embedding employability skills in teaching maths
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Embedding employability skills in teaching maths . Janice Richards MEI Tricia Hartley Campaign for Learning Jamie Allen Ravens Wood School. Your contributions are welcome. Please do share your experience and expertise. In pairs…. In 1 minute: - PowerPoint PPT PresentationTRANSCRIPT
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Embedding employability skills in teaching maths
Janice Richards MEI
Tricia HartleyCampaign for Learning
Jamie AllenRavens Wood School
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Session Outline
Learning in ways that develop employability skills
Case study: A coaching and mentoring programme
Group discussion
What are employability skills and who needs them?
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Your contributions are welcome.
Please do share your experience and expertise.
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In pairs…In 1 minute:• List at least 5 employability skills that
can be developed at school/college• Identify 1 which is particularly well
facilitated by learning maths
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What are employability
Skills?
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Who needs them?
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Who needs them?
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Who needs them?
Everyone!
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Source: The CBI
Education and Skills
Survey 2011
…from school leavers
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“Over two thirds of employers (70%) want to see the development of employability skills among young people at school and college made a top priority – this does not require a new qualification but rather embedding the skills in the curriculum, as the best schools and colleges already do.”Source: The CBI Education and Skills Survey 2011
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…to graduates1 in 12 graduates without work six months after leaving education and 40% failing to get graduate-calibre posts more than two years after graduation.
Levels of employer satisfaction with the employability skills of graduates are higher than for school and college leavers, but there are still alarming weaknesses in skills around team working (20%) and problem-solving (19%).
The government wants universities to better collaborate with industry and made key recommendations to improve graduate employability.
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What has this got to do with teaching maths?
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It may help to engage
students“Maths lessons are seen as difficult, irrelevant and boring by about a third of teenagers…”
“Teenagers had clear ideas about how maths teaching could be improved, with 54% saying it should be geared to more practical scenarios.”
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Mathematics: made to measure, Ofsted 2012: It remains a concern that secondary pupils seemed so readily to accept the view that learning mathematics is important but dull. They frequently told inspectors that in other subjects they enjoyed regular collaboration on tasks in pairs or groups and discussion of their ideas, yet they often did not do so in their mathematics lessons, or even expect to do so.
It may be approved of by Ofsted
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It may even improve the learning of maths…
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Learning in ways that develop employability skills
Tricia Hartley, Chief Executive, Campaign for Learning
Rearrange these words:
• Grandmother• Eggs• Teaching …
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Rearrange these words phrase:
Source: CBI Skills Survey 2009
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Lifelong Learning?
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Learning to Learn Action Research Programme
• 11 year action research programme in schools, extending into FE and HE
• Explored what works in creating confident, competent lifelong learners
• Based on introducing classroom change, evaluating impact, sharing & analysing results
• Partnership with 5 Local Authorities, 2 FE Colleges, 3 Universities
• Identified positive impacts on students’ achievement, motivation, self esteem – and teacher morale!
www.campaignforlearning.org.uk
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Sutton Trust/ EEF Pupil Premium Toolkit 2013Intervention Cost Rating Strength of
Evidence Average Impact
Feedback
££ *** + 8 months
Metacognition & self-regulation
££ **** + 8 months
Peer tutoring
££ **** + 6 months
Early Years intervention
£££££ **** + 6 months
One to one tuition
££££ **** + 5 months
Homework (secondary)
£ *** + 5 months
Collaborative learning
£ **** + 5 months
www://educationendowmentfoundation.org.uk/toolkit
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“ Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned."
John Holt: ‘How Children Fail’, 1966
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Case study:
Ravens Wood School’s Coaching and Mentoring
Programme
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Leading by ExampleJamie Allen
Chairman of the Sixth Form Leadership Group
Ravens Wood SchoolMathematics Department
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Sixth Form Leadership Group
Sixth Form Leadership Group 2012 - 2013
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Taking Classes
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Revision
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Ma3
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The Chairmen
Ben Andrews2011 - 2012
Jack Jewell2012 - 2013
Jamie Allen2013 - 2014
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Coaching and Mentoring
Coaches and Mentors 2012 - 2013
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One to One Mentoring
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Leading Lessons
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ILM Level 2 Coaching and Mentoring Accreditation
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Key Characteristics
Honesty
Active Listener
LeadershipAmbition
Organisational Skills
Empathy
PassionTeamwork
Integrity
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Diversity of Mentoring
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There is an inspiring culture of peer mentoring and support, and competition at the highest end of the attainment spectrum that continually raises the bar and pushes the boundaries.
The Final Word from Jack
Jack Jewell, Chairman 2012 - 2013
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Group discussion1. Think of 2 ways in which you
already develop employability skills in your lessons (2 mins)
2. Working in pairs, identify 2 new ways in which you could do this. (5 mins)
3. Share 1 new way with the group (5 mins)
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Group discussion: New approaches
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Conclusion
• Thank you for your contributions today• Do you think these ideas might help you
in your teaching?• Should MEI develop these ideas any
further?
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Some ideas to take away• Class discussions https://www.ncetm.org.uk/resources/39312• Communication skills - Property Tycoon activity
http://www.tes.co.uk/teaching-resource/Extra-Curricular-Property-Tycoon-6028217/
• Developing team-working skillshttp://nrich.maths.org/6933
• ILM Coaching and Mentoring level 2 Award for Young Learners:https://www.i-l-m.com/~/media/ILM%20Website/Documents/Information%20for%20centres/BulkVRQs/Bulk%20VRQs/Qual_Spec_L2_Award_in_Mentoring_for_YL_Oct_2011%20pdf.ashx