Intervention in the Mastery Context (IMC)
We are delighted to offer an exciting opportunity of being involved, at a reduced price, in the new Intervention in a Mastery Context Programme. This is being facilitated and delivered through the South Yorkshire Maths Hub, Edge Hill University and St Ann's J & I School Rotherham. The first cohort of ten schools will be running next term and will be subsidised by the Maths Hub.
This involves the teacher and TA, associated with the same class supporting each other to diagnose the mathematical difficulties that existed within their class and being taught how to best address the needs of their learners. The programme is not an intervention programme but rather focused training that explores the roles of both ‘keep up’ and ‘catch up’ interventions in the mastery context. The programme supports the development of a mastery approach to teaching mathematics and focuses on getting the pre-requisites in place for effective keep up intervention.
Target audience: A Teacher and TA from Y3, 4 or 5 that requires additional support, advice and guidance on delivering a maths intervention programme to children below age related expectations via a Mastery approach (not suitable for NQTs).
Sessions will run as follows- VENUE: Rockingham Professional Development Centre, Roughwood Road, Rotherham, S
Tuesday16th May 2017- Day 1
Tuesday 13th June 2017- Day 2
Wednesday 12th July 2017- Day 3
Cost of the programme is: £400 per school for 2 delegates (1x Teacher and 1x TA) for 3 days of training; including all course materials, delivery and refreshments.
IMC is an Every Child Counts (ECC) programme to support schools, teachers and TAs in their development of Intervention in the Mastery Context (IMC). Many schools are beginning to adopt a mastery approach to teaching mathematics and for many of them this will require that they reappraise their approach to the ways in which they support their struggling learners.
What are its aims?
IMC provides a comprehensive professional development programme aimed at supporting schools, teachers and TAs at various stages of their adoption of a mastery approach to teaching mathematics to develop their approaches to intervention, both keep up and catch up. It seeks to establish the central connection for keep up intervention between the experience in the class lesson and in the intervention session.
How does it work?
The programme combines face to face training with structured in-school gap tasks, readings and activities and is always attended by at least two colleagues from each school, who then become learning partners. This is in response to the extensive body of research that indicates that the best PD happens in the classroom and is collaborative. It is a tried and tested ECC formula which is widely respected by heads, teachers and TAs alike.
The learning partners from each school attend three face to face days with around a month interval in between each. During the face to face days they will be introduced to new ideas through input, dialogue and discussion. Their gap tasks will then provide them with a structured opportunity to work together to try out these ideas in their own classroom or context before reviewing the outcomes with colleagues from other schools at the next face to face day.
The programme is designed to develop participants’ understanding of the nature and practice of teaching for mastery in mathematics with a particular reference to intervention and supporting struggling learners. It will focus in on five key strands which we will look at in some depth. They are:
- Developing a mastery approach
- Planning and managing interventions
- Diagnostic assessment
- Variation theory
- Supporting fluency
The programme draws on the extensive experience gained by ECC since 2008 during which time well over 100,000 struggling learners have been helped to catch up with their peers. IMC is not only based on the lessons learned from successfully working with so many learners but also with the thousands of teachers and TAs who have received professional development from ECC.
Four trials have so far been run and in both cases the responses of the participants were extremely positive.
Some things participants have said. IMC…
…enabled me to plan, teach and assess taking the children on small steps in their maths learning. It was a joy to see even the poorest learner getting excited about spotting patterns and using mathematical vocabulary to explain their understanding.’ Suzanne Carver, Y5 teacher, Holy Cross Catholic Primary
…encouraged me to reflect on the ability of each individual child. It supported me to understand the importance of ‘small steps’ in lessons and in varying my questions. I really feel that it’ll have an impact on my practice!’ Jenny Roberts, Y5 Teacher, Chorley New Road
…enabled me to think carefully about the small steps needed for some learners to succeed and modify my practice to include these. It also helped me to plan tailored interventions for those children who need it.’ Daniel Whittaker, Teacher, St Austin’s Catholic Primary
…has supported me in understanding what mastery looks like in a class. It has encouraged me to change my teaching in class for the better. I have seen a vast improvement and enjoyment of maths with my class. It has given me the enthusiasm for teaching maths again.’ Amy McCormack, Y4 Teacher, St Mary’s Federation
|Preparation tasks||Day 1 - sessions||Gap task||Day 2 - sessions||Gap task||Day 3 – sessions|
Guided reading on DA, mastery and variation
Reflect on own practice and set personal targets
Establishing common language, exploring models of mastery and the place of keep up and catch up intervention. Examine some key features of effective intervention management. Reflecting on NCETM Big Ideas of Mastery.
Introduction to DA, principles, uses in mastery context including identifying learners needs and supporting detailed planning.
Analysing video of DA, preparing for own DA
Introduction, establishing the importance of number sense
Guided reading on procedural variation
Jointly undertake DA with contrasting learners.. Discuss with learning partner.
Feedback on DA experiences
Breaking down the complexity of the curriculum using procedural variation. Assembling a coherent conceptual journey in detail. Identifying the hard points. The importance of planning small coherent steps both in the class and intervention contexts. Identifying struggling learners
As session 2 plus: same method/ different problem, different method/ same problem, varying activity by degrees
Managing small groups/ individuals. School organisation. Questioning. Use of resources. The roles of keep up and catch up intervention
Addition/ subtraction: importance of place value, derivation of number facts, developing fluency
Guided reading on conceptual variation and the connective model
Develop work on procedural variation
Try out number sense task
Feedback on tasks and number sense activities
Connective model, concept/ non-concept, same/ different, generalisation
The role of representation and structure in helping learners to access concepts. Supporting areas of arithmetic. The use of conceptual variation to support procedural variation.
Designing a curriculum of tiny, manageable steps. Difficulties that learners experience/ decision making before and after keep up sessions. The importance of communication.
Multiplication/ division: importance of place value, derivation of number facts, developing fluency