Well! This post is just a brief, short post to share some new ideas for 2021/2022. Here goes!
The mathematics questions are back! Question Number 17 has been published. It’s the first in a new series called, “The skill of thinking”. Question 18 will be published on Monday 20th September 2021. All the questions can be found at here. (Don’t forget the Mathematics Questions Newsletter is now part of this blog.)
Supporting CPD/Professional Development returns with some webinars in October2021. Watch out for a blog post with all the details. The high standards shown in Standard for teachers’ professional development are what nilsbird training wants to aspire to!
Nilsbird training is embarking on a new venture – live streams via YouTube. The first will be on October 6th at 16:00 GMT. Themes will be CPD and active learning. Watch out for a blog post with all the details.
Thinking again about CPD/Professional Development, complete these three statements and let nilsbird training know what your needs are for 2021/2022:
1) Over the next year I want to learn more about … so that I can improve my students progress in the classroom. 2) Over the next year I want to improve my understanding of … so that I can improve my students progress in the classroom. 3) Over the next year I want to improve my … so that I perform more effectively as a teacher and support my personal well being.
Life is still very busy, with marking and teaching, but one thing I must mention is:
Educating the 21st Century Student, an online teacher training conference for Zambia, and beyond – Thursday 26th to Saturday 28th August 2021.
This event is an amazing opportunity for teachers based in Zambia, and beyond, to have three excellent days of training from some high quality trainers. Find out more about this event via supportforteachers.com.
Life never gives up on what it throws at us and, in my case, that’s the marking season, which is now upon me! So, things like my maths questions have taken a back seat for the moment. Do keep an eye out for number 17. I’ll let you know when it will be available.
This short blog post is really about the great news I have: Educating the 21st Century Student, an online teacher training conference for Zambia, and beyond – Thursday 26th to Saturday 28th August 2021. This is a conference I am putting on in partnership with Chingola Private School Association – based in Chingola, Zambia (in the Copperbelt Region!).
All the details about the conference can be found via supportforteachers.com. You can sign up there to be kept in the loop about all the arrangements for the conference. There are some amazing speakers lined up (including me!) and it’s a great price too – $30 for all three days!
I still need to write about how I’m teaching the time and fractions at the same time, but that will have to wait. Back to the marking!
I am writing this post, after having provided my next bit of support, as a tutor, on a course. Before that I was doing some marking (where I fell asleep!) So, life is proving rather busy at the moment. (Have I taken too much on? – maybe!)
With my reference to Part 4 of motivation, I had a pleasant surprise from one of the 9/10 year old’s today. They said that they were now beginning to enjoy maths, when it comes to telling the time. (They have even been practising at home, it seems!) Another student, however, said they hate maths!
There seems to be such a disparity between different students’ perceptions about maths when they are young. Some like it and some hate it! I wonder if other subjects are the same?
Just so that you are aware, my Mathematics Question – Number 17 might be a little delayed due to how busy I am. Please keep an eye out here and on my website.
Today, I’d like to add some more thoughts to this engagement question.
Thinking about some 9/10 year olds I worked with this afternoon, I began to think about what level of our UK GCSE (16 year old examination) they might sit in 6/7 years time. (Assuming this examination still exists!) It is clear to me that the students are already pretty good at mathematics and therefore I would predict they would sit the highest level.
So, assuming my prediction is correct, how do we keep the engagement going/keep them interested for another 6/7 years? (I think this is especially important to think about, when work the students can do/cover now will be revisited during the first few years of high school, and then within the actual GCSE examination.)
What would you do with such ‘bright’ students, as they progress through school?
As I said in a previous post, from Mathematics Question – Number 17 onwards, the questions and any additional information that would ordinarily appear in the Mathematics Questions – Newsletters, will become a feature of the blog. The newsletters will then become a summary of the blog posts. You can sign up to receive the Mathematics Questions – Newslettershere.
A new feature, coming soon, will be a dedicated domain name for the Mathematics Questions.
This week ended, after having spent my first time in a Junior School (7 to 11 yrs of age in the UK) since a few days of supply teaching I did 2/3 years ago. I am in the school for around 10 weeks; again as part of the UK Government’s National Tutoring Programme. I am working with groups of 3. (Students having been selected for extra support because of the education they have missed over the last year.)
One thing that struck me, from my first few days, was a comment that one of the 9 year olds said to me. They confidently declared that they don’t like maths. They like literacy instead. So, it makes you wonder what it is that has given the student this opinion? They are only 9 and they have already made the choice! What does this mean for the student, when they have another 7 years to study this subject? They have already decided they don’t like! (It makes you wonder how long a 14 year old, who is disinterested in maths, has held their opinion?)
Can we blame a teacher for the choice the student has made? Was maths taught in an uninteresting way and this caused the student to make their decision? We will never know. How are we now to bring the student to see the importance of the subject? The annoying thing is, I think the student shows promise of being good at the subject (with support).
The report says the study, carried out by UCL Institute of Education, suggests scores were inflated because the sample was unrepresentative: low levels of participation in the test and not enough representation of lower achieving students.
This year will be the next round of PISA tests. I wonder where the UK will sit?
What do you think about the PISA tests? Does your country consider international comparisons important?
From Mathematics Question – Number 17, onwards, I plan to post each question on the blog, as well, with extra comments that will then appear in the Mathematics Questions – Newsletters. So, basically, each question, plus comments, will become part of the blog and then the newsletter will appear periodically, bringing together, each time, three questions plus comments (as it does now). Hope that makes sense!