“We’re stuck!” Creating an interactive theatrical mathematical adventure

Putting students in the frame of mind to overcome the challenges that come with learning maths can go a long way in getting them to stick with it. Alexandra Fitzsimmons and Sarah Punshon explain their innovative approach to getting students primed for maths success.

Two years ago, Sarah, a theatre maker, and Alexandra, the founder of Maths on Toast set out to help students overcome anxieties about maths. The result is a theatrical adventure called We’re Stuck! A 70-minute interactive show in which students struggle with maths problems to save the world from killer robots. They share the highlights of the production and the innovative aspects of its development.

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      string(3979) "published The Future of Skills: Employment in 2030, which found that current occupations predicted to decline due to automation could instead adapt and grow if new skills were combined with the existing skill set. Nesta ranked the skills with the greatest benefits and broadly found they mapped to what are called 21st-century skills, developed by studying art subjects, including ‘fluency of ideas’ and ‘active learning’.The process of rehearsing a play also proves to develop resilience and ‘Growth Mindset’. ‘Growth Mindset’, a principle researched by Carol Dweck, Professor of Psychology at Stanford University, is the idea that our brain can develop significantly over time, taking on new skills and ideas: when students know and believe that this is possible, they are prepared to work harder and put in effort to keep trying. Kim from Castleview Primary School in Edinburgh explains, “Participants are demonstrating an increased ‘Growth Mindset’ or ‘can do’ attitude, and using their performance as a pivotal moment that they will use as a reference point for years to come: the time they realised that fear and excitement are manageable, that obstacles can be overcome with hard work and dedication; and, with the right support and encouragement, anything is possible.” Ruth, who teaches at a secondary school in Exeter, comments that this resilience also transfers to exam performance, “They are still talking about it a year later and they used the confidence they gained to approach SATs without fear.”Students perform on a professional stage as part of the Shakespeare Schools FestivalWe develop resilience and growth mindset through exercises including a feedback process called ‘Challenge, Support and Inspire’. After performing a scene, teachers and students are encouraged to share their thoughts about the work they have seen with challenges, (“Can you try…?”) support (“I liked it when you…”) and questions to inspire (“I wonder what would happen if you tried…?”) In this way, feedback is phrased positively and supportively, but there are also plenty of opportunities for young performers to go further in their learning and ideas, motivating them to try different approaches and compare these.“We know what we are, but not what we may be”.These words from Ophelia’s in Hamlet are a real reminder to teachers and young people – by speaking and performing these plays in front of an applauding audience, young people’s aspirations are raised, and this generates a sense of their own potential. 99% of teachers participating in SSF in 2017 felt that their students’ confidence had improved as a result of taking part, and 86% saw improvements in academic attainment. Using rehearsal room techniques, play, and integrated classroom activities, Teacher-Directors ensure that their young people are no longer ‘fearing to attempt’, and reaping the benefits.Suzanne, a Secondary School teacher, told us about the lasting impact for her class, “One student had been taught in isolation for two terms prior to being introduced to small group work with some members of my cast. His behaviour has improved immensely and he was able to demonstrate his talent on the performance night. Prior to the project, he had difficulties taking turns, waiting, sharing attention, active listening, tolerating noise, building and maintaining relationships and countless other issues…He managed all of these difficulties on the performance night and overcame so many barriers. They form a bond with each other and still talk about the event years down the line – they are excited by Shakespeare and often refer to him as their favourite playwright.”Joanne Skapinker is a Senior Festival Coordinator at Shakespeare Schools Foundation.NOTEShttps://culturallearningalliance.org.uk/wp-content/uploads/2018/03/CLA-Employability-and-enterprise-briefing-A4.pdf"
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Arts-Based Learning

Playing the Players: Student success through Shakespeare

9 May 2018

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      string(5615) "easily compare different items based on thedifferent categories you included in Column A, youcan add filters.Do this by highlighting all of the data in thespreadsheet, going to the ‘Data’ tab and clickingthe ‘Filter’ button. You should see little dropdownboxes with downward black arrowheads appear ineach of the boxes on the first row.5. You are then able to use the dropdown boxesto manipulate your data. For example, using thecar example shown here, you may wish toprioritise only blue cars with a good fueleconomy.Spreadsheets become even more useful when you have lots of different things to compare in a variety ofdifferent ways. They can also be useful for comparing pieces of research, such as the example below.Resources/Resource 11 – Success criteria template.pdf© Imaginative Minds Ltd.Success criteria Critique (Please be kind, specific, helpful and honest.)InformationIs the written information easy tounderstand? Does it all make sense?Is the organisation of the informationeasy to follow? Is it broken into chunks?Do sections move obviously from less tomore complicated ideas?Is everything included? Are all sectionsfully complete, clearly explaining eachpoint?Is it written in a succinct way, givingdetailed information that is relevant tothe point without waffling?Is the information clearly based onevidence? Have any sources beenreferenced?Has the audience been considered? Isthe tone of the written informationappropriate?Is there a range of vocabulary? Havesubject specific words been included andused accurately?Is all the spelling, punctuation andgrammar accurate?PresentationIs it clear that the layout has beenplanned in advance so the whole pagelooks professional?Is there a common design theme runningthroughout which has been thoughtfullychosen to complement the information?Has attention to detail been paid? Doesevery aspect look complete and neat?Is it eye-catching? How have they usedpresentation techniques effectively, e.g.colour themes, fonts, layouts, etc.?Is the presentation or informationcreative? What’s different that mightcatch the readers’ attention?Any other kind, specific, helpful andhonest points?Resources/Resource 12 – Introduction to critique.pptxInformation for presenterThese slides introduce learners to the idea of critique. Your organisation may use different language when discussing learner feedback, in which case do not change. This resource is simply a basic overview showing some important principles of effective critique. They build largely on the work of Ron Berger and also link to Carol Dweck’s ideas on growth mindsets.Outline:Slides 2+3 introduce mindsets; it is important for learners to understand that they will only see feedback as useful if they believe that people can improve with effort.Slide 4 links to a video of Ron Berger and learners critiquing in action. More information on that here.Slides 5+6 give some key rules for taking and giving feedback.There are numerous additional activities you can use to reinforce these ideas, and it is likely that learners will need to be reminded of these points on several occasions.© Imaginative Minds Ltd.Everyone can get better at everything with effort.© Imaginative Minds Ltd.GRAPHIC BY NIGEL HOLMESWhat is critique?© Imaginative Minds Ltd.How?!To give feedback:Be kind, specific, helpful and honest!Focus on the learning, not the person.© Imaginative Minds Ltd.How?!To take feedback.Listen to it!Use it!© Imaginative Minds Ltd.Resources/Resource 13 – Deliberate Practice.pptxYou’ve got a growth mindset…Image: www.psych2go.net/your-mindset-can-and-will-change-your-life/© Imaginative Minds Ltd.You’re practising hard…Image: sujanpatel.com/business/the-truth-about-hard-work-and-entrepreneurial-success/© Imaginative Minds Ltd.Why aren’t you improving?Image: www.policyexchange.org.uk/publications/category/item/slow-progress-improving-progression-in-the-uk-labour-market© Imaginative Minds Ltd.DeliberatePractice© Imaginative Minds Ltd.Deliberate practice means practising in a very structured way with the specific goal of improving performance.Image: studentsuccess.unc.edu/setting-goals/© Imaginative Minds Ltd.Deliberate practice involves knowing exactly what your end goal is and breaking it down into smaller chunks.Image: www.imagethink.net/imagethink-2/how-to-draw-a-brain-in-5-easy-steps© Imaginative Minds Ltd.It is not practising easy things for long stretches of time or repeating the same thing over and over without stopping to think.Image: howyousayit.com.au/waste-time-content-marketing/© Imaginative Minds Ltd.It requires very specific feedback at regular points to help focus your practice.Image: www.smashingmagazine.com/2013/02/designing-great-feedback-loops/© Imaginative Minds Ltd.It means having to put hard effort into working on the specific areas that you are finding difficult.Image: www.chrisdonnellymusic.com/creativity-deliberate-practice-and-structure/© Imaginative Minds Ltd.Resources/Resource 14a – Poor verbal reflection.m4a2015-12-17T09:59:03+0000com.apple.VoiceMemos (iPhone OS 7.1)Resources/Resource 14b – More focused verbal reflection.m4a2015-12-17T10:28:33+0000com.apple.VoiceMemos (iPhone OS 7.1)Resources/Resource 14c – Verbal reflections prompt sheet.pdf© Imaginative Minds Ltd.Verbal reflections prompt sheetTo begin with, follow this structure. As you get more confident recordingverbal reflections, you may wish to create your own structure for each pointin the project.Setting the scene This is a reflection by [your name] The project I have"
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Creative Teaching & Learning

PBL project plan: Choosing my future car

11 Feb 2016

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      string(5070) "need to be taught how to do it well, it is so valuable for students to give honest and helpful feedback to their classmates. Much like many other classroom routines and expectations, children can be instructed on how to provide relevant feedback to others. Students can also be taught how to receive feedback with grace and an open mind. This can sometimes provide another opportunity for students to learn how to express themselves more clearly. There are often positive interactions that come out of this type of sharing. When done well, children look forward to both giving and receiving feedback. The added bonus is that the understanding continues to be reinforced when challenged or confirmed. This type of sharing benefits even the students who are simply reading the comments of others, when given the chance to discuss the outcomes. Children need opportunities to explore, discover and interact with others. Presenting problems that require collaboration can quickly become a class favourite. Having the opportunity to bounce ideas off others and learn the value of teamwork will elevate the learning experience for everyone. There are not only maths lessons, but life lessons involved with these tasks. Students learn that it is important to respect the ideas of others, speak up with confidence and express differing ideas respectfully. When a student understands a concept well enough to explain it to others, they are well on their way to mastery. Learning through discovery is much more interesting and exciting because students tend to be more invested when they feel empowered. They begin to recognise the types of learners they are and become self-advocates if given the chance. ‘It’s time for maths.’ What would make a student smile when they hear these words? One thing is if they know they are members of a learning community that celebrates all types of learners and embraces creativity. Children would smile if they had positive experiences, where their voices were heard and they were given the space they need to learn in the way that best suits them. Mathematics would make children smile if they were introduced to the beauty of the subject, the patterns and connections to the world in which they live. They would smile if they were having fun. So, where does a teacher begin?Check your attitude around mathematics. Teachers set the tone for the class. If you have a negative attitude or lack enthusiasm, it’s hard to convince students that it’s going to be a rewarding experience. Growth mindset isn’t only for the kids. Try new things and find new ways to look at mathematics. Make it your mission to pay attention to the maths all around you and adjust your perspective, so you can find the beauty in it.Educate yourself and connect with other eager learners. Mathematics is changing, so educators need to stretch themselves to learn new ways of thinking. Many educators use social media to share best practices and creative ideas for teaching mathematics. There are also online courses, great books and wonderful webinars. Take a few deep breaths and just go for it. It is an adventure worth taking!Educate parents about how children learn best. Sometimes mathematics homework can be scary for parents. It’s not easy to admit that you don’t understand your seven year old’s maths homework. It does not look like the maths we knew once upon a time. Thank goodness! Help parents see the benefits of conceptual understanding and assure them that students will learn procedures and algorithms when it is developmentally appropriate. Embrace your role as the expert and share what research shows about the ‘new maths’. Consider hosting a maths night or find times to invite parents into the classroom to experience mathematics, rather than having them just hear about it. Also consider videotaping their children in action as they are solving problems and having a great time doing it. Encourage students to work hard at mathematics. Establish a community that celebrates hard work more than speed and correct answers. Help students see the beauty in learning from mistakes. Remind them often that all brains were designed to do maths and that we are all ‘Maths People’. Allow talking, partner work and collaboration. Mathematics is not a subject meant to be done in isolation. It is through engaging conversations that some of the richest learning transpires. Inspire all students to consider paths that include higher level mathematics because they are more than capable if they are willing to put in the work. Find ways to make mathematics classes enjoyable and engaging. Be creative, borrow ideas from other creative people and find ways to get kids moving. Have fun teaching this magical subject. And don’t forget to smile.Deborah Peart is a primary school teacher at an independent school in Atlanta, Georgia. She has a passion for teaching and learning, so she continues to expand her skill set in order to bring authentic learning experiences to children. "
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Creative Teaching & Learning

Maths That Make You Smile

10 Oct 2018

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      string(5616) "working with Achievement for All comment on the value added to this through the online Bubble. ConclusionWe cannot predict the future that children and young people will live within. We can, however, be future-aware in our pedagogy and practice. We are future-aware when our teaching and engagements with children and young people develop the resilience, resources, skills and capacities they will need to overcome future challenges and live happy and stable future lives. In essence, there should be a focus in schools and settings on building the core strength of every child and young person and in deploying effective pedagogies and practices that support children and young people to meet the challenges of an unknowable future.  (Schools, early years settings, colleges and other educational settings can explore the key future-aware pedagogies and practices outlined in this article through Achievement for All https://afaeducation.org/)Stefan Burkey is a freelance education researcher, writer, and evaluator. He has worked for the Department for Education, along with a number of UK universities and charities in the UK, USA and India.NotesSources: Andriopoulos (2001); Blandford and Knowles (2013); CBI Pearson Education and Skills Survey (2016); Holm (2011); Holton and Clarke (2006); IBM (2010); McKinney (2012); Microsoft Educator Network (2015); Pino-Pasternak et al. (2014); Proctor (2010); Siraj and Taggart (2014); Young (2013. p.3) An evidence-based model developed by Achievement for All, 2017ReferencesAchievement for All (2017). Every Child Included. Available at: https://afaeducation.org/news/achievement-for-all-unveils-plan-to-deliver-success-for-every-child/Adams, P. (2014). Policy and Education. Abingdon, Oxon: Routledge.Andriopoulos, C. (2001) Determinants of organisational creativity: a literature review. Management Decision, 39 (10) pp.834 – 841Argyris, C., and Schon, D. (1978). Organisational learning.  Reading, Mass: Addison WesleyBarber, M. (2000). Making of the 1944 Education Act. London: ContinuumBlandford, S. and Knowles, C. (2013). Achievement for All: Raising Aspirations, Access and Achievement. London: Bloomsbury EducationCBI / Pearson (2016) The Right Combination: CBI/Pearson Education and Skills Survey 2016. London: CBI / Pearson. Available at: http://www.cbi.org.uk/cbi-prod/assets/File/pdf/cbi-education-and-skills-survey2016.pdf Department for Education (2014) Statutory guidance: National curriculum in England: framework for key stages 1 to 4. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4 European Strategy and Policy Analysis System (ESPAS) Shaping the Future Thoughts on the Future of Society and Governance Available at: http://reports.weforum.org/future-of-jobs-2016/chapter-1-the-future-of-jobs-and-skills/ Hirst, P.H., (2010). Knowledge and the curriculum: A collection of philosophical papers. London: Routledge.Holm, M. (2011). Project-Based Instruction: A Review of the Literature on Effectiveness in Prekindergarten through 12th Grade Classrooms. InSight: RIVIER ACADEMIC JOURNAL, 7 (2) Holton, D. and Clarke, D. (2006). Scaffolding and metacognition International Journal of Mathematical Education in Science and Technology 37(2),pp. 127-143IBM. (2010). IBM Global CEO Survey: Leadership, Complexity and Creativity. [Last accessed 6th September 2015] Available: http://www-935.ibm.com/services/us/ceo/ceostudy2010/Ilott et al. (2016) Making policy stick: Tackling long-term challenges in government. Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/5225%20IFG%20-%20Making%20Policy%20Stick%20WEB.pdf Legislation.gov.uk. (1988). Education Reform Act 1988. Available at: http://www.legislation.gov.uk/ukpga/1988/40/contents McKinney, P. (2012). Beyond the Obvious: Killer Questions That Spark Game-Changing Innovation. London: Hachette BooksMiddleton, K. (2013). Arthur C Clarke predicts the internet in 1964. Available at: https://www.youtube.com/watch?v=wC3E2qTCIY8 National College for Teaching & Leadership (undated) Changing contexts for strategic leadership and management of schools. Available at: https://www.nationalcollege.org.uk/transfer/open/dsbm-phase-3-module-1-thinking-about-strategy-in-schools/changing-contexts-for-strategic-leadership-and-management-of-schools/dsbm-p3m1-s2-t1.htmlNorris, E. and Adam, R. (2017). All Change: Why Britain is so prone to policy reinvention, and what can be done about it. Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/IfG_All_change_report_FINAL.pdf OECD (2016a). 21st Century Transitions: Opportunities, Risks and Strategies for Governments and Schools. Available at: https://www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/trends/21stcenturytransitionsopportunitiesrisksandstrategiesforgovernmentsandschools.htm Ovenden-Hope, T., and Blandford, S. (2017) Understanding Applied Learning: Developing Effective Practice to Support All Learners. Routledge.Parliament. House of Commons. (2010). From Baker to Balls: the foundations of the education system Ninth Report of Session 2009–10. (HC 442). London: The Stationery Office. Available at: https://publications.parliament.uk/pa/cm200910/cmselect/cmchilsch/422/422.pdf  Pino-Pasternak, D., Basilio, M. & Whitebread, D."
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Digital Learning

Future Proofing our Young People

22 May 2018

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