This article is for information only. This innovative Work Group is no longer taking applications.
This Work Group is designed to support the children to learn ‘through talk and to talk’ (Voice 21 benchmark).
It is designed to deepen students’ understanding of maths by using strategies for oracy to develop students’ reasoning skills. (View Introduction video at the foot of this page).
Central to the Work Group is establishing a community of practice, aiming to answer the research question:
How can oracy deepen students’ mathematical reasoning?
This Work Group will consider specific pedagogical strategies and the impact that the specific pedagogy of oracy can have on students’ mathematical thinking and securing understanding.
Details
What is involved?
Local Work Group design will follow a
workshop – school-based work cycle, consisting of several workshops followed in each case by specific school-based work. Collaborative planning and lesson study are integral to the workshops and in school work.
Creating and using sentence starters, sentence stems and generalising sentences will be key elements of the workshops and in-school work. Participants are expected to consider ways to develop the approaches explored during the project with other staff in their schools. We are running this programme online to allow access across the hub region.
What are the benefits?
Participants and their schools will:
✔ students show improved
understanding
✔ students articulate their understanding effectively
✔ participants understand the approaches and strategies which will develop an oracy-rich culture and support deep and connected understanding
✔ participants will engage in collaboration between primary and secondary colleagues on issues of oracy
The wider context
When children, who had been at home during lockdown, returned to school they were more reluctant to: talk about their mathematical thinking, share ideas, make connections using what they know and collaborate with others in maths lessons.
We believe that focussing on increasing opportunities to both reason and share thinking will be vital to rebuilding mathematics communities. In particular, developing oracy will be essential in re-establishing mathematical behaviours.
