a major update on fractions.  The work will then feed into both face-to-face teacher training and an online module that teachers can work through at their own pace.

The work is fascinating and we think teachers will find it incredibly beneficial when it’s released.

We recorded all the sessions with permission from the parents and pupils with the intention to use them for the purposes outlined above.

Here is a sample of the pupils’ work from a few different days of the project.  At some point, videos will accompany this

Take a look at the work yourself and reflect on:

  • What do the pupils understand
  • What is missing and therefore may reflect a gap in understanding and knowledge?
  • How does the work develop over the week?

The images themselves are incredibly rich but the discussions that accompanied brought everything up a level.

The progression in questioning and the numbers selected were carefully chosen, in part based on the responses that pupils gave but also to try and explore some of the ideas that we were particularly interested in… we are not suggesting that this is a sequence that you would typically follow.

A note on the levels of difficulty:
With each problem (see examples below) children are told to insert the first number in brackets into the first space and the second number into the second space.  The same problem is therefore used but has three levels of difficulty to it.

Day 1:

___ children in Mrs Ferrier’s class decide to share ___ banana loaf cakes.  If they want everyone to have the same amount with none left over, how much will they each get?

(6, 3)   (6, 5)  (5, 3)

Day 2:

At Toby’s birthday party, he has some chocolate logs for people to share.  If ___ children share ___ chocolate logs and everyone gets the same amount with none left over, how much will they each get?

(4, 3)  (8, 6)

*Is it better to share 4 chocolate logs between 3 people OR 8 chocolate logs between 6 people?  Explain your ideas.

Day 3:

Mrs Ferrier decides to do an art project with the class.  ___ children need to share ___ blocks of clay equally so everyone has the same amount and there is none left over.  How much clay do they each get?

(6, 4)   (6, 8)

Day 4:

The problem for Day 4 was a little bit different.  We asked the children to look at the work that had been created from the problem set on Day 3 where pupils had written different fractions for the same problem and the problem posed was:

  1. Does the fraction that each person has written match their drawing?  Explain your answer.
  2. Everyone solved the same problem but the fractions people wrote looked different.  The range of fractions recorded was then outlined as a reminder.
    Are these the same amounts or different amounts?  Explain your answer and use a drawing to show/prove your ideas.

    Are the fractions all written correctly or do any of them need to change?

 

This week, we’ll be doing more of the same but this time with a different year group and a different school.  I’m really looking forward to it.

I’m also looking forward to sharing the outcome, of what has been a huge piece of work, more broadly with others when we put out the updated progression and the accompanying CPD.

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CPD – Concrete Materials at Secondary School: Algebra Tiles

In addition to the sessions we’ve already published, Fiona Philips from Alness Academy will be presenting a session on Tuesday (tomorrow) and Wednesday on using Algebra Tiles with secondary pupils to support understanding.  Many Highland secondary teachers are already aware of this session but I’ve put it up here for any primary teachers who may also wish to attend.

As described below, although the content is mostly Third Level and above, it builds nicely on the work that we are promoting in Primary School and helps to emphasise that concrete materials are not just for younger pupils but for all pupils.

The session and link to the Google Meet can be found on the Highland Digital Schools Hub training calendar.

Session: Concrete materials in Secondary School: Algebra Tiles

Date/Time:
Option 1: 05.05.20     19:30
Option 2: 06.05.20     14:00

Target Audience: Secondary Teachers, Primary Teachers (exploring how concrete materials can be used with older pupils)

Session Aims:
Explore how algebra tiles can be used to help pupils make sense of:

  • Adding and subtracting integers
  • Multiplying out brackets
  • Factorising quadratic equations
  • Solving equations

Notes:
Although the content is mostly around Third Level and beyond, this may suit primary school teachers to see how concrete materials are also used in primary school.  Many of the ideas build on work that it is useful to do in primary school using Dienes Equipment which can build the foundation for the work explored here.

If you are attending the multiplication and division series run by Highland Numeracy, this would be an extension of where some of that work goes.

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CPD: Live Online Sessions

Great to see that some people have made a start on the self-paced diagnostic assessment course I posted about earlier in the week.  If you missed it, see this post here: CPD: Self-paced Online Learning   As well as continuing to notify people on the blog, any future self-paced learning will also appear on its own page on the Highland Digital Schools Hub

We’ve also just added several sessions to the Highland Digital Schools Hub Online Training Calendar.  Details of the sessions we’ve added are below.

The content would be appropriate for both teachers and PSAs.

Session: An Introduction to Multiplication and Division at Early Level

Date: 07.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims:

  • Recognise multiplication and division opportunities within real & play contexts at EARLY LEVEL
  • Explore word problems as a means of providing a meaningful CONTEXT to support understanding.
  • Identify the differences between grouping and sharing
  • Raise awareness of the need to work flexibly within the teaching model
  • Recognise the variety of language used at Early Level
  • Raise awareness of the links to other areas of maths e.g. patterns, language, addition/subtraction, number word sequences etc.
  • Explore and evaluate the range of resources we can use for multiplication & division.

Notes:
This is the first in a three-part series on An Introduction to Multiplication and Division.  We recommend that to get a better grasp of the progression, you attend all three sessions and not just the level you are currently teaching.

 

Session: An Introduction to the Language of Maths (Part 1: Early)

Date: 12.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims: 

  • Raise awareness of maths language used within our daily interactions
  • Identify daily opportunities where we can develop maths language and enhance understanding
  • Improve confidence to use WORDS UP key messages for maths
  • Identify an aspect of our practice we would like to develop 
  • Agree next steps for our setting/class

Notes: 

 

Session: An Introduction to the Language of Maths (Part 2: Primary and Secondary)

Date: 14.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims: 

  • Explore how understanding etymology and morphology can help us make better sense of language and build connections.
  • Explore how the use of Frayer Models can improve understanding of mathematical language.

Notes: 

  • Frayer Models can be used for other subject areas too e.g. literacy, science, technology, geography etc. so these could be used across the curriculum – they are not exclusive to maths!
  • This is the second in a two-part introductory series on the Language of Maths.  We recommend that to get a better grasp of the progression, you attend both sessions and not just the level you are currently teaching.

 

Session: An Introduction to Multiplication and Division at First Level

Date: 21.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims: 

  • Extend understanding about the difference between grouping and sharing.
  • Explore the relationships between multiplication and division.
  • Explore the progression with multiplication and division at First Level including:
    • Skip Counting
    • Repeated Addition
    • Multiplicative strategies that involve known facts
  • Explore how different concrete materials and visual representations can support understanding.

Notes:
This is the second in a three-part series on An Introduction to Multiplication and Division.  We recommend that to get a better grasp of the progression, you attend all three sessions and not just the level you are currently teaching.

 

 

Session: An Introduction to Multiplication and Division at Second Level

Date: 28.05.20
Time: 14:00 – 15:00

Target Audience: Teachers, PSAs, EYPs.  ELC, Primary, Secondary, ASN

Session Aims: 

  • Extend understanding about the difference between grouping and sharing.
  • Explore the relationships between multiplication and division.
  • Explore the progression with multiplication and division at First Level including:
    • Use of the area model to support multi-digit multiplication and division and an awareness of how this extends into work at Third Level and beyond the BGE.
    • Supporting understanding of other mental strategies
  • Explore how different concrete materials and visual representations can support understanding.

Notes:
This is the third in a three-part series on An Introduction to Multiplication and Division.  We recommend that to get a better grasp of the progression, you attend all three sessions and not just the level you are currently teaching.

 

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CPD: Self-paced Online Learning

If you are looking to make better sense of the progression of children’s learning in numeracy as well as the types of strategies that they might use at different stages then the Highland Diagnostic Maths Assessment Training may be what you are looking for.

Target Audience:
While the primary audience is teachers, the course would also be suitable for PSAs.  It is not expected that PSAs undertake the assessments with pupils but it may be useful to support awareness and extend professional understanding of the strategies that pupils use and the progression of learning.

Suggested Access:
If possible, we suggest that you get together (virtually) with a group of individuals (from your school or otherwise) and arrange times to discuss the materials periodically, as you work through the course.  We feel that discussing the materials will allow you to get more out of the course.

The materials can, of course, be accessed independently if you prefer.

Duration and suggested schedule:
Part 1: 
This takes approximately 3 hours (the suggested times below are slightly longer as they include time for discussion with colleagues and a Review/Q&A session with a Development Officer).
We have put a suggested schedule below as we feel this will help people break the course up into manageable chunks.

You can see on Day 4 there is also an optional Q&A session with one of the development officers.

Screenshot 2020-04-29 at 08.44.38

Part 2: This takes approximately 4 hours (the suggested times below are slightly longer as they include time for discussion with colleagues).
We have put a suggested schedule below as we feel this will help people break the course up into manageable chunks.

Again, there will be an optional Q&A session on Day 4.

Screenshot 2020-04-29 at 08.44.53Polite Request:
If you undertake the course, we ask that you complete the pre-course questionnaire and the two post-course questionnaires (these are contained within the course).  We also request that you send your moderation recording sheets.  These aspects help us to evaluate the effectiveness of the course.  If you do not have a printer at home to print the recording sheet, a hand drawn version can be used.

 

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Remote Learning: Ideas and activities for parents and teachers

The team have been working hard to get these materials ready for people.  We hope you find them useful and informative.

We have tried to include a wide range of activities and ideas so there will hopefully be something for everyone.

Many of the activities can be done easily with everyday materials you have in the home.  Some require a digital device, dice, a deck of cards or squared paper.  If schools have these easily accessible and can provide these to pupils before they close on Friday, this would be useful but by no means essential.

Each document has a range of ideas from Early to Second as well as some ideas at Third/Fourth level.

For the Senior Phase including those taking National 5 or Higher, the most relevant document will be: Structured Learning at Home.

Click on each image to be taken to a PDF for further ideas for that area.

Screenshot 2020-03-19 at 12.09.03.png     Screenshot 2020-03-19 at 12.10.19.png

Screenshot 2020-03-19 at 12.12.20.png    Screenshot 2020-03-19 at 12.12.34.pngScreenshot 2020-03-19 at 12.14.09.png

If anyone spots any errors on any of these or broken links then please do let us know and we’ll try our best to fix them.

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Remote Learning: Teacher Guide to setting up Khan Academy for your class

I’ve put together this guide for setting up Khan Academy with your class.  This may be useful for some people who are looking for options to support distance learning during school closures.

Khan Academy is a free website that is accessible on all devices: laptops, PCs, chrome books, tablets and mobile phones making it quite versatile.

It provides video tutorials, questions and quizzes which you can set for individuals, groups or your whole class and it also allows you to monitor their progress.

If you want further information on how to set up your class and the things you can do with it, click on the guide below for more information.

Screen Shot 2020-03-18 at 23.03.01.png

Please be aware that this is based on the US Grade system and while I feel the content is suitable there are some differences in the timing of when certain things are introduced and how they are taught.  It certainly isn’t a replacement for face to face teaching but it may prove to be very useful to teachers, pupils and parents in the coming weeks and/or months.

We have a few more materials we are working on at the moment to support parents with ideas for maths related activities at home.  These will be published on the Highland Council Digital Learning Hub and also on here.  This will most likely happen on Thursday.

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