This year’s conference is firmly based in classroom practice, flooded with productive ideas on transforming student progress in mathematics. It will be especially suitable for classroom teachers – maybe those who don’t often get to attend conferences! It is also highly relevant to heads of department and others interested in mathematics education at Key Stages 3 and 4.
We welcome back Robert Wilne, who delivered a memorable workshop at last year’s conference, as our keynote speaker. Robert will focus on challenge in mathematics teaching: how to get the level of challenge consistently right for every student, whatever their level of attainment.
Keynote: Understanding the Challenge of Challenging Understanding – Robert Wilne, Independent Mathematics Consultant
Challenge in maths lessons often feels like the three bears’ porridge: usually we serve too much or too little, and getting it just right is often a happy coincidence. Why is that? What are the missed opportunities? How can we improve the consistency of the maths porridge: what are the high-quality ingredients we can use in every lesson, and how best should we mix and serve them, so that challenge is a conceptually nourishing ‘little and often’ experience for all, not a procedurally sticky, occasional portion for some?
Biography: Robert Wilne
Robert has over 20 years’ experience teaching mathematics, from number bonds in Year 1 to De Moivre’s Theorem in Year 13 (once, on the same day!), and leading, coaching and training maths teachers. He was NCETM Director for Secondary, and Deputy Director (Mathematics) for Atlas Teaching School. For Oxford University Press he is Teaching Consultant for “Discovering Mathematics” (KS3) and Series Co-Editor for “MathsBeat” (primary). As Mathematics Advisor for Bellevue Place Education Trust, the London SE Maths Hub Secondary Teaching for Mastery co-Lead, and the GCSE+ Outreach Program Lead for Kings Maths School, he continues to work regularly in schools: supporting, developing and learning from teachers, pupils and students.
Following the keynote, delegates will have the opportunity to attend two of the following five workshops:
“Done it. Can I get my ‘phone out?”: challenging rapid graspers - Robert Wilne
The National Curriculum says that students “who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content”: sounds great, but how do we do that in practice? In this session we will look at examples of rich and sophisticated problems and draw out the structures behind them, the better to recognise or design successful tasks for our own classes – and then we’ll start doing so.
Queuing up the 'penny drop' moments - Bruno Reddy, Times Tables Rock Stars
Why don't pupils get maths? Sometimes it’s because we’re unclear. This practical session will cover five strategies I use to make it more likely my pupils get it time and time again.
Challenging students to think mathematically with NRICH tasks - Charlie Gilderdale, Secondary Coordinator, NRICH
An exploration of how problem-solving tasks can be integrated within the mathematics curriculum, and how to challenge young people, at all levels of attainment, to think like mathematicians.
Developing skills of reasoning and problem-solving - Sue Southward, Cambridge Maths Hub
Using ideas generated by the Mathematical Thinking Workgroup, we will be looking at strategies we can use in classrooms that will inspire students to develop reasoning and problem solving skills. There will be problems for participants to explore together, which they can take away and try with their own classes, and an opportunity to develop new lessons using similar strategies. All will be based around GCSE questions, and will include goalless questions, chains of reasoning and withholding information.
Cognitive load and interleaving retrieval practice - David Grant, Matrix Maths Hub
An overview of what cognitive load theory is and various strategies to reduce the 'noise' of a classroom learning environment so that students acquire knowledge at faster rates. After this session, you will have some good strategies to follow up in the classroom to get better learning and improve cognition and thinking.
The cost of this conference is £185 for the first delegate from a school and £90 each for subsequent delegates from the same school making it an ideal opportunity for departmental CPD.
This event is likely to attract delegates from a wide range of schools. It will afford a valuable opportunity to network with colleagues from other settings and trusts.
By attending this conference, participants will:
• gain a wealth of ideas to enrich their own classroom practice
• be able to bring back and share a range of strategies with their department
• have a positive impact on the progress and engagement of their students
• add to their own continuing professional development
• impact positively on student outcomes within their school