West Midlands Maths Hubs
2021 Secondary Online Conference
Thursday 24th June and Thursday 8th July 2021
FREE
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The West Midlands Maths Hubs are leading a FREE online conference for Secondary colleagues, featuring keynote speeches from Pete Griffin and Richard Perring, as well as an extensive workshop programme. The conference will take place across two afternoons in the summer term.
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Thursday 24th June
Pete Griffin - Keynote Speaker
Algebra and algebraic thinking - the symbols and the symbolised.
In this keynote session we will explore what we mean by algebra and algebraic thinking, review some classic difficulties and misconceptions pupils have with algebra and explore some possible tasks and strategies for teaching.
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Thursday 8th July
Richard Perring - Keynote Speaker
Fluency and Structure
What do we mean when we talk about fluency? What do we mean when we talk about mathematical structure? This workshop will consider what it means to work with mathematical structure and how doing this might be connected to fluency.
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Workshop Programme
Core Maths: Saving Careers One Calculation at a Time!
Led by Tom Carpenter
Too many students are leaving maths education behind at the age of 16, only to realise that they then lack or have forgotten some of the skills required to successfully progress through their other level 3 qualifications, university courses or even within their chosen careers. The session sets out how the level 3 Core Maths qualification helps students develop their quantitative and problem-solving skills, giving them confidence in understanding the mathematical content they need. Information of the Core Maths courses will be shared and an opportunity to engage with resources that used are used.
What does the evidence tell us about metacognition? - available on Thursday 8th July only.
Led by Emily Giubertoni
In this session, we will examine what research tells us about the role of metacognition in student learning. We will discuss metacognitive, cognitive and motivational strategies that work in our own classrooms, and how these three aspects work together to lead to the best learning outcomes for our students. We will look at the tools students need to develop to become confident independent learners, and how we can adapt our own teaching to equip them with these skills in a structured and empowering fashion. The session will be a blend of time to look at perspectives from research, and time to discuss with other peer experts what this looks like in our own classrooms.
Whistle stop tour of Mathematical Reasoning for GCSE
Led by Kate Dale
In order for students to become successful in mathematics, they must develop reasoning skills. This whistle stop tour of mathematical reasoning gives you an insight into the Maths Hub Work Group as well as giving you some quick win strategies to incorporate reasoning activities and tasks into lessons. This is suitable for all teachers of mathematics.
PD Design: The Essential Elements
Led by Christine Watson
This session will explore what the research suggests should be incorporated for effective PD in mathematics education. This includes considering what the PD is trying to achieve, considerations when designing a PD event, considering the teacher experience, and considering how principles for online learning apply to professional development.
Supporting Students with Maths Anxiety - available on Thursday 24th June only.
Led by Sue Johnston-Wilder
Sue spent much of her career working with teachers and learners on developing inclusive and engaging approaches to mathematics, integrating technology and history into curricula, such as 'Developing Thinking in Geometry', 'Nuffield Advanced Mathematics' and the teacher support materials for 'Bowland Mathematics'. Sue has focused in recent years on addressing mathematics anxiety and avoidance. Working with Clare Lee, Sue has worked to foreground notions of well-being, safeguarding and resilience in mathematics education. She has developed interventions and courses for teachers, learners and maths-anxious adults which draw upon ideas from coaching and the 'growth zone model', which includes comfort, challenge and threat zones.
You might like to read this account by a parent before the session: https://www.mathsontoast.org.uk/how-talking-about-maths-suddenly-became-easier/
Are we missing a trick? - available on Thursday 24th June only.
Led by Jayne Watts
The Laws of Arithmetic, including the additive and multiplicative identities and inverses, underpin almost every Number and Algebra topic we teach at KS3 and KS4. Do our students' lack fluency because they have not mastered these basics? Should we teach them explicitly yo enable students to see maths more coherently?
GCSE Resit: An insight into post 16 resit and how some ideas may be relevant to KS3
Led by Martin Newton
GCSE resit is, and always has been, a catch up year, but never more than in the context of COVID recovery. Teaching diagnostically is crucial when trying to develop and meet the needs of students from a variety of schools and experiences during the pandemic. In this session, you will have the opportunity to look at the work that MEI have been doing with GCSE resit students and teachers across the city of Stoke. MEI, consultants on the ASK maths project, have worked with teachers and students and will share some of the pedagogical approaches essential for L2 maths in a post 16 setting and compare with some of the pedagogy within KS3. We will discuss about medium and short term planning being led by diagnostic approaches. We will look at the importance of being responsive within lessons and how clever questioning and sequencing of resources can help us diagnose what support our students require. There will be an example of a diagnostic lesson that you will be able to take away with you. We will look at how cognitive load theory works in the context of GCSE resit & functional skills. You will also get to take away the ASK Maths retrieval spreadsheet, a resource that has 588 typical grade 4 questions.
An introduction to mastery and variation theory - available on Thursday 24th June only.
Led by Natalie Burton
This workshop will introduce the key concepts of teaching for mastery and will start to look at variation theory.
Led by Tom Carpenter
Too many students are leaving maths education behind at the age of 16, only to realise that they then lack or have forgotten some of the skills required to successfully progress through their other level 3 qualifications, university courses or even within their chosen careers. The session sets out how the level 3 Core Maths qualification helps students develop their quantitative and problem-solving skills, giving them confidence in understanding the mathematical content they need. Information of the Core Maths courses will be shared and an opportunity to engage with resources that used are used.
What does the evidence tell us about metacognition? - available on Thursday 8th July only.
Led by Emily Giubertoni
In this session, we will examine what research tells us about the role of metacognition in student learning. We will discuss metacognitive, cognitive and motivational strategies that work in our own classrooms, and how these three aspects work together to lead to the best learning outcomes for our students. We will look at the tools students need to develop to become confident independent learners, and how we can adapt our own teaching to equip them with these skills in a structured and empowering fashion. The session will be a blend of time to look at perspectives from research, and time to discuss with other peer experts what this looks like in our own classrooms.
Whistle stop tour of Mathematical Reasoning for GCSE
Led by Kate Dale
In order for students to become successful in mathematics, they must develop reasoning skills. This whistle stop tour of mathematical reasoning gives you an insight into the Maths Hub Work Group as well as giving you some quick win strategies to incorporate reasoning activities and tasks into lessons. This is suitable for all teachers of mathematics.
PD Design: The Essential Elements
Led by Christine Watson
This session will explore what the research suggests should be incorporated for effective PD in mathematics education. This includes considering what the PD is trying to achieve, considerations when designing a PD event, considering the teacher experience, and considering how principles for online learning apply to professional development.
Supporting Students with Maths Anxiety - available on Thursday 24th June only.
Led by Sue Johnston-Wilder
Sue spent much of her career working with teachers and learners on developing inclusive and engaging approaches to mathematics, integrating technology and history into curricula, such as 'Developing Thinking in Geometry', 'Nuffield Advanced Mathematics' and the teacher support materials for 'Bowland Mathematics'. Sue has focused in recent years on addressing mathematics anxiety and avoidance. Working with Clare Lee, Sue has worked to foreground notions of well-being, safeguarding and resilience in mathematics education. She has developed interventions and courses for teachers, learners and maths-anxious adults which draw upon ideas from coaching and the 'growth zone model', which includes comfort, challenge and threat zones.
You might like to read this account by a parent before the session: https://www.mathsontoast.org.uk/how-talking-about-maths-suddenly-became-easier/
Are we missing a trick? - available on Thursday 24th June only.
Led by Jayne Watts
The Laws of Arithmetic, including the additive and multiplicative identities and inverses, underpin almost every Number and Algebra topic we teach at KS3 and KS4. Do our students' lack fluency because they have not mastered these basics? Should we teach them explicitly yo enable students to see maths more coherently?
GCSE Resit: An insight into post 16 resit and how some ideas may be relevant to KS3
Led by Martin Newton
GCSE resit is, and always has been, a catch up year, but never more than in the context of COVID recovery. Teaching diagnostically is crucial when trying to develop and meet the needs of students from a variety of schools and experiences during the pandemic. In this session, you will have the opportunity to look at the work that MEI have been doing with GCSE resit students and teachers across the city of Stoke. MEI, consultants on the ASK maths project, have worked with teachers and students and will share some of the pedagogical approaches essential for L2 maths in a post 16 setting and compare with some of the pedagogy within KS3. We will discuss about medium and short term planning being led by diagnostic approaches. We will look at the importance of being responsive within lessons and how clever questioning and sequencing of resources can help us diagnose what support our students require. There will be an example of a diagnostic lesson that you will be able to take away with you. We will look at how cognitive load theory works in the context of GCSE resit & functional skills. You will also get to take away the ASK Maths retrieval spreadsheet, a resource that has 588 typical grade 4 questions.
An introduction to mastery and variation theory - available on Thursday 24th June only.
Led by Natalie Burton
This workshop will introduce the key concepts of teaching for mastery and will start to look at variation theory.
