The PD Content
The Oxford TEEMUP PD for the 50 intervention schools in the study will consist of two consecutive full days followed by 7 fortnightly afternoon sessions, starting in January 2022. There will be a further afternoon session in the final year to share good practice.
Following on from the initial PD sessions, the trainers will continue to mentor teachers individually through the rest of the 2021-22 academic year and the 2022-23 year (as per the study timeline).
During the sessions, teachers will be taught to use the TEEMUP self-assessment scales to improve their practice and will subsequently be supported by the mentors in their application. Teachers will also have access to the TEEMUP online knowledge base of training materials, resources and activities, including resources for the home learning environment as well as for the classroom.
A breakdown of the initial PD is given below:
The Initial Training Sessions (2 consecutive full days 9:30-16:00)
This initial session welcomes participants to the TEEMUP study. Content includes:
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The study design and the outcomes being measured
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The TEEMUP approach supporting all children including those with SEN and disadvantage
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Outline of the maths content covered
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Outline of the Behaviour for Learning (BfL) aspects covered
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Introduction to the website
This session covers the importance of maths (considering both short- and long-term impacts on children’s lives, as well as support for deep thinking, reasoning and problem solving – skills identified as important for the 21st Century).
It draws upon recent maths research and uncovers what effective teaching of maths looks like and considers how teachers may influence children to see themselves as competent mathematicians. Finally, it considers some common beliefs about maths and moves on to invite participants to begin to reflect upon and self-evaluate their current maths teaching practices.
This session considers what makes effective maths teachers and how to support children’s curiosity and engagement in maths and avoid maths anxiety.
This session introduces teachers to the Improving Maths Practice (IMP) Scale, which provides pedagogical and content guidance and supports teachers to self-evaluate their maths practice, including how to improve it.
This session introduces the ‘Behaviour for (maths) Learning’ or BfL scale, which outlines the pedagogical knowledge and practice of effective teaching. It is designed to promote a positive, caring classroom and outlines practices which support children’s self-regulation and personal, social, and emotional development. It describes effective practices and routines in the classroom and outlines effective teaching and learning processes which improve children’s behaviour and learning.
The Half Day Workshops (following on from the initial 2 days at approximately fortnightly intervals with allowance for LA holidays. 14:00-17:45)
This workshop discusses the importance of early number sense as the foundation for subsequent mathematics learning. It considers how children’s early number sense and subitising develop and the implications for teaching and learning. This workshop includes consideration of the following areas of children’s mathematical thinking: understanding number, perceptual subitising, conceptual subitising. Discussion includes conceptual understandings and strategies, along with possible misconceptions.
This workshop discusses the importance of counting as a pre-cursor to mathematical understanding, considering how this develops and its implications for teaching and learning. During the workshop we will explore verbal counting, one-to-one correspondence, cardinality, developing the counting chain, number and pattern awareness, and number conservation. Discussion will consider conceptual understandings and strategies along with possible misconceptions.
This workshop extends upon discussions of early number sense, looking at how number relationships develop, can be taught, and assessed. It includes looking at how numbers can be compared and sequenced (e.g. using number tracks and lines, one and two more, one or two less), act as benchmarks (e.g. friendly numbers 5 and 10), be composed and decomposed (i.e. part-whole relationships), and be unitised.
This workshop looks at the type of addition and subtraction calculations children will meet throughout Reception and Key Stage One, exploring how they might be taught and assessed. It considers the order in which calculations should be introduced and taught, including discussions around conceptual understandings needed, typical developmental progressions, strategies, and possible misconceptions.
The workshop considers children’s reasoning and problem solving and what this looks like in the classroom. We will consider a range of reasoning and problem solving activities designed to augment current teaching and support all children’s progress.
This workshop is devoted to supporting the understanding and teaching of mathematical talk and communication: key aspects of mathematical and other learning. This workshop supports the teaching and assessment of mathematical reading/understanding of the story/problem, mathematical representation (e.g. use of objects, maths manipulatives, graphic organisers, drawings, maths symbols), mathematical recording (e.g. grouping, videoing, photographing, writing, drawing, number sentences) and communication (showing mathematical understanding through oral, visual, digital, written narrative and written symbolic means).
This workshop invites participants to reflect on their current classroom management styles and how behaviour for learning is supported. This workshop is designed to extend upon the earlier session on self-regulation and all other sessions that supported children’s engagement and learning of maths. It will look specifically at teaching and support for children with challenging behaviour, appropriate responses and the process of assessment.
