England- Shanghai Teacher Exchange Programme and the Impact so Far

1. England- Shanghai Teacher Exchange Programme and the Impact so Far

2. The England-China Maths Education Innovation Research Project 32 National Maths Hubs 75 teachers went to Shanghai in September 2014 Funded by the DfE and co-ordinated by the NCETM Status confirmed 13 June 2014

3. Why Shanghai? Scored incredibly highly in PISA test in recent years. PISA tests – 2 hour paper for 15 year olds – look at maths, literacy, science and problems solving. Genuine interest in identifying what are the differences between English and Chinese mathematics teaching, and considering how they could be translated and what the impact would be. Genuine interest in research-led and evidence-supported change.

4. 4 Traditional and 8 Modern Secrets • One child policy & almost always a nuclear family with both sets of grandparents providing childcare. • Expectation that everyone can achieve if they work hard and put the effort in. Many myths and legends reflect this. • Teacher highly respected and regarded as a professional • System of examination that has remained largely unaltered for many years • Open door policy – borrowing latest knowledge and sharing scholars • Only 3 rounds of curriculum reform since 1986 • Learn and apply modern teaching approaches • Teachers’ professional development structure • Low performance schools paired with high quality ones nearby • Sharing of money from rich areas with poor areas • Pay attention to domestic-migrant students • 30% of places at best secondary schools must be from lower performing areas • Different culture but we can adapt elements

5. CPD of Staff “Teaching is an art full of regret” • Only teach 2-3 lessons a day (the same lesson) • 35 minutes long – based on textbook • 40/50 children in a class • Specialists for maths, PE and English (then a form tutor for the rest of the subjects including Chinese) – arts tended to be voluntary and after school • 5 years probationary with a reduced timetable & mentor • More experienced staff to support newer staff and colleagues. Lead demonstration lessons. • Leading maths teachers take part in local and national competitions • Requirement to complete a research paper regularly – honour for publication • TRG meet weekly both in school and locally to observe and give feedback for improvement – at least 15 times a month

6. Characteristics of Mathematics Teaching in Shanghai • Teaching with variation • Emphasis on precise and elegant mathematical language • Emphasis on logical reasoning and mathematical thinking during teaching • Order and serious class discipline • Strong and coherent teacher-student rapport • Strong collaborative culture amongst mathematics teachers

7. So what did we see that we can use? 1. Planning and Delivery of Lessons Video Clip a) Fast paced – not a second wasted b) Whole class teaching c) Providing the opportunity for pupils to discuss and think about mathematics d) Repetitive with excellent modelling of vocabulary e) Excellent questioning f) Connections to real life g) Carefully crafted lesson design h)Teaching to the misconception i) Step by step approach, leading pupils to a deeper understanding and avoiding gaps. j) All ‘new knowledge lessons’ encompassed ‘old knowledge’ – particularly as a starting point. Amy says “These all show the same fraction.” Do you agree? Which are correct? Why? Convince me! Convince me why it is not right!

8. 2. Intervention and Feedback • Interventions • Sorting books • Marking at break time • Catching children during the day if the timetable allows – if not, then before the next session • Change the timetable • b) Instant feedback • Self marking • Mini plenary • Whiteboards • Visualisers

9. 3. Range of representation – Video, Resource Tray, CPA

10. 4. No differentiation but deepening tasks to promote mastery Charlie Stripp (director NCETM) was able to inform us that the DFE, NCETM and OFSTED have been communicating and have made sure that Ofsted Inspectors know that they should not be critical of lessons with no differentiation where schools have clearly identified that they are following the Mastery Curriculum. Differentiation should be by going deeper. Schools should inform Ofsted Inspectors that they are developing this at the beginning of the inspection.

11. 5. Depth not acceleration • a) Why? Why? Why? • b) Using Mathematical Language • c) Confidence • d) Convince yourself… convince a friend… convince a sceptic • e) ‘Active argument’ e.g. True or False? Which answer is correct? Fred thinks…(discussion mats, abc corners,…) Remember: What do you think? Why? (or ‘convince me’ is apparently less threatening?) Why can’tit be?

12. 6. Fluency UK • a) Looking at patterns and relationships • b) Practice makes perfect? • Which supports the • development of fluency • better? Why? Shanghai

13. 7. Daily Homework

14. 8. Variation, variation and more variation!

15. 9. A Mastery Curriculum a) Thinking Masterfully and Using Deepening Tasks Odd one out Which one is the odd one out? Why? Why could…be the odd one out? 6, 15, 28, 36, 66 10-3, 17-8, 15+6, 311-1

16. b) Missing Number Problems/ Creating Problems 2 + 8 = 65 2 + * = 5 20 + = 12 •  + 17 = 15 + 24 The perimeter is 30cm. What is the shape?

17. c) Probing Questions Always/sometimes/never - When you multiply the answer is bigger than either number you start with Is this sometimes, always or never true? If you add three consecutive numbers, the answer is a multiple of three. Show me…and another…and another that nobody else in the room will think of… show me a hard one! e.g. Draw a triangle. Draw a different triangle. Draw a triangle that nobody else will think of!

18. Teacher Research Groups