30 Sept 2010
25 Sept 2010
A day out at Chi Uni
Well despite being a very long day, this turned out to be fantastic, inspirational, enjoyable, useful and any other cliched adjective I can think of.
We set off at seven a.m., my colleague driving because I 'don't do motorways'. Yes, I know at my age that's ridiculous, but I have an irrational fear of leaving a trail of destruction behind me due to my non existent motorway driving skills. But that's an irrelevance.
After quite a pleasant drive between London and the south coast we arrived just before 9am. A little too early for the start of the session, so we grabbed some delicious breakfast in the Uni cafe.
Nice and full we headed of to meet the MA Maths Ed tutors and all of the other students from all years of the course.
For the first session, we were split by years, so all of us first years were together. It was quite a basic session - have we got Uni / NUS cards? Have we logged on to the Uni portal?
The answer to both questions for most of our particular cohort was 'no'. So first we headed of to have a pic taken and get cards. Now I'd uploaded a really nice head pic (as requested) for my card - about the only nice pic I've ever had taken! - but they didn't have it. So I had a grotty old pic taken with my hair swept right back into some sort of slick style. Not a good look. but hey, it's not like I'll need my card for anything. I'll just hide it away somewhere.
Then off to ICT. All of us had problems getting on to the portal - which kind of implies it was a problem their end!
A really nice 'IT guy' got everyone logged in by changing passwords - except me! My problem was bigger apparently. I had to wait around whilst everyone else went back to discuss the module assignment. I was to get set up then meet everyone else at the next session.
It was a fantasic session. Hosted by John Mason and Anne Watson - two hugely respected people in the field of Mathematics Education. Whilst I was on my own, waiting for everyone else to meet up, I was party to a converstion that made me realise they were husband and wife! Wow! Now I'm sure this isn't actually a secret, but nobody else seemed to know that.
(Until I find my session notes, I can't remember the actual title of the session - will add later)
We were then treated to a lovely lunch - all that sea air had made me quite hungry. I had fish and chips, of course, and a huge chunk of carrot cake which I actually couldn't manage until later in the day. Our group all sat together and chatted. It was 'nice'.
We reconvened to talk about accessing research material and professional journals. This session made me rather worried about the task we were to undertake. I'm actually worried that a) I'm not good enough for this and b) how will I cope?
The final session that I had elected to attend was cancelled. Only three of us had chosen it, so we were placed in another session by Anne Watson: Trigonometry (full title?).
Panic set in. I can remember basic trig of course, but what if it goes higher? I can't remember a damn thing because I haven't had to teach it in 15 years! I even got a little refresher on trig graphs by one of my classmates, just to be sure I had it right! How embarrassing!
In fact, it was the most inspirational session of the day. It was about how we teach trig, the barriers faced by children when accessing trig, and how we, as teachers, can pre-empt some of these barriers for greater understanding.
I left the room feeling elated. I had contributed successfully to discussions and received a copy of some of the (limited) research available on teaching trigonometry. Anne Watson. My
(to be continued)
We set off at seven a.m., my colleague driving because I 'don't do motorways'. Yes, I know at my age that's ridiculous, but I have an irrational fear of leaving a trail of destruction behind me due to my non existent motorway driving skills. But that's an irrelevance.
After quite a pleasant drive between London and the south coast we arrived just before 9am. A little too early for the start of the session, so we grabbed some delicious breakfast in the Uni cafe.
Nice and full we headed of to meet the MA Maths Ed tutors and all of the other students from all years of the course.
For the first session, we were split by years, so all of us first years were together. It was quite a basic session - have we got Uni / NUS cards? Have we logged on to the Uni portal?
The answer to both questions for most of our particular cohort was 'no'. So first we headed of to have a pic taken and get cards. Now I'd uploaded a really nice head pic (as requested) for my card - about the only nice pic I've ever had taken! - but they didn't have it. So I had a grotty old pic taken with my hair swept right back into some sort of slick style. Not a good look. but hey, it's not like I'll need my card for anything. I'll just hide it away somewhere.
Then off to ICT. All of us had problems getting on to the portal - which kind of implies it was a problem their end!
A really nice 'IT guy' got everyone logged in by changing passwords - except me! My problem was bigger apparently. I had to wait around whilst everyone else went back to discuss the module assignment. I was to get set up then meet everyone else at the next session.
It was a fantasic session. Hosted by John Mason and Anne Watson - two hugely respected people in the field of Mathematics Education. Whilst I was on my own, waiting for everyone else to meet up, I was party to a converstion that made me realise they were husband and wife! Wow! Now I'm sure this isn't actually a secret, but nobody else seemed to know that.
(Until I find my session notes, I can't remember the actual title of the session - will add later)
We were then treated to a lovely lunch - all that sea air had made me quite hungry. I had fish and chips, of course, and a huge chunk of carrot cake which I actually couldn't manage until later in the day. Our group all sat together and chatted. It was 'nice'.
We reconvened to talk about accessing research material and professional journals. This session made me rather worried about the task we were to undertake. I'm actually worried that a) I'm not good enough for this and b) how will I cope?
The final session that I had elected to attend was cancelled. Only three of us had chosen it, so we were placed in another session by Anne Watson: Trigonometry (full title?).
Panic set in. I can remember basic trig of course, but what if it goes higher? I can't remember a damn thing because I haven't had to teach it in 15 years! I even got a little refresher on trig graphs by one of my classmates, just to be sure I had it right! How embarrassing!
In fact, it was the most inspirational session of the day. It was about how we teach trig, the barriers faced by children when accessing trig, and how we, as teachers, can pre-empt some of these barriers for greater understanding.
I left the room feeling elated. I had contributed successfully to discussions and received a copy of some of the (limited) research available on teaching trigonometry. Anne Watson. My
(to be continued)
23 Sept 2010
16 Sept 2010
ActivExpression
I attended the twilight meeting titled "ICT in Mathematics Network" tonight (which I presume means I'm part of the network) which I greatly enjoyed.
We were shown the capabilities of the ActivExpression handsets by a representative from Promethean. They look amazing and I just can't wait to try them out. However, like the klutz that I am, I tried to be helpful and hand out the handsets, but I spilt my coffee all over the table whilst doing it!
I assumed that you would need to do lots of prep slides to use them, but you really don't! You could just call up impromptu questions and get the students to input their answers.
They take so many different kinds of responses, not just multiple choice as I thought. You can do multiple choice, but you can also input text, you can order a list, you can answer on a scale (which I've learnt has the name likert scale) and more!
Our borough had bid for funds for a project so as a school we were given them as long as we use and evaluate along the way, whilst producing resources for the whole borough to share. They're worth nearly £2000 and I was to carry the big (and heavy!) box to my car without falling or tripping! The box contains 32 handsets and a USB hub to connect the handsets to the computer.
I left the meeting brimming with ideas, the hard part will be putting them in to practice. Oh, and sharing them will be tough too! I want to keep them all for myself and my own classroom, but of course this is neither appropriate nor feasible!
I'm just going to have to bite the bullet and accept that they are a department resource and that I can't keep my greedy mitts on them forever!
Although I have considered, just maybe, that the school could buy a new hub and we could split the handsets into two sets. Would it still be considered AFL if two pupils are sharing the responses?
We were shown the capabilities of the ActivExpression handsets by a representative from Promethean. They look amazing and I just can't wait to try them out. However, like the klutz that I am, I tried to be helpful and hand out the handsets, but I spilt my coffee all over the table whilst doing it!
I assumed that you would need to do lots of prep slides to use them, but you really don't! You could just call up impromptu questions and get the students to input their answers.
They take so many different kinds of responses, not just multiple choice as I thought. You can do multiple choice, but you can also input text, you can order a list, you can answer on a scale (which I've learnt has the name likert scale) and more!
I left the meeting brimming with ideas, the hard part will be putting them in to practice. Oh, and sharing them will be tough too! I want to keep them all for myself and my own classroom, but of course this is neither appropriate nor feasible!
I'm just going to have to bite the bullet and accept that they are a department resource and that I can't keep my greedy mitts on them forever!
Although I have considered, just maybe, that the school could buy a new hub and we could split the handsets into two sets. Would it still be considered AFL if two pupils are sharing the responses?
15 Sept 2010
An extra something to get involved in
Throughout my career I have always been a bit of a 'yes' person. Not because I am weak, but because I've always wanted to be at the forefront of anything that was going on! I've wanted to learn, to deliver, to attend. So I've got myself involved in anything and everything I could.
I also have a huge interest in ICT as a tool not only for teaching maths, but also for life! I regularly use Twitter and I have a personal account (for the fun and mundane) but I also have an account where I have a huge PLN (Personal Learning Network) based around maths and teaching from which I learn so much (and hopefully give a little back). I practically live online!
I'm sure that's a whole blog post for the future.
I try to incorporate ICT into my lessons as much as possible, but feel somewhat held back by policy on handheld devices in schools.
At the induction day for the University we have been asked to choose a workshop session for the afternoon - I've chosen "Using Technology in secondary mathematics classrooms - embracing the hiccups".
ICT in mathematics education is definitely my bag!
When reality set in, I was a little more reticent. My timetable was to be unreasonable and I wasn't sure if I could do the project justice. I decided to say 'No' to this one.
However, events have unfolded that means I've changed my mind. That is to say, my timetable has not been as bad as initially thought and the person due to attend (my HOD) has so much on his plate that he was grateful for the offer of me taking his place. I don't mean to come across as bullish - it was more a case of "Are you going, or would you prefer me to go....?"
I'm quite excited. I've looked at the web demo and it looks amazing. I'm already formulating ideas in my head and I haven't even attended the first session yet!
That's tomorrow evening. When I find out a little more, I'll write about it.
12 Sept 2010
Induction Invitation
I spoke to my colleagues this week who were to be joining me on the course. One has decided not to go forward with the MA - I can't help wondering if she's the sensible one!
The remaining two of us were concerned that we still hadn't heard from Admissions. That same night a letter had arrived from Uni. Not Admissions however, so still a concern.
It was to invite us to an induction day at the university campus itself. Now we won't be attending the actual university - we are a 'breakaway' group who will be meeting somewhat closer to
home. I didn't know if the day was relevant to us. It might be a day by the seaside - but that's quite a trek on a Saturday morning after a full week teaching.
I emailed our contact to see what she thought. Her view is that it will be a very inspirational day - with some very respected mathematics educators speaking. I decided that was good enough recommendation for me. If my colleague doesn't mind driving, then a day out on the 25th September it is!
5 Sept 2010
First Contact!
Yesterday I received my first 'pack' from the University regarding the MA. My initial thoughts were 'Yay. I'm on the course. I'm doing an MA!'
(Second thoughts 'What have I done?')
So what's included? A letter detailing how to prepare for the first session and a copy of the 1985 document 'Mathematics from 5 to 16'. I'm assuming that this is the response to the 1982 Cockcroft report - which I have have only learnt about many moons ago whilst on PGCE.
Our task before the first session (which is Wed 22nd Sept 2010 - must remember to put in for cover) is to read the document and make notes "with respect to similarities and differences between the mathematics espoused in the document and your own experiences and observations".
The notes are to be brought to the first session.
We are also asked to bring in something that encapsulates OUR OWN view of mathematics. It can be an object, a picture, an artefact, a document, anything we want...but we must be prepared to justify our choice.
What to take? What is mathematics to me? It's everything. It's puzzles, tasks, problems, times-tables, I'm finding it hard to pinpoint one object.
My initial thought is to find someone with a globe that I can borrow. Maths to me is about making sense of the world, explaining why and how things work in the way they do. Or a Rubik's cube? To show that maths is about the solving of problems. How about a model of the solar system? To expand the idea of explaining the way the world works into explaining the way things work in our entire universe. Other initial thoughts include a Newton's cradle, a model of the Great Pyramids, a Soma cube, a wheel, my favourite Galileo quote. I know I'll be thinking about this for some time yet!
I'm a little concerned about a paragraph that says I should have heard from Admissions to confirm my place and complete a pre-registration process. Maybe this will come through in the next week.
So I have 17 days to do my homework - and I'm the type to leave it all to the night before! If I get a sec I might try to take a look today and make a few notes.
But first, to plan my lessons for next week!
Full time teacher AND part time student may be a tough job me-thinks!
(Second thoughts 'What have I done?')
So what's included? A letter detailing how to prepare for the first session and a copy of the 1985 document 'Mathematics from 5 to 16'. I'm assuming that this is the response to the 1982 Cockcroft report - which I have have only learnt about many moons ago whilst on PGCE.
Our task before the first session (which is Wed 22nd Sept 2010 - must remember to put in for cover) is to read the document and make notes "with respect to similarities and differences between the mathematics espoused in the document and your own experiences and observations".
The notes are to be brought to the first session.
We are also asked to bring in something that encapsulates OUR OWN view of mathematics. It can be an object, a picture, an artefact, a document, anything we want...but we must be prepared to justify our choice.
What to take? What is mathematics to me? It's everything. It's puzzles, tasks, problems, times-tables, I'm finding it hard to pinpoint one object.
I'm a little concerned about a paragraph that says I should have heard from Admissions to confirm my place and complete a pre-registration process. Maybe this will come through in the next week.
So I have 17 days to do my homework - and I'm the type to leave it all to the night before! If I get a sec I might try to take a look today and make a few notes.
Full time teacher AND part time student may be a tough job me-thinks!
1 Sept 2010
No news yet!
Returned to school today for a new term of a new year and I still haven't heard back from the University. Am I on the course? Will I be MA-less in two years? Please, some sort of contact would be good (especially as the first session is later this month).
The return itself has not been so great. My timetable is horrendous (all but one free occur in week A of a two-week timetable), nearly all of my sets are shared with at least one other teacher (definitely not good) and my tutor group is an 'Intervention' group about 50% bigger than lots of the other tutor groups and currently destined for D grades. The thinking here is that we work on their maths during tutor time to try to get them up to the magic 'C'. So that's 2.5 extra hours teaching per week!
Still, I'm going to stay positive and try to manage the timetable by being really organised with my planning. I might try to do something I haven't managed in 15 years and that's plan the whole week on a Sunday!
Good luck to everyone starting a new term tomorrow.
Still, I'm going to stay positive and try to manage the timetable by being really organised with my planning. I might try to do something I haven't managed in 15 years and that's plan the whole week on a Sunday!
Good luck to everyone starting a new term tomorrow.
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