Raising attainment in maths with boys and learners from minority ethnic
backgrounds through improved learning experiences.
Partnership project- Crookfur Primary School
and Thornliebank Primary
East Renfrewshire council
Rationale
He’s a trailblazer because he
created his own algorithm.
I have investigated the everyday contexts in which simple fractions, percentages or decimal
fractions are used and can carry out the necessary calculations to solve related problems.
MNU 2-07a
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Approaches
Children encounter a word problem.
Children tackle the problem using their own knowledge and
•CGI (Cognitively Guided Instruction)
approach to Mathematics
•Identify Misconceptions
•Planning process and meetings
•Sessions
•Learning rounds
•Reflection and amendment of sessions
•Evaluation
Initial consultation and planning process
Consultation with Quality Improvement Officers and Educational psychologist
Identifying a focus
Learning Intention:
To investigate and solve real life problems
Success Criteria:
I can share equally.
I can identify the fraction in the answer.
I can explain the process I used.
Cognitively
Guided
Instruction
(Pupil)
CGI
understanding.
They develop their own strategies which are developmental.
The learning comes from inside rather than outside.
Rich language is developed through discussion.
Teachers’ role includes listening to the children and guiding
them through questioning. (BLOOMS)
Health Warning
CGI is not just using just word problems. This approach
requires extensive reading and research and is a long,
complex process.
Session Format
Learning intention displayed and success criteria
discussed
Problems displayed
Differentiated choice between problems
Children tackle problems
Discussion time
New problems issued
Plenary
Continue to use CGI approach to solve
fraction problems, having a clear focus on
developing skills and strategies for equal
sharing.
Looking specifically at what stage children
are at and planning differentiated problems
to suit the strategies that they are using.
Continue to engage with research and
literature to challenge and develop
understanding of using CGI.
Lesson
Study
Lesson Study
Approach highlighted after
Motivation
Mindset
Concerns were raised about pupil engagement.
 Educational psychologist input- mindset
training
Related to your belief about your ability
Fixed mindset – ability cannot change
Growth mindset – ability can change
(grow)
Dweck, C (2006) Mindset the new psychology
of success. New York: USA. Ballantine Books
•Staff highlight a need for tackling
pupil motivation in boys
CPD with Ed Psychologist
Staff engage in research
Focused language used during
sessions to motivate and engage
pupils
Next Steps
consultation with Glasgow University
Parental
involvement
Mindset
Planned to pilot a lesson study using
CGI
Process
Evaluations
Parental
Involvement
Plan
lesson
Reflections and next steps identified
for next session
•Parental permission
Parent questionnaire
Workshop
Leaflet
Jotters home
Plan to carry out sessions with pupils next
Make
amendments
and identify
next steps
It is helpful to know that we are
saying the same things and
supporting in the same way.
Reflections
the number line?”
•Pick a specific group to focus on when observing.
•More examples of equal sharing problems where the questions will generate mixed numbers.
•More opportunities for pupils to discuss their learning.
•CGI is not just using just word problems. This approach requires extensive reading and
research and is a long, complex process.
•Continue to engage with research and literature to challenge and develop understanding of
using CGI.
Already I can see a slight
improvement with less
avoidance. (Parents)
When my mum is cutting a cake for my
family everyone would get 1/5. If my dad
was away working we would each get ¼.
If it was just the children eating the cake
we would all get 1/3.
Teach/
Observe
(Pupil)
Reflect and
collate
information
Reflect and
revise lesson
Re-teach
Reflect and
revise lesson
Re-teach
How to Involve
Parents
year
Use strategies to increase motivation and
promote a growth mindset.
•Simplify questions
•More structured teacher questioning - equal sharing
•Differentiate providing challenge and support.
•Introduce a number line to the discussion time asking pupils “Where would your answer fit on
Next Steps
Next Steps
Continue to use Lesson Study approach to
reflect and analyse sessions.
One key focus of the project was
parental involvement.
Initial Plan for 2014: to engage parents
through looking at homework activities
linked to fractions.
Amended plan for 2014: to focus on
pupil motivation to help increase
attainment. Model the CGI approach.
Questionnaire was issued to gauge
parents’ perceptions about maths.
Evaluation issued to establish next
steps for parental involvement.
Next steps
Further engage parents through homework support,
workshops and questionnaires.