Interview with the maths lead about Big Ideas

TL;DR

Northern Parade School uses the Pneumonics program to help students develop basic math skills and close learning gaps.

Transcript

my name is natalie penn i'm the maths lead here at northern parade infant and junior school we're a large fourth elementary school in portsmouth what we notice about our children is when they join us from foundation stage they have very little experience of maths in sort of everyday circumstances so they don't really have those basic fundamentals t... Read More

Key Insights

• 🖤 The lack of foundational math experiences among students joining Northern Parade School highlights the need for intervention programs like Pneumonics to support learning.
• 😚 The COVID-19 pandemic has required schools to adapt teaching approaches and utilize online resources to close learning gaps.
• 🧑‍🎓 Individual math packs have been created to provide students with the necessary resources for learning, despite the limitations on shared resources.
• 🧑‍🎓 The Pneumonics program has helped students improve their mathematical vocabulary and build confidence in math.
• 😚 The school focuses on gap closing through regular assessments and personalized teaching approaches in different grade levels.
• 🦻 Live math lessons through Google Classroom have aided in reducing learning gaps caused by the pandemic.
• 💨 Teachers have had to rethink lesson delivery and find new ways to engage students and encourage discussions about math concepts.

Questions & Answers

Q: How has Northern Parade School been addressing the learning gaps caused by the COVID-19 pandemic?

Northern Parade School focused on getting vulnerable students and year r and year six students back in school during the pandemic. They provided live math lessons through Google Classroom and used my math for additional tasks to reduce learning gaps.

Q: What approach does the school take to teach math in different grade levels?

In the junior school, the school uses low-stakes assessments to analyze and close gaps in math learning. In year one, they follow a teacher-guided task, a TA-guided task, and independent application approach. In year two, they use the normal curriculum but plan to close gaps using the year one numerical guides.

Q: How has the COVID-19 pandemic affected the use of resources in math classrooms?

Due to COVID-19 restrictions, the school had to limit the use of shared resources. They created individual math packs for students and focused on using numerical online resources and representations on screens to support learning.

Q: What has been the impact of the Pneumonics program on student learning?

The Pneumonics program has helped students develop mathematical vocabulary and improve their ability to explain their thinking. It has also fostered a positive attitude towards math and encouraged students to engage in conversations and discussions about math concepts.

Summary & Key Takeaways

• Northern Parade School has observed that students lack basic math skills when they enter the school, highlighting the need for foundational math experiences.

• The school utilizes the Pneumonics program to provide students with opportunities to experience and discuss math, supporting their learning.

• During the COVID-19 pandemic, the school focused on reducing learning gaps by providing live math lessons and tasks through Google Classroom.