| Success
Criteria |
Completed |
Progression 2005-06 |
Activities
• To produce 4 activities
• To trial and evaluate the activities
with small groups and whole classes.
|
•
Carried out extensive analysis of inquiries
generated by five ‘prompts’
in classrooms (from Years 6 to 11) and
with individual and pairs of students.
Completed write-up of mathematical and
lesson notes on each ‘prompt’
for Gatsby booklet*.
• Devised
more prompts to stimulate mathematical
inquiries that ‘cover’ the
Year 7 NNS objectives. Number and Algebra
‘prompts’ complete.
|
•
To develop more ‘prompts’,
in particular for Shape, Space and Measure
and Handling Data Inquiries (by end
of 2004-05).
• To use tablet
PC technology to improve interactivity
of the lessons. |
Conceptual
framework
To produce a conceptual framework (the
teacher’s role, examples of productive
teacher and student responses to metacognitive
statements, the classroom culture and
the form of peer interaction). |
Conceptual
framework fully developed. Diagram and
section for Gatsby booklet* completed.
Framework informed by readings from
MA (Education) course and by theoretical
developments on dialogic learning and
the zone of proximal development over
the last 15 years. |
|
Student
performance
To increase the level of student regulatory
dialogue during peer collaboration through
the use of the activities. (Evidence
from pre- and post-analysis of transcripts
of dialogue between two pairs of students.)
|
•
Completed MA research on teacher talk
in Guided Inquiry lessons (compared
to NNS lessons) – higher levels
of metacognitive statements in Guided
Inquiry lessons.
• In process
of researching dialogic learning and
the creation of a ZPD in the inquiry
classroom through theme analysis of
transcripts (final-year MA research).
|
To
continue research into Guided Inquiry
for a PhD at the University of Brighton
(starts October 2005) |
Department’s
Scheme of Works
To rewrite the department’s schemes
of work to include the activities and
encourage use by members of department.
|
•
Presentation given to department; ongoing
discussions about approach; and intra-departmental
observations of inquiry lessons.
• Parallel Year 7 schemes of work
partly written based on new approach.
|
•
To implement the full Guided Inquiry
approach with two Year 7 classes in
2005-06.
• To promote further
use of inquiry method by other maths
teachers
|
Dissemination
• As chair of Varndean’s
research group on thinking skills, to
report on the conceptual approach and
activities and to encourage their take-up
by other departments within the school.
• To provide INSET to the whole
staff in two ‘twilight’
sessions.
• To report to / encourage partner
schools to use activities through classroom
observations.
• To post project results on LEA
and KS3 websites (all schools), and
to present findings to local maths coordinators.
|
•
Guided Inquiry approach and ‘prompts’
presented to following forums: - PGCE
students
- GTPs (both University of Sussex)
- Brighton & Hove Mathematics Coordinators
- B & H teachers in their second
year.
• Article written for
Varndean’s research publication.
• Feedback on project to half-termly
research group meetings (Varndean).
• Classroom observations by senior
manager and others. |
•
To continue contacts with teachers outside
Varndean interested in theGuided Inquiry
approach.
• To post results
of Gatsby project on Brighton &
Hove’s KS3 numeracy website (by
end of 2004-05).
|
Article
To write a further journal article for
Teaching Thinking or similar publication.
|
|
Articles
for Teaching Thinking and Varndean’s
research publication to be written based
on Gatsby booklet (by end of 2004-05). |
