AiZ (Zones 2 & 3) Session 3 May 2010 Sue Gunningham sue.gunningham@bigpond.com

1. AiZ (Zones 2 & 3) Session 3 May 2010 Sue Gunningham sue.gunningham@bigpond.com

2. NMR Planning requirement

3. NMR NUMERACY Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Guiding Principles: XXXXXXX School Context: XXXXXXXXXXXXXXXXXX The Action Plan

4. NMR NUMERACY Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Guiding Principles: XXXXXXX School Context: XXXXXXXXXXXXXXXXXX The Action Plan

5. Find your pace…Keep your pace

6. A little bit up…a little bit down

7. Tackle the thing that cannot be done …and you’ll do it!

8. There are many who’ll tell you ‘It cannot be done’ And thousands who’ll prophesy failure But give out a grin And tackle the thing that cannot be done …and you’ll do it!

9. The goals of this session are to: • improve the experience of students when learning mathematics • improve numeracy outcomes as measured by NAPLAN data and other relevant assessment tools • build a sustainable, supported school-based culture of teacher learning through the study of practice

10. Using data effectively How can you use NAPLAN data? - Item Analysis report - Student Achievement Level report

11. Some ways of using NAPLAN data 1. Overall comparisons: Cohort tracked from Yr 3 to Yr 5 Table 1: Matched cohort NAPLAN results: Reading Table 2: Matched cohort NAPLAN results: Mathematics

12. The fraction & decimal interview Three pizzas were shared equally between five girls How much does each girl get? Only 30% of the trial student answered correctly All of these either drew a picture or mentally divided the pizza 12% could not make a start 3 ÷ 5 = 3/5 which generalises to a÷b = a/b

13. Some ways of using NAPLAN data 2. Comparative analysis of questions: 2007 Year 9 AIM/NAPLAN Jim had a 200ml bottle of medicine. How many doses of 15 ml can he pour from the bottle? a) 11 b) 12 c) 13 d) 14 A cyclist travels 120 km in 8 hrs. The average speed of the cyclist is: a) 6kph b) 8kph c) 12 kph d) 15 kph At one school 40% of students could do both 20% could do neither but 40% got only 1 correct

14. How can you use student work samples?

15. How can you use student work samples?

16. Ways of working • The work of teachers is lessons (and sequences of lessons) • Teachers like to talk about lessons • Lessons are often treated as non problematic but they are complex • You are better to focus on a few rather than many things

17. One possible way of working • Japanese “lesson study” • A group of teachers plans a lesson together • One person teaches, the others watch and write reviews • Inviting others in is difficult • The lesson plan is revised after group discussion • A different teacher teaches, others watch and write reviews • This process cycles through

18. 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?