Teaching Assistant Subject Knowledge, Reading
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- TA SKE, Reading
7 Jan 2020
9:30 am - 2:00 pm
- TA SKE, Reading
4 Feb 2020
9:30 am - 2:00 pm
Booking information: Due to the popularity of this work group, places are limited to one delegate per school
Work Groups in this project will develop their mathematical subject knowledge in conjunction with understanding the pedagogy that underpins the teaching of it. Understanding of mathematical structures will be explored so participants gain a detailed understanding of how children learn early mathematical concepts.
Who is this for? The programme is aimed at individuals who would like to develop their specialist knowledge for teaching mathematics. This may be particularly relevant for TAs new to teaching mathematics.
What is involved? Classroom practice will develop through a series of gap tasks where participants try out activities to promote depth of understanding, reasoning and fluency; these might include pupil interviews, lesson study and work scrutiny. Research and evidence are used to inform their practice and participants are encouraged to share these more widely in schools to support discussion on current policies and approaches.
The programme will have the following elements:
- Independent study and setting-based work including gap tasks and evaluation
- Online discussion as part of a professional community.
Intended Outcomes: As a result of this project, participants will not only be able to ‘do’ mathematics, but will also have the appropriate pedagogical knowledge to teach and support their pupils well. Participants will develop both their knowledge about maths and knowledge about the teaching of maths, developing better pedagogy and being aware of how pupils learn, and how to teach the content most effectively. Classroom practice will develop through participants’ engagement with gap tasks between meetings, trying out activities with pupils to promote understanding, reasoning and fluency.
TAs will develop knowledge of the pedagogy of maths teaching and understand how children think and where their misconceptions stem from. Participants will understand the role that certain representations, models and manipulatives can play in the development of pupils’ understanding of number and calculation, particularly place value and proficiency. Those involved will get better at working within classes and with small groups of pupils; they will gain knowledge of practical ways to apply the skills and understanding developed during the programme.
The wider context : The Maths Hubs Network, across England, works on national projects by running local collaborative Work Groups of teachers around national maths education priority areas. One such priority is to improve the subject knowledge of all adults in maths classrooms.
Work Groups use a common evaluation process, which collectively provides a body of evidence on the project’s outcomes. Your participation in this Work Group will contribute to your own professional learning and that of your colleagues, as well as contributing to the improvement of maths education at a national level.
Expectations of participants and their schools: Participants are expected to be working as teaching assistants. TAs should be working in a classroom environment and/or involved with individual or small group support and intervention. All participants are expected to attend all the sessions and complete gap tasks in their schools between the sessions. They will also be asked to keep a learning log for their own use and contribute to the national evaluation process, probably through a short online survey after the Work Group has finished.
Funding: This work group is funded through the Maths Hub grant and is offered free of charge to delegates
Work Group Lead: Dawn Butler
Plenty of parking on site.