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:
- become more familiar with the new curriculum
standards;
- consider the implications of the standards for
planning, teaching and assessment;
- start or refine the planning of a mathematics scheme
of work based on the standards, and related lesson plans;
- support colleagues as they implement the standards.
Workshop 5:
Objectives according to
sessions:
Day 1: Number and algebra
Session 1: Number to algebra
By the end of the session teachers will:
• know how algebra is developed through the mathematics standards;
• have considered how diagnostic and formative assessment can be used
effectively to inform planning;
• have discussed ways of teaching algebra.
Session 2: The distributive law
By the end of the session teachers will:
• have looked at the links between number and algebra;
• have considered strategies for teaching algebra;
• have seen how topics in algebra develop through the grades.
Session 3: Mathematical modelling
By the end of the session teachers will:
• have looked at some exercises to help students turn word problems into
mathematical statements;
• have considered some strategies for teaching sequences;
• have studied some investigations that lead to generalisations.
Session 4: Report from School 1
By the end of the session teachers will:
• have heard how other colleagues have implemented the standards;
• have discussed progress made by students;
• have considered how diagnostic and formative assessment can be used to
inform planning.
Day 2: Geometry and ICT
Sessions 5 and 6: Dynamic geometry 1 and 2
By the end of the sessions teachers will:
• have practised using dynamic geometry software;
• have considered some strategies for teaching transformation geometry,
geometrical constructions and theorems;
• have planned some activities for use in the classroom.
Session 7: Report from School 2
By the end of the session teachers will:
• have heard how other colleagues have implemented the standards;
• have shared their own reflections with the other teachers;
• have used ICT to draw a wide range of graphs.
Day 3: Data handling
Sessions 8 and 9: Interpreting graphs and diagrams 1 and 2
By the end of the sessions teachers will:
• have considered some strategies for teaching students to interpret graphs and
diagrams;
• have designed some questions to ask students;
• have looked at some exercises to help students interpret graphs.
Session 10: Report from School 3
By the end of the session teachers will:
• have heard how other colleagues have implemented the standards;
• have revisited the data handling cycle in statistics and considered the
implications for teaching and learning;
• have considered criteria for assessing statistical investigations.
Day 4: Problem solving
Session 11: Themes through the grades
By the end of the session teachers will:
• have identified some themes that can be explored at different levels through
different grades;
• have engaged in some investigative work to develop an extended theme;
• have thought about other developmental strands within the standards and how
they might be developed.
Session 12: The normal distribution
By the end of the session teachers will:
• understand probability distributions
• be able to identify some common probability distributions;
• know the characteristics of the normal distribution;
• appreciate the importance of the normal distribution.
Session 13: Report from School 4
By the end of the session teachers will:
• have heard how other colleagues have implemented the standards;
• have discussed progress made by students;
• have considered how diagnostic and formative assessment can be used to
inform planning.
Day 5: Applications and ICT
Session 14: Applied mathematics
By the end of the session teachers will:
• have reviewed the standards relating to applications;
• have considered the significance of mathematical models;
• have looked at the mathematics of motion;
• have used software to do vector algebra.
Session 15: Investigating with ICT
By the end of the session teachers will:
• have considered some strategies for teaching using ICT;
• have explored some mathematical problems using ICT;
• have practised using mathematical 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 workshops.
The files beneath represent the complete material of Workshop
Five
The material of each workshop consists of the
workshop’s:
- PowerPoint
- Teacher’s Pack ( Handouts
and slides)
- Trainer’s Notes (
arranged acc. To session)
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.
To access the material of Workshop two, please click
here.
Material of Workshop Five:
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:
