Welcome

A group of teachers involved in professional development

A group of teachers involved in professional development

Welcome to the mascil toolkit, designed to support the delivery or facilitation of professional development for teachers of mathematics and science.
Mascil supports teacher groups working to improve their teaching by adopting inquiry based learning (IBL) practices that connect with the world of work.

The toolkit is designed to support teacher groups by providing a set of flexible resources that will help them explore new and innovative teaching practices. It can be adapted and used in different ways so that groups can work on particular aspects of teaching that they have prioritised, or it can be used to provide a more structured training course.

The mascil toolkit has three domains and within each one of these there are a number of key issues. Each issue leads to a number of questions which are addressed by a series of professional development tools. The three domains are listed below and the following diagram then provides an overview of the structure of the toolkit with the domains on the left, the issues in the centre and the questions on the right.

WAYS OF WORKING: explains how to use the toolkit as well as providing tools that will help teachers consider ways of working together effectively as a group and using cycles of inquiry that involve classroom teaching, discussion and reflection.

INQUIRY and IBL PEDAGOGIES: provides support for teacher groups in exploring all aspects of inquiry in classrooms.

WORLD OF WORK: supports new ways of teaching mathematics and science that connects with the world of work. It draws on the mascil classroom tasks that have been collected from across Europe to assist with this.

Domain Issues Professional Questions Tools
Ways of working Working with Mascil resources How do I navigate around the toolkit?
How do I use Mascil with a face to face community? PDA-1 Routes through the toolkit
PDA-2 Coordinating a professional learning community
How can the Mascil resources be used?
Working as a teacher group How will we work as a teacher group? PDC-1 Aims and values
PDC-2 Collaborating
How will we organize our collaboration? PDD-1: Group organisation
How can we research our practice? PDE-1 The inquiry cycle
The world of work M&S in the WoW How is maths used in the WoW? Tool WA-1: Mathematics in the world of work
How is science used in the WoW? Tool WB-1: Science in the world of work
Connecting learning to the WoW How do tasks bring the WoW into the classroom? WC-1 Connecting tasks with the world of work
WC-2 Using tasks that make connections to the world of work
WC-3 Designing tasks
How should we use science tasks to connect to the WoW? WD-1 Comparing tasks
WD-2 Connecting tasks to the world of work
WD-3 Connecting to the world of the horticulture industry
How should we use mathematics tasks to connect to the WoW? WE-1 Architecture
WE-2 Mathematics in banking, insurance and risk
What can teachers do to encourage students to study STEM subjects? WF-1 Science teachers and careers advice
WF-2 Mathematics teachers and careers advice
Inquiry learning The inquiry classroom What happens in an IBL classroom? IA-1 Characterising an IBL classroom
IA-2 Observing an IBL lesson
Does IBL work? IB-1 Exploring the benefits of IBL
IB-2 Exploring evidence
What are the challenges to using IBL? IC-1 Identifying and classifying barriers and dilemmas
How do we support IBL? ID-1 Classroom questioning discussion
ID-2 Classroom questioning role play
ID-3 Planning for effective questioning
ID-4 Students working collaboratively
IBL in mathematics What do inquiry tasks look like in mathematics? IE-1 Exploring inquiry activity and tasks
IE-2 Comparing structured and unstructured problems
How do we plan for IBL inmathematics? IF-1 Planning for IBL in mathematics
IF-2 Observe and analyse a lesson
IF-3 Advice for teaching problem-solving
How does IBL relate to our mathematics curriculum? IG-1 The potential of IBL to meet curricular demands inmathematics
IG-2 IBL and values in mathematics
IBL in science What do inquiry tasks look like in science? IH-1 Exploring teachers’ values
IH-2 Exploring IBL tasks in science
IH-3 Comparing approaches
How do we plan for IBL in science? II-1 Planning for IBL, a focus on questioning
II-2 Planning for IBL, students generating their own questions
How does IBL relate to our science curriculum? IJ-1 The potential of IBL to meet curricular demands
IJ-2 IBL, inquiry skills and the nature of science
IJ-3 The potential of IBL to promote key competencies

For most questions there are professional development tools that you can use when working in a group to answer these questions. A full list of these can be seen by using the link here to the TOOLKIT. Each part of the toolkit is accessible by clicking on the domain title, issue or question in the diagram above or by using the drop-down and fly-out menus at the top of the page.

To get started read the “Ways of Working” page.