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Peer
mentoring in mathematics |
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School:
Birdwell Primary School, Barnsley |
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Fellow: Simon Walker |
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Email: simon.walker@barnsley.org,
simonwalker1@aol.com |
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Aims of the Fellowship Project |
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As part of the senior leadership
team, I identified from our tracking system
a need to cater more appropriately for higher
ability mathematicians in Y4 whilst providing
opportunities for practice and consolidation
in Y6. I aimed to provide the most able children
in Y4 with an extension opportunity to develop
their understanding. In Y6, I decided to give
the middle ability band additional opportunities
to reinforce knowledge and practice numeracy
skills. A pilot project had indicated that
success, in the form of higher attainment
and increased confidence, was possible by
developing a collaborative approach. |
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Outline of the Plan |
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Children were selected using
a variety of criteria from optional SATs and
end-of-year numeracy assessments, to questionnaires
and observations, which supported the class
teacher’s nominations. I considered
it very important to take account of the mentor’s
ability to make effective and sustainable
relationships in order to inspire the maintenance
of commitment and motivation. |
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Mentors used laptops and suitable maths
teaching software to deliver subject material
to their students in order to secure motivation.
Resources were obtained (learning journals,
reward stickers, mentor badges and ICT software),
timetables and teaching plans compiled and
delivery material was collected. Mentors were
then trained in three sessions where children
received guidance about giving praise, dealing
with behaviour and teaching strategies, with
opportunities to discuss their understanding
and how to ask key questions about learning
and give effective feedback. |
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Children then engaged in the learning and
teaching process using the software, whilst
reflecting upon what they were learning and
how they were learning it. End of unit assessments
were given to both groups to assess the degree
to which understanding was transferable to
paper questions. Termly reviews, periodical
observations and interviews were built in
to the process to analyse the programs effectiveness.
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Outcomes so far… |
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Mentor training using the resources I created
was very successful. The opportunity for the
mentors to discuss their understanding, developing
new knowledge as a result, prepared them well.
They envisioned scenarios and discussed possible
ways to behave in order for the sessions to
run smoothly. It added a level of importance
to the project, in their view, and they felt
prepared and ready to begin. The relationships
that formed between mentor and student were
very positive. They enjoyed working together
and reflecting on their part in the process.
Mentors were observed giving praise and rewards
to their students that was focused on the
tasks, levels of progression and behaviour.
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As it run as an enrichment opportunity,
Peer Mentoring in Mathematics involves the
participants from Y6 and Y4 being withdrawn
from a numeracy session once a week. Difficulties
have occurred here due to curriculum and time
demands, but sessions have usually taken place.
One mentor left the school during the year
and was replaced with no observable adverse
effect. |
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An interesting point has emerged in relation
the transference of understanding from the
ICT based knowledge to paper questions. Both
groups demonstrated a good understanding when
using the software, however it emerged they
experienced difficulty when applying this
knowledge to a set of paper-based questions.
The higher ability Y4s experienced some initial
success but the middle ability Y6s had difficulty.
During the year this gap has widened. My evidence
suggests that the younger but more able children
have developed and retained their ability
to apply their learning where the older but
less high achieving group have struggled.
Questionnaires showed all students believe
their mentors are effective in helping them
to learn and all believe they are learning
new maths skills at least most of the time.
All mentors also believe they are learning
new skills, both in maths and working with
others, and comments suggest that students
are helping them to learn. Comments from both
groups and their teachers demonstrate an increased
motivation and improved self-esteem. Therefore,
I believe the project has served as a method
of acceleration as well as enrichment for
Y4 and more of a clarification than consolidation
process for the Y6. While this is different
to the outcome I expected, it is nevertheless
a valuable one that can be repeated successfully. |
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All children had a learning
journal that has proven to be a useful tool
in the evaluation and reflection process.
Aspects of their learning have been recorded
in relation to subject knowledge and methods
used. Mentors and students reflect their learning
in terms of knowledge and process; key questions
are provided to stimulate thought during and
following a session. |
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I had originally intended to
run a parallel project using a colleague at
another school in a neighbouring authority.
Mentors would then link up as ‘epals’
and share experiences and learning. This has
not taken place due to unforeseen difficulties
experienced with its implementation and a
change of priority for other school. |
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Next Steps |
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It is important to evaluate
the outcomes of the project in terms of children’s
views, progress, achievement and standards.
Interviews and analysis are planned for the
children and their class teachers, to be considered
alongside my observations. This process will
provide evidence as to the effectiveness of
Peer Mentoring in Mathematics in this context.
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All staff will be updated about the project
outcomes and plans for its continued implementation
next year. The approach is becoming embedded
into school practice as other year groups
are using peer mentoring for writing projects.
As the project activities will be completed
by the Spring Bank holiday, the children have
decided that the final half-term this year
will be used for next years mentor training.
They have arranged to provide the training
themselves, under my guidance. |
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Along with the dissemination taking place
within the school, the project and its outcomes
have been shared informally with other colleagues
at meetings of various sorts and formally
at Deputy and Learning Network meetings. Peer
Mentoring in Mathematics will also be fully
implemented into another school in Barnsley
next year, as I will be taking up my first
Headship from September and plan to continue
with the research projects that have demonstrated
success. |
