aiz (zone 2 & 3) session 1 may 2010 sue gunningham sue.gunningham@bigpond
DESCRIPTION
AiZ (Zone 2 & 3) Session 1 May 2010 Sue Gunningham [email protected]. PROGRAM Session 1: Whole school planning for numeracy Session 2: What to teach Session 3: Using data effectively Session 4: Planning units of work. AGENDA - PowerPoint PPT PresentationTRANSCRIPT
AiZ (Zone 2 & 3)Session 1May 2010
PROGRAMSession 1: Whole school planning for
numeracy Session 2: What to teach
Session 3: Using data effectively
Session 4: Planning units of work
AGENDA9-11.00 Issues to consider when developing a whole school maths plan
11.00 – 11.30 MT
11.30 -1 Planning ideas NMR Expectation
The purpose of this session is for participants to:
• Discuss ways to develop a whole school mathematics plan
• Examine some whole school, team and individual planning options for mathematics teaching
“ It is important ..….(to) measure students’ ability to apply their mathematics knowledge, rather than simply their ability to remember facts and formulas”
(2006 Report from the Parliamentary Inquiry into mathematics & science education Executive Summary Pxv)
Skills AND Thinking & Reasoning
Guiding principles for all maths lessons
1. Explicit number fluency practice every lesson
2. Explicit purpose for every lesson
3. Formal structure* for every lesson
4. Students working on tasks beyond their current levels of thinking
5. Teacher communicating high expectations and using purposeful feedback
6. Established classroom norms for working
Benefits of learning with understanding (thinking & reasoning)
• Motivating
• Promotes more understanding
• Helps memory
• Enhances transfer
• Influences attitudes and beliefs
• Promotes autonomous learners(Lester & Charles 2003)
1.Explicit number fluency practice every lesson
2.Explicit purpose for every lesson
3.Launch, Explore Summarise
The e5 model• Engage
• Explore
• Explain
• Elaborate
• Evaluate
LAUNCH
EXPLORE
SUMMARISE
(ASSESS)
4. Students working beyond their current levels of understanding
¾ ⅜
⅓ ½× 1½
At least three ability levels in any mathsclassroom at any time
What might you do?
5. Teacher expectations
Communicate to students that you believe they can learn and expect they will
– That is quite good but I know you can do better– That is the right answer but I think you can find
a better way to do it
Feedback
Students do better when they know:
• What am I meant to be doing?
• How am I going?
• Where to next?
The Statue of Liberty
46.5 m head to toe
Group work mantra: I agree, I understand,I can explain
Differentiation
At least three ability levels in any maths
classroom at any time
What might you do?
Brainstorm
What might need to be explicitly addressed in a school mathematics plan?
• ……
• ……
• ……
• ……
Some things to consider:• Planning – school, level, individual
• Time allocated to maths
• Weighting of skill, thinking and reasoning lessons
• Guiding principles: Specific lesson purpose, agreed lesson structure, number fluency, teacher expectations, degree of challenge
• Differentiation- Student groupings
• Assessment plan
• Teacher accountability
Planning• The documents and the reality
• School wide and/or classroom
• The team and/or the individual
• The resources200 pa – (swimming, camp, sport, concert, etc)
Minus 10% tch absence and unexpected circs
Minus 1 week revision per term + 1 week assessment
+ TOTAL MATHS LESSONS Per Annum
So what …
• …will you do this afternoon as a result of this morning’s session?
• … will you do between today and next time we meet?
• …will you do to track your progress between now and then?