2014-15 Local Collaborative Trios

  • Do you have an idea of how to improve an aspect of math’s practice?
  • Do you feel you should be more confident about a particular aspect of maths?
  • Do you want to learn from another teacher how they portray a concept?
  • Do you want to try out an aspect of the new KS2 or GCSE curriculum?

The Hub is funding the time for Self-directed Collaborative CPD work groups

  • You choose a focus (suggestions below) and agree it with two colleagues from two other schools.
  • You choose a catalyst that your school funds – could be a course, book, article, software, resource, etc.
  • With our support you plan a CPD pattern, like a lesson study (or trio), that enables your group to try out implications from the catalyst and evaluate what happens.
  • There could be more than one cycle.
  • The presentation may be a report or may be a presentation at a showcase event.

Please contact Gilly Warr if you are interested or you just want to find out more, gwarr@woodroffe.dorset.sch.uk


Some suggestions for a focus for collaborative CPD:

  • How can manipulative’s be used effectively in the development in understanding of fractions?
  • Effective use of language to promote deeper thinking
  • Does the use by students of dynamic geometry software make for more effective teaching of circle theorems?
  • Does working collaboratively with students of a fixed mindset enable them to make better progress with problem solving?
  • How can variation theory be applied to teaching times-tables?
  • How to tackle simultaneous equations with Foundation level students

Suggestions for a catalyst to “kick-start” a project:

  • Training with numicon
  • A Numbers Counts course
  • Training with cuisenaire rods
  • A subject knowledge enhancement course
  • Training with Geogebra
  • Training with Autograph
  • The book “Bounce” by Matthew Syed
  • The book “The elephant in the classroom” by Jo Boaler
  • The work of Carol Dweck on growth mindsets
  • Training units for the new national curriculum on NCETM
  • Challenges of the new GCSE syllabus