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AiZ (Zone 1) August 2009 Sue Gunningham sue.gunningham@bigpond

AiZ (Zone 1) August 2009 Sue Gunningham sue.gunningham@bigpond.com. 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

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AiZ (Zone 1) August 2009 Sue Gunningham sue.gunningham@bigpond

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  1. AiZ (Zone 1) August 2009 Sue Gunningham sue.gunningham@bigpond.com

  2. PROGRAM Session 1: Whole school planning for numeracy Session 2: What to teach Session 3: Using data effectively Session 4: Planning units of work

  3. AGENDA 9-11.00 Issues to consider when developing a whole school maths plan 11.00 – 11.30 MT 11.30 -1 Planning ideas NMR Expectation 1-1.30 Light Lunch 1.30 Teachers return to their school

  4. 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

  5. Skills AND Thinking & Reasoning “ 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)

  6. Guiding principles for all maths lessons • Explicit number fluency practice every lesson • Explicit purpose for every lesson • Formal structure* for every lesson • Students working on tasks beyond their current levels of thinking • Teacher communicating high expectations and using purposeful feedback • Established classroom norms for working

  7. 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)

  8. Explicit number fluency practice every lesson • Explicit purpose for every lesson • Launch, Explore Summarise

  9. The e5 model LAUNCH EXPLORE SUMMARISE (ASSESS) • Engage • Explore • Explain • Elaborate • Evaluate

  10. ¾ ⅜ 4. Students working beyond their current levels of understanding × 1½ ½ ⅓ At least three ability levels in any maths classroom at any time What might you do?

  11. 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

  12. Feedback Students do better when they know: • What am I meant to be doing? • How am I going? • Where to next?

  13. The Statue of Liberty Group work mantra: I agree, I understand, I can explain 46.5 m head to toe

  14. Differentiation At least three ability levels in any maths classroom at any time What might you do?

  15. Brainstorm What might need to be explicitly addressed in a school mathematics plan? • …… • …… • …… • ……

  16. Planning • The documents and the reality • School wide and/or classroom • The team and/or the individual • The resources 200 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

  17. 1 /7 . FOLIO CARDS

  18. Eight models for a whole school mathematics plan • Mathematician’s model • Reflective model • Graft-on model • Replacement unit • Menu model • Mixed media model • Thematic model • Concept – Skill – Application model

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