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البث التجريبي لشبكة المعلم Experimental broadcasting of the Teachers' Network |
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Best Practices in Math Curriculum Standards Implementation (4)The CfBT Training Pack: The CfBT Training Pack is a very valuable tool of professional development. It contains a series of workshops that have been conducted during 2005 by a highly professional team, which provided training about the best practices to implement the curriculum standards of English, Science and Math. This Training Pack is so valuable that it is actually now considered to be a reference for a lot of trainers and advisory teachers while supporting teachers within the IS. The Teachers’ Network is happy to put this Training Pack online. Each series of workshops related to a specific subject is going to be put in the form of PDF folders.
The Math CfBT Training Pack : The Math CfBT Training Pack includes the full and comprehensive content of 5 full day mathematics workshops. The five days were divided in the form of 16 training sessions.
Aims of the workshops: The purpose of the five-day mathematics workshops is to consider the curriculum standards for mathematics and to discuss the implications for planning the curriculum, teaching, learning and assessment. The workshops aim to help subject leaders and teachers to:
Many of the sessions in the second workshop have different themes, depending on the age range of students in the school.
Workshop 4: Objectives of each session: Day 1: Problem solving and data handling Sessions 1 and 2: Problem solving 1 and 2 By the end of the sessions teachers will: • know some strategies that students could use to solve mathematical problems; • have considered what ‘being systematic’ means; • know some approaches to teaching problem solving; • have discussed how students might use reasoning to justify their conjectures and conclusions; • know how a teacher can guide students’ reasoning; • know how students might record their reasoning.
Session 3 and 4: Data handling 1 and 2 By the end of the sessions teachers will: • be familiar with the standards for data handling from Grade 1 to Grade 6; • understand the key elements of data handling; • be familiar with a range of problem-solving activities involving collecting, organising, representing and interpreting data, and drawing conclusions; • have discussed ways of using ICT in data handling; • have considered strategies for assessing students’ knowledge and understanding of data handling.
Day 2: Division Sessions 5, 6 and 7 By the end of the sessions teachers will: • have reviewed progression in division in Grades 2 to 6; • know how to use models, images and language in the teaching of division; • know how a number line can be used to teach division, including representing the quotient as a fraction; • have considered approaches to mental and written division calculations; • know how students can be helped to learn division facts; • have discussed approaches to the teaching of short division; • have considered some lessons and resources to support the teaching of division.
Day 3: Early years, geometry and measures Session 8: Early years By the end of the session teachers will: • understand the Kindergarten standards for mathematics; • be aware of some features of effective teaching and learning in Kindergarten and Grade 1.
Sessions 9 and 10: Geometry and measures 1 and 2 By the end of the sessions teachers will: • be familiar with the standards for geometry from Grade 1 to Grade 6; • understand the key elements of transformations; • understand the progression in work on area; • be familiar with a range of problem-solving activities to use with students to support their understanding of shape, space, constructions, perimeter, area and volume.
Day 4: Aspects of number Session 11: Division and assessment By the end of the session teachers will: • have analysed test questions on division as an aid to assessment; • have considered the errors that students may make with division and the implications for teaching.
Session 12: Direct proportion By the end of the session teachers will: • understand direct proportion and know how to teach it.
Session 13: Numeracy and ICT By the end of the session teachers will: • be familiar with some small programs that support development of number skills in the primary grades.
Day 5: Using ICT Session 14: Using a calculator By the end of the session teachers will: • have considered how a calculator can support students’ understanding in mathematics; • be familiar with the use of a calculator in the mathematics standards; • be aware of a range of problem-solving activities involving the use of a calculator.
Session 15: The interactive whiteboard By the end of the session teachers will: • have viewed and discussed some ICT resources; • have discussed the benefits of interactive teaching programs and specialist software.
Session 16: Summing up By the end of the session teachers will: • have watched videos tailored to the local context; • have reflected on the workshop.
The files beneath represent the complete material of Workshop Four The material of each workshop consists of the workshop’s:
To access the material of Workshop one, please click here. To access the material of Workshop two, please click here. To access the material of Workshop two, please click here.
Material of Workshop Three: Power Point Presentations: Folder containing slides for sessions 1-16 in zipped format Slides for each session presented separately in the form of PowerPoint:
The Teacher's Pack:
The Trainer's Notes:
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