Transcript Thinking Skills and Personal Capabilities

Mathematics
with Financial Capability
Area of Learning Day 2
Leading Learning 1
November 2005
Leading Learning 2
April/May 2006
Curriculum Leader Day 1
September/October 2006
Curriculum Leader Day 2
November/December 2006
Area of Learning Day 1
February/April 2007
Leading Learning 3
September 2007
Curriculum Leader Day 3
October 2007
CCEA Principals Assessment Conference
November/December 2007
Area of Learning Day 2
February – April 2008
Co-ordinating the Assessment and Reporting of the Cross
Curricular Skills
April 2008
EXPECTED OUTCOMES
1. To reflect on practice and identify
opportunities for skills development.
2. To deepen understanding of how the
development of pupils’ thinking skills
and personal capabilities enhances
learning.
3. To deepen understanding of how the
development of pupils’ skills in
Communication, Using Mathematics
and Using ICT enhances learning.
PROGRAMME
09.30
Welcome and Introduction
Session 1: Reflection on Yr 8 Implementation to date
10.30
11.00
COFFEE
Session 2: Thinking Skills and Personal Capabilities
Session 3: Cross-Curricular Skill 1 – Communication
12.30
13.30
LUNCH
Session 4: Cross-Curricular Skill 2 – Using Maths
Session 5: Cross-Curricular Skill 3 – Using ICT
15.00
Personal Evaluation and Next Steps
Course Evaluation
Catch Phrases - say what you see!!
2
1
3
4
At the heart of the Northern Ireland
Curriculum lies an explicit emphasis
on the development of skills and
capabilities for life-long learning and
for contributing to society.
The Northern Ireland Curriculum aims to empower young people to achieve their potential
and to make informed and responsible decisions throughout their lives.
Curriculum Aim
Curriculum Objectives
To develop the young person as an
individual
To develop the young person as a
contributor to society
To develop the young person as a contributor
to the economy & environment
INFUSING
Cross-Curricular Skills
Thinking Skills and
Personal Capabilities
Communication
Using Mathematics
Using ICT
Managing Information
Thinking, Problem Solving, Decision Making
Being Creative
Working with Others
Self Management
ACROSS
Areas of
Learning
The
Arts
English (And Irish
In Irish medium
schools) with Media
Education
Environment
& Society
Mathematics
with Financial
Capability
Modern
Languages
Physical
Education
Science &
Technology
Religious
Education
Promoting/Encouraging
Learning
Experiences
Investigating & problem-solving
Challenging & engaging
linked to other curriculum areas
supportive environment
culturally diverse
relevant & enjoyable
positive reinforcement
media rich
skills integrated
varied to suit learning style
active & hands on offers choice
on-going reflection
enquiry based
CROSS CURRICULAR SKILLS
• All subject strands/Areas of Learning have a
statutory requirement to provide opportunities
for pupils to acquire and develop skills (CCSs) of
Communication, Using Mathematics and Using
ICT.
• It is the responsibility of every teacher in every
subject to ensure that the CCSs are promoted
and developed as part of learning and teaching
within their subject.
• The CCSs are clearly visible in the Statutory
Learning Outcomes for each subject at Key
Stage 3.
Session 1
Reflection on current progress
In your school groups consider …
• What was different?
• What were your strategies and resources?
• How well did it work?
In your expert groups
• Discuss units of work
• What are the similarities/differences?
• Concentrate on your specific question
– Group 1 What was different?
– Group 2 What were your strategies/resources?
– Group 3 How well did it work?
• In your school groups
share the outcomes
from the expert
groups (5 mins)
Coffee
Back in 30
minutes
please
Session 2
Thinking Skills
&
Personal Capabilities
Skills & Capabilities
Developing skills and capabilities enables
pupils to:
•
learn how to learn;
•
manage their own emotions;
•
interact effectively with others, and
therefore enhances the chances of success
in all aspects of life.
Thinking Skills and Personal Capabilities
Thinking skills enable pupils to learn how to learn
by helping pupils:
• go beyond the acquisition of knowledge in order to
deepen their understanding and apply ideas,
generate new possibilities and make decisions as
well as plan, monitor and evaluate their progress;
• experiment with ideas, take initiative, learn from
mistakes, work collaboratively and become more
self-directed in their learning.
THINKING SKILLS AND PERSONAL CAPABILITIES
Managing Information
Asking, accessing, selecting, recording,
integrating, communicating
•Ask focused questions
•Plan and set goals, break task into sub-tasks
•Use own and others’ ideas to locate sources
of information
•Select, classify, compare and evaluate
information
•Select most appropriate method for a task
•Use a range of methods for collating,
recording and representing information
•Communicating with a sense of audience
and purpose
Thinking, Problem Solving,
Decision Making
Activating learning, deepening
understanding, coping with challenges
•Sequence, order, classify, make
comparisons
•Make predictions, examine evidence,
distinguish fact from opinion
•Make links between cause and effect
•Justify methods, opinions and conclusions
•Generate possible solutions, try out
alternative approaches, evaluate outcomes
•Examine options, weigh up pros and cons
•Use different types of questions
•Make connections between learning in
different contexts
Being Creative
Imagining, generating, inventing, taking
risks
•Seek out questions to explore and problems
to solve
•Experiment with ideas and questions
•Make new connections between
ideas/information
•Learn from and value other people’s ideas
•Make ideas real by experimenting with
different designs, actions, outcomes
•Challenge the routine method
•Value the unexpected or surprising
•See opportunities in mistakes and failures
•Take risks for learning
Working with Others
Self Management
Being collaborative, being sensitive to others’ feelings, being fair
and responsible
•Listen actively and share opinions
•Develop routines of turn-taking, sharing and co-operating
•Give and respond to feedback
•Understand how actions and words affect others
•Adapt behaviour and language to suit different people and situations
•Take personal responsibility for work with others and evaluate own
contribution to the group
•Be fair
•Respect the views and opinions of others, reaching agreements using
negotiation and compromise
•Suggest ways of improving their approach to working collaboratively
Knowing strengths and weaknesses, setting goals and targets,
managing and regulating self
•Be aware of personal strengths, limitations and interests
•Set personal targets and review them
•Manage behaviour in a range of situations
•Organise and plan how to go about a task
•Focus, sustain attention and persist with tasks
•Review learning and some aspect that might be improved
•Learn ways to manage own time
•Seek advice when necessary
•Compare own approach with others and in different contexts
A Who-dunnit?
Mystery
A murder has been committed
at Castle Pentagon.
Lord Mortimer’s body was found in the Main
Hallway of the Castle at 7pm Saturday 31 October.
The police have short listed 5 prime suspects and
are now seeking the help of a team of
Mathematicians to sort out the alibis.
YOU are these Mathematicians. Sort out the
information; formulate a solution; justify your
reasoning.
Who killed Lord
Mortimer?
(20 mins)
Debrief
• Which specific descriptor of the skill did you
focus on in this activity?
• How did the activity contribute to the
development of this skill?
• How does this skill contribute to the learning in
your area of learning/subject?
• What evidence do you have for your answers?
• How might the activity be improved?
Cross-Curricular Skills
Cross Curricular Skills
• The Cross-Curricular Skills of Communication,
Using Mathematics and Using ICT are the
bedrock skills through which young people
access knowledge.
• Specific knowledge and techniques may be
acquired initially in identified areas of
learning/subjects, but an enhanced emphasis
must be placed on the effective development of
skills in other curriculum contexts.
Session 3
Communication
Communication
• Communication is central to the whole
curriculum and to success in life.
• The modes of communication include
talking and listening, reading and writing.
• Effective communication also includes
non-verbal modes of communication,
wider literacy and the use of multi-media
and ICT technologies.
Pupils should be able to communicate
in order to express themselves
socially, emotionally and physically, to
develop as individuals, engage with
others and contribute as members of
society.
Pupils should be given opportunities to engage
with and demonstrate the skill of
communication and to transfer their knowledge
about communication concepts and skills to
real-life meaningful contexts across the
curriculum.
Links with Mathematics
Cross-curricular skill Communication
Purpose
To provide opportunities for pupils to acquire,
develop and demonstrate the cross-curricular
skill of communication
Examples of
processes
Discussion, presentation, demonstration,
asking questions, reading text for information,
using evidence from text to explain opinion,
communicate information in a clear and
organised way, present ideas in a variety of
formats for different audiences and purposes,
etc
Links with Mathematics
Cross-curricular skill Communication
•Read and interpret information from a range
Examples of
of sources, including graphical information
contexts in
mathematics with •Talk about, discuss and explain their work in
financial capability mathematics. Develop skills in using
mathematical language where appropriate
•Present a topic related to mathematics or
financial capability to the class
•Research information from a range of sources
to find best value in terms of financial
products,e.g. best savings rate, best loan
terms, etc
Across the curriculum, at a level appropriate to
their ability, pupils should be enabled to develop
skills in:
TALKING & LISTENING
Pupils should be enabled to:
•
Listen to and take part in discussions…
•
Contribute comments, ask questions …
•
Communicate information, ideas …
•
Speak clearly and structure talk …
•
Adapt ways of speaking to audience …
•
Use non-verbal methods to express ideas …
Always, Sometimes, Never?
Debrief
• Which specific descriptor of the skill did you
focus on in this activity?
• How did the activity contribute to the
development of this skill?
• How does this skill contribute to the learning in
your area of learning/subject?
• What evidence do you have for your answers?
• How might the activity be improved?
LUNCH
Session 4
Using Mathematics
USING MATHEMATICS
• Using Mathematics focuses on how pupils apply
their mathematical knowledge and skills
appropriately in a variety of contexts.
• Ideally these should be relevant real-life
situations
that
require
a
mathematical
dimension.
• Therefore, the opportunities should address not
just what pupils know, but also how they are
able to use their knowledge appropriately and
accurately
Acquisition and Development
Pupils are likely to acquire and consolidate their
mathematical knowledge, concept and skills
within the area of learning for Mathematics and
Numeracy. However, they should be given
opportunities to transfer their understanding, as
appropriate, to other contexts across the
curriculum. Pupils can demonstrate their
mathematical knowledge, understanding and
skills in a variety of ways to communicate,
manage information, think critically, solve
problems and make decisions.
Requirements for Using Mathematics
• Choose the appropriate materials, equipment
and maths to use in a particular situation
• Use mathematical knowledge and concepts
accurately
• Work systematically and check their work
• Use mathematics to solve problems and make
decisions
• …..
Where are we now?
Think-Pair-Share
• Read the extract from the CCEA Maths
Booklet, and consider each of the
statements.
• On a scale of 1- 4 rate how well you
currently address these issues within the
area of mathematics.
Where can we go to?
In your school group take one statement
which you think is well addressed in your
maths department.
• How do you currently address this
statement?
• What difference do you think this makes?
• How do you know this is happening?
Explore Strategies which promote
Using Mathematics
• How best could you apply these processes
to areas that are less well addressed?
• Identify key strategies/activities which
promote using maths in the maths
classroom.
Session 5
Using ICT
USING ICT
Across the curriculum, at a level appropriate
to their ability, pupils should be enabled to
develop skills to:
• Explore
• Express
• Exchange
• Evaluate
• Exhibit
Y
X
Y
X
10
Y
9
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X
-10
-9
-8
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-6
-5
-4
-3
-2
-1
1
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
2
3
4
5
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7
8
9
10
10
Y
9
8
7
6
5
4
3
2
1
X
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
1
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
2
3
4
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8
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10
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
During the five years between 2001 and 2006, there has been an
increase in the teachers’ competence in ICT and use of it for their
own work, for example, in the preparation of relevant worksheets.
This has not been matched, however, by the fuller use of ICT to
enhance the quality of the teaching and learning in the classroom.
Better Mathematics 2007 (ETI)
The most effective lessons were characterised by many of the
following strengths. The teachers use a variety of activities,
including ICT and practical equipment, which entails the pupils
working individually, in pairs or in groups…
Commentary on Post-Primary Mathematics Teaching 2007 (ETI)
To help develop skills in researching, handling and communicating
information pupils should have opportunities, using ICT, to engage in
genuine research and purposeful tasks set in meaningful contexts.
Mathematics KS3 Non Statutory Guidance 2007 (CCEA)
Requirements for Using ICT across the Curriculum
Across the
curriculum,
at a level
appropriate
to their
ability,
pupils
should be
enabled to
develop ICT
skills to:
The 5 E’s
Explore
Exchange
Exhibit
Evaluate
Express
Using ICT Audit
1. With reference to the software listed, identify
which programmes you are currently using and
whether they are used for teacher demonstration
or individual pupil activities.
2. Indicate which of the 5 Es might be addressed by
the way in which you use these programmes.
Personal Evaluation
•
•
•
What have I learned as a result of
today?
What enabled me to learn?
How will I take my learning forward?
Next Steps
•
•
•
What is our next step as a department?
How can we ensure that we develop
practice within our department?
How can we benefit from good practice
in other areas of the curriculum?