STEM BURSARY FINAL REPORT
PAMELA LOWRY
MULLAVILLY PS
MATHEMATICS
Professional Development Activity Undertaken and how the need was
Identified:
I undertook this activity to help address underachievement in Mathematics in Primary
Four. In August 2009, I attended a RTU course entitled “Underachievement in Maths” and I felt it was something that would be beneficial not only as part of my own professional development but also for our school as a whole.
In line with the “Every School a GoodSchool” policy, Numeracy had already been identified as an area of focus on our School Development Plan. While previous standardised test results had highlighted pupils with difficulties, there was no additional maths support available beyond in-class differentiation by teachers. This activity would help to address this by providing support for targeted P4 pupils. It would also help my own professional development as Maths Co-ordinator.
This activity included analyzing standardised scores against non-verbal test scores (NRIT) to identify and target children who were underperforming by a differential of >10 points. Four children were identified and withdrawn in pairs twice a week for 30 minutes.
The outcomes in terms of improved practice by the teacher
This activity gave me experience in the analysis of pupil results from the previous year’s standardized tests in comparison to NRIT non-verbal scores. This was the first year we had applied NRIT testing which P4 undertook at the end of September. The results were compared to identify those pupils who were working well below their potential. In dialogue with the class teacher four children were identified for additional support.
I was also provided with the opportunity to work with children in a different key stage to my usual class which I found useful in consolidating my knowledge of the core competencies and numeracy curriculum for P4. It also afforded me opportunities for professional dialogue with colleagues to enhance the learning opportunities for the targeted pupils.
The outcomes or benefits of the activity in terms of improvements in pupils’ learning experiences:
The pupils wee generally keen to come out of class for their afternoon sessions. The majority of the time was spent on oral activities with a focus on active learning strategies. In this way the children kept on task and saw the activities more as games than work, especially if an element of competition was included. The class teacher frequently remarked on the increased levels of the childrens’ confidence in responding in class and improvements in their recorded work. The children also responded in a positive way when they enjoyed an activity or “when the penny dropped”. It is anticipated that when the children are tested in May their standardised scores will have increased.
How the success of the professional development activity has been/will be
evaluated:
This activity will be evaluated after Standardised testing in May. The children’s scores will be compared with the previous year’s results and with their non-verbal test scores. It is hoped that the majority of the children will be performing at a level equal to that of their non-verbal score ie. their potential.
How the experiences, skills and knowledge gained have been/ will be shared
with other teachers:
Informal discussions have been ongoing with the class teacher and members of staff as the activity progressed but I propose to share my reflections and outcomes with all members of staff by feeding back at a staff meeting and by written report to the Board of Governors.
Reflection by the teacher on the value and effectiveness of the activity:
This activity has given me the opportunity to take forward and develop an area of concern within Numeracy. As Numeracy Co-ordinator I feel it has helped me embed and consolidate my understanding of areas of difficulty in numeracy and develop strategies for tackling them.
It has been worthwhile in the feedback from the children and staff when an area of difficulty has been resolved and in witnessing the children’s increased confidence.
Within the small group setting it has been possible to focus on the children’s areas of difficulties and the strategies they are using, and then intervene to bring about understanding or clarification.
Future plans/ suggestions for further development
Underachievement in Numeracy is an ongoing area for development within our school. I propose to continue to develop and refine strategies for supporting pupils with difficulties. I will also be investigating standardized results more vigorously this year to identify areas where children have difficulty and using this as a focus for development within our teaching and learning.