Teaching for Mastery
Where are we now?
National Successes and
Challenges
v.3.00
7 Mar 2013
Mastery Specialist Programme
Recruitment
• Cohort 1
• Cohort 2
• Cohort 3
1:4
1:3
1:5
3
Mastery Workgroup Schools
• Required approx. 800 schools – recruited just under
• Required approx. 1600 schools – vastly
oversubscribed
4
The Work of the Mastery Specialist and the
workgroup schools
• Working collaboratively as teachers
• Set in the context of teaching and opportunities to
observe lessons
• Expertise within the group through the mastery
specialist
• Gap tasks - applying learning to practice
• Support for action planning and school development
5
What are teachers doing that is
working well?
• Developing coherence and whole class teaching
• Teaching with Variation
• Seeking to develop depth in learning through attention
to mathematical structure and relationships
• Developing automaticity with number facts
• Use of language structures
Providing a Pudian – in small step whole
class teaching
By putting blocks or stones
together as a Pudian, a
person can pick fruit from a
tree which cannot be
reached without the
Pudian (Gu 2014 p. 340).
The teacher provides the steps but the child takes
and connects the steps, reasoning along the way
Representation and Structure
Developing fluency and
exposing mathematical structure
Representation and Structure
Mathematical Thinking
A focus on difference
There are 5 red cars and
3 blue cars
What does one
yellow counter
represent?
Mathematical Thinking
What is the
difference between
the red cars and
the blue cars?
Representation and Structure
Representing difference
Representation and Structure
Mathematical Thinking
The Star Challenge
Mathematical Thinking
Language Structures
Stem Sentences
If …….. is
the whole,
then …….
is part of
the whole.
If the whole is divided into
(
) equal parts, then each
part is ( ) of the whole
15
If the whole is divided into
(
) equal parts, then each
part is ( ) of the whole
16
At First, Then Now
17
Structures to expose mathematical
relationships
3 +
4
=4
At First
Then
Now
3
?
18
Structures to expose mathematical
relationships
At First
Then
Now
+ 2 =5
4
2
?
19
Practice Makes Perfect
Practice Makes Perfect ? ………….
• When should pupils practice?
• Why should pupils practice?
• How should pupils practice?
21
When?
• Every day
• Ideally outside of the main learning time
22
Why?
To embed the learning
To sustain the learning
To connect the learning
To develop the learning
To utilise variation in order to improve
learning.
23
Should all pupils access the same practice
The simple answer is
Why Yes?
• All engaged in the same lesson
• The practice is designed within the context of
variation so its not just about answering
questions but exploring the concept.
24
In designing these exercises avoid
mechanical repetition,
but instead practice the thinking process
with increasing
creativity.
Gu
25
HOW
Writing Variation (intelligent) Practice
The teacher should know…
Why they are designing this variation
What knowledge they want the pupils to master
Which method the pupils may use
Where the pupils may fail
How they can help pupils to make the connections
All the things we do should service the unchangeable
things.
27
What do you notice
What changes and what stays the same?
1
4+8=
6+8=
8+8=
10 + 8 =
12 + 8 =
2+1=
4+3=
6+5=
8+7=
10 + 9 =
9+
9+
9+
9+
9+
1=
3=
5=
7=
9=
All the things we do should service the unchangeable things
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All the things we do should service the unchangeable things
29
Variation not only helps the pupils discover the secrets of
maths for themselves but also help them master one
concept.
To find out what something is, we need to look at it from
different angles – then we will know what it really looks
like!
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An example: Rounding to the nearest 10
What do we want pupils to notice?
that when rounding to the nearest multiple 10 we are
particularly interested in the units digit (the bit that is not a
multiple of 10)
what is half way between consecutive multiples of 10
how far a number is from each multiple of 10
31
Possible variation examples to draw attention
to these things
how far a number
is from each
multiple of 10
Noticing the
units digit by
keeping it
the same
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how far a number is from each multiple of 10
Dong Nao Jin
What’s the number of each letter in these diagrams?
This is dong nao jin, not because its hard, but because
its unfamiliar.
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What are the challenges and
priorities?
Challenges for the workgroup schools
• Sustaining and continuing the development
• Embedding changes to systems – continued
collaboration through TRG and joint activity.
• Development of teachers across the school
• Support for new teachers
• Addressing issues such as evidencing and tracking
progress, closing gaps in attainment , same day
intervention etc.
35
The Priorities
• An action plan in place for continued development
• Time to plan a coherent small step approach to whole
class teaching
• Memorisation of multiplication tables and number
bonds and relationships (fluency)
• A focus on the youngest children in a school and
building from there.
• Engagement of headteachers
The NCETM – see the latest resources
NCETM Updates
Teaching for Mastery PD
Materials
Numberblocks
38
One Series link / title etc given colour of background to match the level in planning doc
The TV
Programme
Images /
Resources
Opportunities to learn together:
Key
Concepts:
Independent /
Group
consolidation in
the wider
environment:
Language to
develop
throughout:
.
Teaching for Mastery
Martin Adsett
Mastery Specialist
Teaching for Mastery