ICT Training for Teachers|
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ICT and Secondary Maths - Planning and Managing ICT in Mathematics
There is a growing set of resources to be found using ICT in mathematics. The ideas in Presenting a lesson using ICT later on will be continuously developed with new materials being added, so check regularly for updates. As discussed in the Introduction (Module 1) to these pages, you will need to find a task that will enhance the schemes of work you have in place. Whatever the activity, you will need to plan the lesson and take into account the following points (which are further covered in Module 3, Planning and Evaluating, of the Core).
A key focus of the NOF training is that teachers need to know "When, when not and how to use ICT effectively." There are many reasons for using ICT in mathematics, not only those directly related to raising achievement.
As a department you will need to plan for the use of ICT in the delivery of the maths scheme of work. To help this process prepare a curriculum map for mathematics, identifying the units of work to be covered in each year group and the main ICT activity being used. Click here to see a sample mapping-grid (in Word). Of course there will be some units that do not use ICT.
Planning for the Key Stage 3 Numeracy Strategy
The new Key Stage 3 Numeracy Strategy gives clear opportunities for using ICT to enhance mathematics. The Framework for teaching mathematics: Years 7, 8 and 9 is now available to view, print and download.
When planning the Key stage 3 programme you might find the following suggestions helpful. Each table takes an area of the KS3 scheme of work, identifies ICT opportunities mentioned in the Strategy and suggests activities and resources to support the maths teacher in their planning.:
The Use of ICT in Mathematics lessons at Key Stage 3: Teaching Programme: Year 7
The Use of ICT in Mathematics lessons at Key Stage 3: Teaching Programme: Year 8
The Use of ICT in Mathematics lessons at Key Stage 3: Teaching Programme: Year 9
The Use of ICT in Mathematics lessons at Key Stage 3: Teaching Programme: Year 9 extension.
What topics will your department be teaching at key stage 3 next term? As a department decide on those topics in which ICT will enhance learning.
What planning Proforma do you use? Consider sharing these with colleagues via the conference site.
Deciding on a specific learning objective is helpful in ensuring progression during an activity. It is very encouraging for both teachers and pupils to know that something has been achieved. It is also an OFSTED focus for each lesson. So be clear on which Attainment Targets and levels you are aiming to cover - and don't forget AT1.
When deciding objectives, it may be helpful to think in the following terms
Objective 1: all pupils should achieve
Objective 2: 50% of pupils should achieve
Objective 3: 10-20% of pupils should achieve
Some objectives need to be linked to NC levels, with due consideration given to national and local targets and most importantly to your own teaching group. This may seem overly detailed, but it is what OFSTED look for. Once you start to think in these terms it actually becomes quite easy, giving you a useful structure to follow. Don't forget that learning objectives could be in terms of consolidation and practice, or development of conceptual skills, or confidence building. These obviously don't require links to the NC, but check AT1.
Pupils can explore sequences powerfully with a spreadsheet. Click here to see the teacher’s notes for a spreadsheet activity on sequences (there are three examples).
Click here to see the data required in Excel.
Click here to see a series of 5 lessons formulated around the topic of sequences.
To support pupils, select the link to see sample pupil work sheets. (The worksheets include screen dumps and therefore take a little time to download.)
How would you use the above lesson ideas in your scheme of work?
Can all the pupils in your group engage with the activity you have prepared?
Have they the appropriate mathematical skills and ICT skills or do you need to recap, use crib sheets or include some teacher exposition before they begin the activity?
Are some of your pupils going to need extra support in terms of materials to work with?
Are others going to need resources to extend their mathematics?
Thinking about your role as the teacher
Careful consideration of your role as a teacher will increase the likelihood that the pupils will meet the learning objectives you have set. Telling the pupils the aims of the lesson is ideal, and these may be stated in two parts if the mathematics and ICT aims are separated.
What specific questions will you ask pupils throughout the lesson to move them on?
Try to make your intervention take the form of questioning rather than giving directions. Ensure the questions you ask are linked to the aims or the specific learning objectives for the lesson.
Have a look at Teaching and the Role of the Teacher in Module 4 of the Core for further ideas.
Examples for using ICT in the context of mathematics
In the Introduction (Module 1) to these maths pages there was a list of ways in which ICT could be used to enhance learning in general. If you can describe pupils' achievements in terms of NC levels or describe how the ICT used gave pupils a better chance to meet learning objectives than other methods, then you will be meeting several of the teaching targets set by the TTA. For example:
Lesson
idea: Linear Graphs
Pupils investigating types of graphs will be provided with much faster feedback than when using pencil and paper methods, hence the use of ICT can lead to investigation of other graphs at a higher NC level.
Click here to see the teacher’s notes for examples of exploring linear graphs.
Click here to see the spreadsheet for three different examples.
Lesson
idea: Solving polynomials
Pupils using trial and error to solve equations will be able to find solutions much more quickly with the use of a spreadsheet. For example click here to see a spreadsheet for solving polynomials by trial and error.
If they can be encouraged to program the spreadsheet they are moving towards algebraic solutions which means a higher-level objective could be set and achieved than in a non-ICT environment.
There are some additional points to be taken into consideration when managing a lesson using ICT. Some are covered generally in Managing ICT in Module 4 of the Core.
Health and safety issues
Are all electrical wires out of the way and connected properly? Have pupils got a safe place to keep their coats and bags out of the way, so they are not tripped over? Are pupils aware of dangers such as drinks near electricity, or of moving heavy and potentially dangerous equipment? Every school should have a strict policy on health and safety, and all ICT rooms should have a clear set of rules displayed.
Some of the worst experiences for both teachers and pupils during a lesson using computers has been due to poor planning in the management of pupil files. Make sure you can answer the following questions before the lesson:
Will work be saved on floppy disks? In which case:
Of course you may not need to save work, you may just require a print out of the work completed in the lesson. In this case:
Printers are traditionally very temperamental and the advice is that unless technical support is available, don't rely on printers. Remember that you don't always have to record work achieved using the computer - pupils may just need their books to make notes in. The computer is often used as a catalyst for learning and not represented in the end product.
As with every other lesson you will need to consider:
Have you a clear set of learning objectives for the lesson? Are they differentiated?
Are you clear how the use of ICT is going to help pupils achieve these learning objectives?
Why is ICT likely to be more effective than other methods?
Have pupils the necessary skills to use the ICT package effectively?
Are pupils better off working individually or in pairs?
Is there sufficient support for pupils, including technical support or crib sheets?
How will you ensure that your role as the teacher is effective in enabling pupils to meet the objectives?
Are you aware of health and safety issues, are the rules clear, and do pupils know what is expected from them in terms of responsible behaviour?
Task 4
Choose an activity to carry out with one of your teaching groups:
- Use the planner to plan the lesson
- Use your training needs materials to make notes on targets you are likely to meet
- e-mail your plan to your tutor
- carry out the lesson
The T@LENT conference for secondary science includes threads that might be useful in this discussion.
What criteria would you use to measure your success in planning a lesson in which ICT was used to support learning in maths? How do these criteria differ from lessons in which ICT was not used?
What challenges did you meet in relating the requirements of maths and ICT? These might be considerable and require work with a colleague or some professional development. It is worth not only listing challenges but also explaining how they were dealt with.
What practical measures were/would be necessary to adopt because of incorporating ICT in science lessons?
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