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The Numeracy Professional Development Project in Secondary Schools

The Numeracy Professional Development Project in Secondary Schools. Welcome And Introductions. Focus of November Training. To familiarise in-school facilitators with their role in the project To develop an understanding of the background and scope of the Secondary Numeracy Project

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The Numeracy Professional Development Project in Secondary Schools

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  1. The Numeracy Professional Development Project in Secondary Schools Welcome And Introductions

  2. Focus of November Training • To familiarise in-school facilitators with their role in the project • To develop an understanding of the background and scope of the Secondary Numeracy Project • To develop an understanding of the number framework and the diagnostic tool • To start planning first term workshops with regional facilitator

  3. Secondary Numeracy Project This session is about • Developing an understanding of the background and scope of the Secondary Numeracy Project • The facilitation structure

  4. Secondary Numeracy Project • What it is . . . • What it’s not . . . Discuss

  5. SNP: What it’s not . . . • A scheme of work or a prescribed sequence of lessons • A prescribed structure in your classroom management and organisation • A project that will make you devalue all the teaching craft you have mastered • A project only for students who struggle with maths

  6. SNP: What it is . . . An opportunity for teachers to develop their teaching strategies by: • Reflecting on current teaching practice • Developing understanding • Trying something new and focus on mathematics education in your school.

  7. Vision of SNP to enhance the teaching and learning of mathematics for understanding

  8. Learning for Understanding • What does that mean to you? • Expecting maths to make sense

  9. Teaching for Understanding Write eleven thousandths as a decimal: Student response: 0.0011

  10. Teaching for Understanding Write eleven thousandths as a decimal: Student correction: Cross off a zero: 0.011

  11. Teaching Model • Using Material • Using Imaging • Using Number Properties

  12. 19 + = 43 Crafting ways for learning . . . 7 x 99 25 x 99 97 + 56

  13. Vision of SNP • to enhance the teaching and learning of mathematics for understanding Supporting Actions: • Describe a progression of increasingly sophisticated understanding: Number Framework. • Find out what students already understand to use as a starting point for teaching: Diagnostic Interview. • Use a teaching approach that progresses from concrete material to abstract mathematical idea. • Organise the classroom to maximise learning opportunities.

  14. The Goals of SNP • SNP aims to give students access to number through understanding how numbers work. • SNP aims to develop ways to use these properties in creative ways. (strategy) • This structural thinking can then be exploited to develop understanding of algebra. (abstraction/generalisation)

  15. An Overview : Jim Hogan

  16. Main Research Findings • Students learn by thinking in more complex ways • Major misconceptions • Content knowledge issues • All that is taught is not learned • All that is learned is not taught • See Numeracy Book 3 (research)

  17. Stages of Teaching to Think I solve problems by:- • Counting Stages 1 to 4 • Adding Stages 5 and 6 • Multiplying Stages 6 and 7 All with whole numbers • Proportionally Stage 8 But now with fractions and decimals.

  18. Numeracy Stage Language • Counting • Additive Thinking • Multiplicative Thinking • Proportional Thinking And in there is ALGEBRAIC thinking at all levels.

  19. Hay! Here’s a problem I buy 36 bales of hay for $4.50 each. How much do I pay for the hay?

  20. The Ideal Data? • Years 1,2,3 •Stages 1,2,3,4 •CL1 • Years 3,4,5 •Stages 5 •CL2 • Years 6,7 •Stages 6 •CL3 • Year 8,9 •Stages 7 •CL4 • Years 10 •Stages 8 •CL5 • Year 11 •CL6 • Year 12 •CL7 • Year 13 •CL8

  21. Could be this?

  22. Or this?

  23. Houston, we have a problem.

  24. A big mismatch problem

  25. Teaching Model • strategy • existing ideas • materials • imaging the model • using properties • fold backs • constructing new knowledge - links • discovering Book 3

  26. Student Centered Learning • What is the thinking I want my students to develop? • It is all about “what happens in the classroom”. • It is all about learning.

  27. The Facilitation Structure in SNP • National Coordinator - Kevin Hannah • Resource Coordinators - Michael Drake, Jim Hogan • National Facilitator - Peter Hughes • Regional Coordinators and Facilitators Sandra Cathcart Louise Addison Pip Arnold Jim Hogan Ann Leach Anne Lawrence Brian Tweed Alison Fagan Jenn Hudson Michael Drake David Phillipps Kevin Hannah Noel Johnston • In-school facilitators 2009 - about 35 • To date - about 150 including 2009.

  28. Secondary Numeracy 2007

  29. Role of Regional Coordinators • Ongoing support school facilitators. • Provide one regional meeting with in-school facilitators each term to plan and discuss details of school workshops. • Provide visits during term 1 to help prepare the facilitator for their role of in-class support for their teachers. This will involve working in-class with the in-school facilitator. • Visit each school to provide support for the in-school facilitator at least once in terms 2, 3 and 4.

  30. Role of In-school facilitator • Conduct a series of workshops • Provide all teachers with support and training in the diagnostic tool and use of data • Provide all participating teachers with in-class support by modelling good practice and reflection • Manage resourcing and planning associated with the project • Inform the whole staff of the project • Liaise with senior management to keep them informed of progress

  31. Role of In-school facilitator • Positioning the ISF as a facilitator rather than an expert within the project encourages teachers to participate and become creators in the project. • Sustainability of the Project in a school is dependent on this Project being introduced to the department as a cooperative collegial venture that affects teachers’ pedagogical understanding. • While ISFs are doing much spadework for teachers, they are helping teachers make decisions about delivery in their own classrooms.

  32. First Steps • Practice the Strategy assessment • Meet with your regional facilitators for further planning of workshops and implementation • Introduce the framework and diagnostic interview to teachers • Let the school staff know what is happening. Keep your school management informed. • Conduct the whole class knowledge assessment • Start the strategy assessment

  33. A Problem • Break a stick randomly in two places What is the probability that the three pieces can form a triangle?

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