TITLE OF DEVELOPING PRACTICE EXAMPLE
Using play pedagogies to raise attainment in Numeracy and Maths at Second Level.
built BY
Digitize Pathways in partnership with Tablet academy Scotland and Co.Lab Hub
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CONTEXT / BACKGROUND
Staff at the upper stages were interested in exploring how we could support the children to improve their attainment in numeracy and maths. There was a lot of staff experience and expertise across different stages/settings that we felt could be utilised so we came together as a group to explore options.
WHAT WE DID
We decided to form an enquiry group and undertook professional reading into improvement methodologies/pedagogies that could be utilised.
One piece of research by Pyle and Danniels (2017)* caught our attention. It detailed a play continuum and how children's play experiences should move from child directed play to teacher directed play to account for the introduction of more explicit learning outcomes. We decided to use this as a stimulus for our enquiry.
* Pyle, A. and Danniels, E., (2017) A Continuum of Play-Based Learning: The Role of the Teacher in
Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28 (3) pp. 274–289 Available: http://dx.doi.org/10.1080/10409289.2016.1220771
HOW WE DID IT
There was an interruption to learning and teaching practices in each of the four classes. Published programmes of study were abandoned in favour of playful learning experiences for a period of 6 weeks.
The playful learning was planned in the following way:
- Teachers introduced the CfE outcomes to be covered to the children in the class and these were discussed.
- Children contributed their ideas for playful learning experiences that could be used to help them achieve the outcomes.
- Children designed and set up the learning environment where the playful learning experiences would take place.
- Teachers delivered key teaching points and allowed the children time to engage in the play-based activities that would help the children practice and consolidate their skills, knowledge and understanding of each outcome. Teachers added further challenge to the playful learning experiences e.g. by telling that the rent of their shops had increased by 25%.
- Teachers reviewed and amended the playful learning with the children.
IMPACT / OUTCOMES
- The children were happy to suggest ideas for the play-based learning and many had not been considered by the enquiry group. This resulted in ownership of learning and a high level of engagement across all four classes. Children stated that they preferred the play-based approach to numeracy and maths.
- More able pupils were seen to take on the role of teacher, explaining concepts and strategies to less able pupils. This, in turn, helped them to consolidate their own knowledge and understanding.
- Observations found that there was a greater use of mathematical vocabulary across the classes and that children understood mathematical terms related to the outcomes.
- Pre- and post-intervention assessments showed that children scored significantly higher following the intervention. Some children made gains of more than one year.
- Staff evaluated the enquiry as being a useful professional learning activity. All plan to further investigate the use of play pedagogies in numeracy and maths and across other curricular areas at second level.
FEEDBACK
Maths Project Evaluation by P7 teacher
“I have enjoyed being a part of this project as it has enabled me to focus on developing my play pedagogy and to really get in touch with my creative, innovative teaching self again. Using play pedagogy in maths has had transformational effects on my pupils; particularly those who lack in confidence and engagement with maths. One pupil who is severely dyslexic and has real struggles with reading and writing has told me how much he enjoyed the play activities and learning maths in a new, fun way which didn’t highlight his struggles with literacy. Due to his high levels of engagement, I have now been able to more accurately assess his knowledge and understanding of a range of areas in numeracy and maths. Play approaches have developed my less able pupils’ conceptual understanding whilst simultaneously improving their interpersonal skills and relationships. As a result of this study, I will continue to develop my approaches to learning through play in numeracy and maths but I will also engage in research and enquiry around how I can transfer these approaches to other areas of the curriculum – especially literacy and English to meet the needs of my main spotlight learner.”
Stage focus
Tags
LA
Falkirk
Where?
Stenhousemuir Primary School, Rae Street, Stenhousemuir, Larbert, UK
CONTACT PERSON
Carol Greig
CONTACT EMAIL
Carol.Greig@falkirk.gov.uk
