INSET and Twilight Training
I am currently running bespoke online training events with schools and organisations. Training sessions for individual schools cost £325+VAT and training days cost £545+VAT. Significant cost savings can be made by running training with more than one school. To arrange an online event, or if you have any questions, please email email@example.com
INSET and twilight training, run by Gareth Metcalfe, gives teachers the knowledge, ideas and resources to build a rich, effective maths curriculum. An emphasis is placed on how reasoning and problem-solving can be put at the heart of mathematics. Training is interactive, grounded in research and very practical. Sessions are planned in consultation with school leaders to meet the specific needs of the school, usually being built around these themes:
Understanding in Early Number: building the counting and quantity recognition skills that enable children to become fluent with number. We explore how equipment and images can be used to build number skills as well as how spatial reasoning can be developed. We consider how these skills can be interwoven throughout children's daily experiences as they learn to reason and grow as problem-solvers.
Building Sequences of Learning: planning coherent sequences of lessons that ensure that all children are being supported and challenged to build their understanding and develop reasoning skills. This includes the use of equipment, images and bar modelling; addressing and explaining misconceptions; developing flexible mental and written calculation skills and seeing how challenges can be opened up to deepen thinking.
Embedding Reasoning: having a range of techniques for embedding reasoning within daily maths lessons so children are consistently making connections, spotting patterns or thinking creatively. Using the ideas from the I See Reasoning resources, we explore how specific question types can be built within lessons. This includes questions to encourage oral responses, the use of variation to highlight patterns and tasks with multiple possible answers.
Building Problem-Solvers: we see how to introduce problem-solving so that all children think about the deep structure of a problem and so understanding is built in coherent steps. We will explain how 'numberless' questions and carefully constructed sequences of tasks can be used. We also see how problems can be adapted to help children to make connections between problem-solving experiences and to open up investigations, including the use of the I See Problem-Solving resources.
To find out more information or make a booking, email firstname.lastname@example.org