AiZ (Zone 2 & 3)Session 1May 2010

Sue Gunninghamsue.gunningham@bigpond.com

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?