Please enter events held and upcoming

Date 8th April 2014

Event LeMaPS Launch to all three participating school


Notes
Present; Lucy A, Traceyann C, Hannah D, Tamar D, Michael F, Stewart Goacher (Head of Newbridge), Emma H, Kat H, Annette M, Sue M, Amie S, Josh S, Adam W and Jan Parry

Using the materials from the meeting on the 1st April we outlined the nature of the research and the benefits for all the three participating schools.
Teachers and management were asked to sign the appropriate paperwork and meeting dates were set for planning and delivery of the first lesson study research.

Files


Date
22nd May 2014
Event

Lesson Study Planning session

Notes
Present; Lucy A, Traceyann C, Hannah D, Tamar D, Emma H, Kat H, Adam W and Jan Parry
We met for the first planning session for the Problem solving research lesson.
We discussed and established;
  • The research question – see below
  • The activity to be used – Outbreak (Bowland)

Then we all worked through the problem to establish and considered the various issues we anticipated the students would encounter;
  • assumptions
  • misconceptions
  • language problems

Research Question – What strategies do students use to transform worded contexts into mathematical questions?

Anticipated problems;
Scared/ unfamiliar with making assumptions and acting on them. ‘Is this right?’
Around the nature of the vaccine, money and the situation, time scale of epidemic etc. Using either A or B but not both.
The calculations (70% effective), the size of the numbers, the concept of fixed budgets, lots of calculations but no real ‘story’. Units £8 and £6.50, just using cheapest, not maximising the budget,
The ideal scenario, moral dilemmas.
The unfamiliarity of some of the language, vocabulary e.g. epidemic, vaccination, budget, per, effectiveness

Structure
Initial 15 mins – make a note of what they do not understand and the questions they ask?
Main lesson – 2/5 mins talking /recalling what the question was about.
Re-given their work – read through and act on comments/feedback.
Pairs to discuss their work and decide on a joint way forward.
What questions do you need to ask?
What other information do you need?
Pairs told they need to feed back to the whole class on ‘how they have structured their response’.
Do we change the circumstances?
What questions do we ask?
Files


Date 5th June 2014

Event Final planning session


Notes
Present; Lucy A, Traceyann C, Hannah D, Tamar D, Kat H, Adam W and Jan Parry
Apologies Emma H
Key issues
Questions
Budget
If you only had vaccine A, how many people would be able to receive it? (if you had £500?)
Effectiveness -> misunderstanding of vaccine
If you have that (pointing) (or 100 portions) of vaccine B how many people will it save?
Ethical versus Maths
How have you chosen your amounts of the different types / groups of people?
Calculation / Place value
If you had £50 how many Vaccine A’s could be bought?
Making sense of questions and answers
How many people does this save?
Is this the greatest number of people you can save?
Can these people survive now without the rest?


Other questions I wrote down.
  1. 1. Do you need to write out all the information?
  2. 2. Answer some of your own questions? – You have to make assumptions, time is short and you have to make the decisions.
  3. 3. If you split the money and then buy the vaccines how many people will be saved?
  4. 4. Misconception £8 x £2,500,000 = 20,000,000 people get the vaccine – Budget
  5. 5. Assumptions around who should have the vaccine – Children A, Adults B, which adults and can all the children be supported by the adults saved?
  6. 6. What if there are limited amounts of the vaccine – so when the money runs out no one can buy their own privately?
  7. 7. Misconception that a vaccine is given after affected rather than as a prevention
  8. 8. Budget - £5 million for both not each.
  9. 9. How much would 100 portions of vaccine A cost?
    1. 10. How many people would get each of the vaccines?
It was suggested that the lack of knowledge re Vaccines, antibiotics, preventions and cures be dealt with before the main lesson – ’28 days’ later film, MMR, HPV in Y8 girls ‘cervical cancer’.
Also that ideas around budget e.g. if you had £5 how many bars of chocolate could you buy?
Market place, items with prices, what could you get for £10, what choices give you most items, best value etc.?

Files


Date 19th June 2014

Event Research lesson and discussion


Notes (including
who attended)

Files



Event Lesson Study Planning session

Notes (including
who attended)

Files


Date
(please select "edit page" and then insert text in table cells - they will expand as required)
Event

Notes (including
who attended)

Files


Date
(please select "edit page" and then insert text in table cells - they will expand as required)
Event

Notes (including
who attended)

Files


Date
(please select "edit page" and then insert text in table cells - they will expand as required)
Event

Notes (including
who attended)

Files