2. T HE STORY OF THE PROJECT
Low student engagement revealed in
our 2010 Attitudes to School data, was
a problem to be addressed as part of
the review process
After consultation with Principal and
Numeracy Team, we decided to
investigate children’s attitudes to
maths and the possible influence on
student engagement
3. T HE STEPS OF THE PROJECT
Researched existing data and analysis
of students attitudes to maths
‘The subject of mathematics in
particular promotes expressions of
anxiety that takes such forms as
tension and dislike. The consequences
of anxiety include avoidance and
inability to achieve success.’ (Hattie:
Visible Learning)
4. T HE STEPS OF THE PROJECT
Consulted with Numeracy team and
developed draft survey
Presented to PLT’s for feedback
Finalised survey, presented to staff and
downloaded link for students to
complete (Parent survey also)
5. S TUDENT R ESPONSES
How do you learn Maths the best?
Whole class
Small
groups
Individual
6. S TUDENT RESPONSES
Do you think you’re good at Maths?
Very
good
OK
Not very
good
7. S TUDENT RESPONSES
‘ The best thing about maths is working with
different materials and measuring things’
‘I learn best working in small groups’
‘ I can learn many different things in different ways’
‘The worst thing about maths is division’
‘Completing work sheets’
‘Listening to the teacher go on and on and on!’
8. L EARNING ABOUT LEADERSHIP
‘ It takes instructional leadership and
the creation of a safe and trusting
environment to engage teachers in
sharing evidence about the effects of
teaching and an openness to new
experiences ‘
‘The message about what works best
for students also works best for
teachers’ (Hattie)
9. L EARNING ABOUT LEADERSHIP
‘It is important to engage staff in
professional discussions about
effective learning and teaching.’
‘Feedback plays an important role in
supporting learning and teaching’(Dev.
Framework)
‘Feedback to teachers helps make
learning visible’ (Hattie)
Notes de l'éditeur
Whole class – 23%Small groups – 50%Individual – 27%