Charlie Harber

Deputy Lead Primary Teaching and Learning Adviser (mathematics)
Speaking at

Session

Cognitive science and primary maths planning – making the most of the reseacrh.

Academic research into what makes good maths practice is evolving rapidly. The challenge for us, as teachers, remains how do we translate this research into classroom practice to ensure that we are maximising learning impact on all pupils?
Within this session we will consider a few key elements of maths teaching, linked closely to the recent EEF report Improving mathematics in Key Stage 2 and 3, including variation theory, effective practice and language development. Why should we consider these elements and what could they look like in a primary classroom – how is this achievable for the time precious primary teacher?

Bio

Charlie Harber is a Teaching and Learning Adviser for Herts for Learning specialising in mathematics, predominantly within the primary phase but increasingly engaging with KS3. She is inspired by active research within schools, her previous areas of research include: the development of early fluency in KS1, embedment of bar modelling throughout primary (ensuring progression and purpose), and variation theory. She is about to embark on a new research project with colleagues at HFL exploring why multiplicative reasoning is so challenging for pupils and how we can improve children’s understanding, fluency and flexibility.
Previously, Charlie has taught across all year groups of primary and still enjoys teaching pupils regularly.

Archive

Making Teachers Fluent With Fluency at KS1

Charlie and Rachel have worked with over 100 primary schools in an action research project that substantially improved the early mental fluency skills of KS1 children. The impact on the children has been high. But this session outlines the scalable implementation pathway for teachers which was designed to be purposeful; carefully structured to maximise improvements in practice. We successfully engaged five principles of deliberate practice (acknowledging that experience alone does not equate with effectiveness) in order to highlight, focus, encourage, reflect and embed deliberate and permanent changes in teachers’ practice. Thus the project not only impacts on the children immediately in front of the teachers for the duration of the project, but subsequent children and the wider school community – turning novices into experts. Let us tell you more…