Transcript BS Dubbo ES1 - dubboearlyyearsteaching

Giving our young learners
the Best possible Start in numeracy
Overview
 Mathematics Teaching and Learning
Cycle
 DET numeracy programs – Count Me
In Too CMIT), Best Start, Targeted Early
Numeracy (TEN)
 Changes to the Early Numeracy
Continuum
 Building Routines in the classroom
 Teaching Resources and internet links
Reflect on your current practice
 How much of your teaching time is
proportioned to mathematics?
 How do you currently teach
mathematics?
 What documents do you currently
use to inform planning, teaching and
assessing?
Foundation Statements
Foundation Statements
set out a clear picture of
the knowledge, skills and
understanding that each
student should develop at
each stage of primary
school.
Mathematics K – 6 Syllabus
Embedded in all DET syllabus
documents is an understanding that
explicit and systematic teaching and
learning will best occur when
teachers follow the process
articulated by the teaching and
learning cycle.
Teaching and Learning Cycle
• Discuss with a partner what
you think is in the Teaching
and Learning cycle.
• Draw the Teaching and
Learning cycle on a piece of
paper.
Teaching and Learning Cycle
DET Numeracy Programs
Count Me In Too
The Count Me In Too (CMIT) numeracy program is an
on-going initiative of the DET. The program melds
findings from research about how children learn
mathematics, with research on effective professional
development.
Aim
 Help teachers understand
children’s mathematical
development.
 Improve children’s
achievement in mathematics.
Count Me In Too
Count Me In Too
The transition from unitary strategies to collectionbased strategies underpins the structure of the
framework.
Teaching and Learning Cycle
Where are my students now?
 It is the assessment and
evaluation that drives planning &
teaching.
 Careful planning creates the
most appropriate teaching &
learning activities to lift the
students to the next level of
understanding.
What do I want my students to learn?
The syllabus should be used to
plan and program explicit
teaching experiences.

Outcomes

Scope and continuum

Key ideas
How will my students get there?
How well do I expect them to do?
How do I know when my students get there?
 Consistent teacher judgement is
essential.
 The value of your professional
knowledge of the students.
 Continuous assessment
2010 Best Start results
Aspect 1: Counting Sequences
1A Forward number word sequences
Emergent
(Level 0)
Initial (10)
(Level 1)
Intermediate (10)
(Level 2)
Facile (10)
(Level 3)
Facile (30)
(Level 4)
Facile (100)
(Level5)
7065
20,220
7,479
16,919
7,106
3,172
11.2%
32%
11.8%
26.8%
11.3%
5%
Number of students not assessed
1197
1.9%
2010 Best Start results
Aspect 1: Counting Sequences
1B Numeral Identification
Emergent
(Level 0)
1 - 10
(Level 1)
1 - 20
(Level 2)
1 – 100
(Level 3)
26,450
25,572
4896
5022
41.9%
40.5%
7.8%
8%
Number of students not assessed
1218
1.8%
2010 Best Start results
Aspect 2: Counting as a problem solving process
– Early arithmetical strategies
Emergent
(0)
Perceptual
(1)
Figurative
(2)
Counting-on-and-back
(3)
Facile
(4)
25,681
29,602
5,320
1,097
203
40.7%
46.9%
8.4%
1.7%
0.3%
Number of students not assessed
1255
2%
Early Arithmetical Strategies (EAS)
Emergent
Perceptual
 Figurative
 Counting-on-and-back
Facile
Linking EAS levels to the Syllabus
EAS Level
Description
Syllabus link
Emergent
Cannot count visible items.
Does not know the number words or coordinate number
words with items.
Working
towards NES1.2
Perceptual
Able to count perceived items.
Builds numbers by using materials or fingers to find the
total count.
NES1.2
Figurative
Determines the total of two concealed groups but starts
counting from “one” to do so.
NS1.2
Counting-on-andback
Counts-on (or back) from a number rather than counting
from “one” to solve addition and subtraction tasks. Has a
sense that the count of one of the numbers has already
occurred.
NS1.2
Facile
Uses a range of non-count-by-one strategies such as use of
doubles and near-doubles.
NS1.2
NS2.2
Early Numeracy Continuum
Changes to the continuum
Counting sequences - verbal & written labels
FNWS : Counts beyond 100
(NS2.1)
BNWS: Counts backwards from any number (NS2.1)
Changes to the continuum
Early Arithmetical Strategies – EAS
 In the perceptual and figurative levels, the text has been rewritten in
dot points so that it was easier to read.
 The last 2 points from the facile level have been moved down to the
aspect Pattern and number structure. The combinations to 10 and 20
are part-whole knowledge and are closely linked to patterning.
 The ladder at Counting-on-and-back and in the first level in Place
value is to show that the students must be at the Counting-on-and-back
level to be on the Place value framework.
Changes to the continuum
Place value and
Multiplication & division
 Some of the text has
been changed to dot
points.
 Place value has been
put before Multiplication
& division.
Targeted Early Numeracy (TEN)
The program recognises that a small
percentage of students are at risk of
numeracy failure, despite
participation within a quality early
numeracy program.
Teaching occurs within a normal daily
lesson block, without withdrawal or
an additional specialist teacher.
Early Arithmetical Strategies
The Early Arithmetical
Strategies (EAS) aspect of the
Best Start Early Numeracy
Continuum underpins the
assessment and teaching of
the TEN program.
TEN targets
Broad targets have been set to assist teachers in identifying students for
participation in the program:
Broad Kindergarten target
All Kindergarten students will have reached at least
the perceptual counting stage in the range to 20 by the
end of the year.
Broad Year 1 target
All Year 1 students will be at least able to
show figurative counting across the
decade by the end of the year.
Broad Year 2 target
All Year 2 students will be at least
counting-on-and-back in the range to 30
by the end of the year.
Building classroom routines
Factors for consideration:
 High repetition of activities.
 Activities should occur throughout the
day NOT only in the mathematics lesson.
 Even though TEN concentrates on EAS,
activities on other aspects such as FNWS
and BNWS are also important.
TEN focuses on short, focussed and
frequent sessions within the
classroom, using activities designed to
move these students to the next stage
in the framework.
How can the activities be a part of the
teaching day?
Think about your class
routine. What are some of
the activities that occur
within your classroom?
Short
Sharp
Frequent
DENS - Three minute lesson breakers
There are plenty of teachable moments in a day that
don’t have to be written into your timetable.
What do you see as the biggest challenge for
teachers?
TIME
 Time for programming to cater for
different ability groups
 Time to devise learning activities
 Time to create resources
 Time for classroom organisation
DET Resources
Curriculum Support
Teaching Resources
Programming Support
Where to next?
 An effective numeracy lesson
 Creating Early Learning Plans
 Differentiating learning
objects
“There can be no doubt that the first
three years of school (K – 2) have a
profound effect on the rest of the
child’s mathematical education,
because it is in the first three years
that the child first experiences
success or failure, interest or
boredom, challenge or frustration.
Bob Wright
Mathematics in the Lower Primary Years
Mathematics Education Research Journal, 1994