Why come
This practical workshop, will explore the elements of rich mathematical tasks through exemplification, analysis and development. Participants will experience tasks first hand, putting themselves in their students’ shoes so that participants can explore, reflect and share their experiences with different approaches to task design. Participants will leave enthused by new ideas and armed with resources, inspiration and ideas to take back to their classrooms. Two days to share, develop and get excited about what can be done in the classroom!
Registration
Individuals:
Early Bird Rate: €250 (register by December 15, 2017)
Standard Rate: €275 (register by April 6, 2018)
Late Rate : €300
Groups (min. 3 registrations):
Early Bird Rate: €225 (register by December 15, 2017)
Standard Rate: €250 (register by April 6, 2018)
Late Rate : €275
Workshop details
Hashtag: #CDLTmaths18
This two day interactive workshop will focus on how teachers can make their classroom as engaging and as productive as possible whilst exploring different approaches to teaching and learning mathematics.
Separate parts of the workshop will focus on different elements and types of task with specific attention on encouraging curiosity, reasoning skills and mathematical thinking. Sessions will focus on practical activities, the role of technology, statistics and more.
Participants will spend time collaborating and sharing on task design and ways to develop it within their departments for the future.
Schedule
Each day is split into 3 sessions and each session will focus on a different type of task, its elements and its design.
Running themes
What are the elements of rich, engaging tasks?
Low floor, high ceiling tasks.Thinking mathematically.
How can tasks encourage the behaviours we are looking for in students?
How can we develop them to influence direction and outcomes?
How do we build this into to a sustainable day to day practice?
How and where do we get inspiration?
Everything we do can be put into practise in classrooms straight away.
Session 1 – Versatile tasks
In this session we will set the tone for the workshop by exploring 2 or 3 rich tasks and their elements. We will examine our own behaviours and explore how the tasks can be adjusted for many different purposes. Some good problems here and plenty to think about.
Session 2 – Mathematics as a tool for understanding the world around us
Here we will look at tasks that work with mathematics in context and the subtle relationships between the maths and the contexts. What is the role of both and which comes first for different outcomes?
Session 3 – Being the mathematics
In this session we will look at some practical, out of your seat tasks that invite students to ‘be’ the maths they are exploring and be actively engaged in exploring different behaviours.
Sessions 4 and 5 – Technology and rich tasks
In these sessions we will examine how technology is so much more than a medium for teaching and learning mathematics. What is tech bringing to the table and thoughts about how to harness it.
We will look at a variety of different kinds of tasks using different software. The emphasis will be on quality of task rather than level of software proficiency. There will also be focus on tasks that shift naturally from paper to technology and back again.
Session 6 – Making and building
This session is about tasks that involve students making and building things and ideas for themselves. How can we design these tasks to invite students to attend to mathematical ideas?
Featured speaker
Jim Noble
Secondary mathematics leader at the International School of Toulouse
Jim Noble is curriculum leader for secondary mathematics at the International School of Toulouse. He runs workshops and gives presentations for teachers and students around the world with the aim of spreading the joy of mathematics and its teaching. As a particular enthusiast for mathematical task design that encourages mathematical thinking and reasoning skills, Jim writes online resources to help teachers bring that richness to their classes and raise levels of engagement and understanding. He has an engineering degree from Exeter University and post graduate diplomas in mathematics education from Nottingham and Oxford universities to go with 20 years of classroom experience. For Jim, visiting schools, meeting students and exchanging with teachers is a privilege and a pleasure!