Transcript AiZ Whole School Numeracy Planning

AiZ (Phase 1)
Session 3
Oct 2009
Dr Sue Gunningham
[email protected]
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Find your pace…
Keep your pace
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A little bit up…a little bit down
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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!
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PROGRAM
Session 1: Whole school planning for
numeracy
Session 2: What to teach
Session 3: Using data effectively
Session 4: Planning units of work
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AGENDA
9 - 9.30
9.30 – 10.00
10.00 – 11.00
Recap key ideas sessions 1& 2
Feedback: Action since S2
NMR planning requirement
A template to consider
11.00 – 11.30 MT
11.30 -1
Using data effectively
1-1.30 Light Lunch
1.30
Teachers return to their school
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The goals of the program 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
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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)
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Guiding principles for all maths
lessons
1.
2.
3.
4.
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
5. Teacher communicating high expectations and
using purposeful feedback
6. Established classroom norms for working
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Whose plan and why?
Teacher Daily
Lesson Plan
Teacher Weekly Plan
PLT Fortnightly Plan
PLT Term Plan
PLT (VELS LEVEL) Annual Plan
WHOLE SCHOOL PLAN (Guiding principles, Scope/sequence)
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Planning: How many maths lessons?
40 weeks × 5 pw = 200 pa
Minus swimming, camp, sport, concert, etc
Minus 10% tch absence and unexpected circs
Minus 1 week revision per term + 1 week assessment pa
= TOTAL MATHS LESSONS Per Annum
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Planning: Who does what?
Begin with the whole school
Level 1
1.
2.
3.
4.
5.
Level 2
Level 3
Eg NUMBER
Level 4
Level 5
..
..
..
..
..
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LEARNING FOCUS STATEMENTS
Level 2 NUMBER Learning focus
As students work towards the achievement of Level 2 standards in Number, they
learn to use base 10 models (units, longs, flats and cubes) and arrays to identify,
order and model the counting numbers up to1000. They create number patterns
mentally, by hand and with the use of the constant addition facility of calculators.
They use models and arrays to support the development of skip counting up to 100.
They recognise patterns created by skip counting (for example, when counting
by fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simple
addition (count on) and subtraction (count back) using numbers up to 100. They use
equal groups of objects and rectangular arrays to model multiplication and equal
sharing for division. Students divide geometric objects including lines, arrays and
regular shapes into equal parts to develop the concept of a simple fraction as part of
a whole. They learn to order money amounts in dollars and cents, form different
totals using dollars and cents, and carry out simple calculations such as change from
small amounts.
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READY RECKONER – Number
LEVEL 1 (Prep)
• Number names
• Counting on and back to 20
• Symbols for objects
• Ordinal number
• One-to one correspondence
• Form equal groups
• Model addition and subtraction with objects
LEVEL 2 (Yrs 1/2)
• Count on/back to 100
• Ordinal number
• Meaning of equal
• Skip count by 2,5,10
• ½ and ¼ and 1∕3
• Fact families
• Number facts (shortcuts and recall)
• Coins
• Place value
• Simple addition, subtraction,
• Repeated addition as multiplication, Sharing as division
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NMR Planning requirement
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NMR NUMERACY
Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
Guiding Principles: XXXXXXX
School Context: XXXXXXXXXXXXXXXXXX
The Action Plan
Improvement area
Goal
Strategies
Actions
Who
Documents
Monitoring and
Assessment
Establish
approaches
that are
informed by
evidence
from
assessment
and teacher
judgement
Establish systematic
collection of baseline and
ongoing data/evidence for
planning student learning
and teaching
*Develop whole
school assessment
schedule
Whole staff
*Whole
school
assessment
plan
Document process
for analysing
assessment data
Teaching
teams
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Identify specific
learning needs to
determine
appropriate
teaching strategies
– at the individual
and cohort
Classroom
tch
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NMR Numeracy Planning Template
Improvement The goal is What is nonArea
to:
negotiable?
Accountability
T&L
Term learning
walks
Planning
Embed
common
practice
across
school
a/a
1.
2.
3.
4.
..
…
…
…
1. ..
2. ..
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Monthly peer
observation
Team use of
*common
planning template
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Morning tea yet?
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Using data effectively
How can you use NAPLAN data?
- Item Analysis report
- Student Achievement Level report
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How can you use Student Rocket reports?
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How can you use student work samples?
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How can you use student work samples?
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What might the teacher do next?
16 students in Yr 4 given an open ended task
about fractions
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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?
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