burton c 263914 elt421 assignment 1€¦ · burton c _ 263914_elt421_ assignment 1 ‘the current...

Burton C _ 263914_ELT421_ Assignment 1

‘The current system was designed and conceived for a different age.’

Sir Ken Robinson – 21st Century Education Pioneer (RSA, animate, 2010)

My Teaching Context – 21st Century Classroom

The context for my activity and discussion is a Year 4 Primary School class at a Baptist Private

School north of Perth. The area is predominately middle and upper middle class, with all students

speaking English as their first language at home. Several children are from families who have

recently immigrated from the UK and South Africa, but the majority of the students are born in

Australia and of Anglo Saxon origin. The class atmosphere and the attitude of the children is

excellent, with most students openly expressing a joy and satisfaction to learn, and any behavior

problems are minor and generally easy to deal with. The school is consistently well above the

state norms for academic achievements. The class and teaching philosophy embraces many of the

aspects of the Melbourne declaration as shown in figure 1 (ACARA, 2014) trying to strike a

balance between traditional methods and evolving strategies including projects and cross

curricula activities.

Figure 1


Activity 1.1 – National Numeracy Review Report

Recommendation 1

That all systems and schools recognise that, while mathematics can be taught in the context of

mathematics lessons, the development of numeracy requires experience in the use of mathematics

beyond the mathematics classroom, and hence requires an across the curriculum commitment. Both

pre- and in-service teacher education should thus recognise and prepare all teachers as teachers of

numeracy, acknowledging that this may in some cases be ‘subject specific numeracy’. (NNRR, 2008)

My thoughts: Encouraging more cross curriculum activities

To fully implement this recommendation I believe it is essential to look at the bigger picture of

how we are teaching – especially using classical methods like those heavily focused in didactic

theories. A radical question according to traditional teaching standards is: to what degree do

isolated classes like mathematics and English belong in the 21st Century learning paradigm? Does

this current subject isolation paradigm only confuse student learning? The Melbourne

declaration (ACARA, 2014) and other 21st Century education concepts invite the possibilities to

challenge the current paradigm of focusing on teaching subjects separately. I believe however the

first steps without being too radical are to encourage more cross-curriculum activities that

require the integration of subjects within a problem solving context.

Recommendation 6

To raise the overall level of achievement, increased resources (including specialist teachers working

‘shoulder to shoulder’ with teachers) should be directed to support teachers in regular classrooms to

provide intervention for a higher proportion of students during all the compulsory years of

schooling. (NNRR,2008)


My thoughts: Increasing resources by being creative

Naturally having more assistant and specialist teachers working ‘shoulder to shoulder’ alongside

the main teacher would make a profound difference to students learning. But we need to be

realistic – this recommendation is a very difficult proposition as the government is

slashing funding to schools. Therefore teachers need to be more creative and innovative when

presenting the materials and information, along with how they manage the class for achieving

maximum potential. One aspect of 21st Century learning is using the vast resources of the

internet, for example by using a concept like a ‘flipped classroom’ whereby the class time is

generally used to collaborate, practice and elaborate on the concepts learnt, while homework is

the place where concepts are introduced. A flipped classroom does not need thousands of dollars

in investment (an inexpensive tablet or laptop will suffice), but it allows a teacher to become

more of a facilitator rather than lecturer during class time and encourage more active ‘hands on’

learning.

Recommendation 9:

That the use of ability grouping across classes in primary and junior secondary schooling be

discouraged given the evidence that it contributes to negative learning and attitudinal outcomes

for less well achieving students and yields little positive benefit for others, thus risking our human

capital goals. (NNRR, 2008)

My thoughts: Discourage ability grouping

The research presented points to the flaws in ability grouping (tiered grouping) – so why does it

continue in many schools, particular the private ones if it is so flawed? Is it out of habit or is the

research flawed? My first practicum was at a private school that also separates mathematics and

English based on ability. The teachers were unanimous in their opinion of its success over non-

tiered classes and it seemed to work on a surface level. However the research raised by the NNRR

questions the effects of ability grouping including on student’s self-esteem (NNRR, 2014). But

perhaps ability grouping dominates many institutions because


it is a symptom of a flawed teaching modal – one especially prevalent in didactic approaches.

Davis and Renert’s (2014) class observations show how a more collaborative and problem

solving atmosphere reduces the need to separate students based on ability and produces more

empowered students of all levels.

Activity 1.3 – What is Numeracy?

Throughout the course we have been exposed to many definitions of numeracy (including from

the NNRR, and Westwood) all sharing a similar thread to Perso (2006), as describing numeracy

as ‘the disposition and capacity to use mathematics to function effectively and fully at home and

in society.’

But Perso (2006), elaborates further describing numeracy as the effective application of

mathematical concepts to solve problems, and stresses the importance of teachers using a ‘task-

centered’ approach to stimulate a child’s desire for using mathematics and developing a

numeracy mindset across all subjects.

Activity 1.2 – Numeracy Trends

By the end of the 1990’s, the Australian Association of Mathematics Teachers (AAMT) made it

clear that ‘literacy and numeracy are fundamentally different areas of learning and each merits

separate consideration’ (Westwood, 2008). To effectively function in the 21st Century (including

negotiating and integrating with the Information Technology age) numeracy skills are required

across all domains in life, and therefore there is a need to develop these skills to their full

potential.

Comparing numeracy and mathematics can be helpful as a starting point for understanding their

common links, but there are some pitfalls. One major concern is when a student struggles with a

mathematics concept like algebra and then transfers this inferiority complex to all numeracy

problems including those in other subjects like science? Therefore a distinction needs to be

made between numeracy and mathematics, but also it reinforces


recommendation 1 from the NNRR (2008), that students should be frequently exposed to seeing

relationships between numeracy and all other subjects across the curriculum.

One subject area that I know well and enjoy teaching is science. Science like numeracy is full of

patterns and problems to solve. I recently had the privilege to teach a group of Year 4 students

about animal adaptations and their environment. I started the class by showing the students

numerous pictures of animals in their natural environments. Then we explored the notion of the

animal’s physical characteristic patterns in relation to the ability of the animals to adapt to the

environment including the climate and terrain. The students then took the patterns and

developed an imaginary animal in a specified terrain and climate using the patterns.

Activity 1.4 – Analysis of Annenberg media. What’s the big idea?

In the Annenberg video (MCET, 1997) the teachers were acting as facilitators, engaging students

with fun, challenging and relevant tasks. This led the students to being completely engaged by the

tasks set including: recognizing and working with various patterns (musical, colour, words,

blocks, and drawing) and problem solving. Regardless of the grade the students were always

exposed to a problem, and then given a chance to co-operate with other students to develop a

formula that could be applied further to other problems.

What was also clear from the Annenberg video (MCET, 1997), and supported by Westwood

(2008), is the importance of teachers being confident in their mathematical knowledge to teach

from a conceptual perspective rather than using a set of procedures that often involve high

amounts of memorization or using the ‘right way’.


Analysis

After reading the opening chapter to Davis and Renert’s, The Math Teachers Know (2014), I was

struck by how the two classrooms from equally qualified and passionate teachers produced two

entirely different results. The first class stayed within the traditional model with the teacher at

the front of the class directing learning and focused on ‘facts and mastery’, while the second

teacher took on a new role, that of a facilitator. The facilitating teacher simply assigned a task and

let the students use autonomy and collaboration to solve the problem while standing back and

simply acting as a point of reference of math’s knowledge for students who needed help. Davis

and Renart’s (2014) findings included that problem solving success comes from exploration

which includes posing questions, identifying patterns, expressing observations.

How could I harness this interpretation to better address the curriculum in my context? I believe

through facilitating an engaging activity, which requires a high degree of problem solving and

investigation skills. Mason & Johnston-Wilder (2006) research support this concluding that

engagement is essential to learning and comes only when students are intrigued enough by the

task.

Consolidation

Spatial reasoning

The diagram ‘Organising elements for Numeracy’ (ACARA, 2014) lists six elements (shown in

figure 2 below) to achieving numeracy. The element I have chosen to highlight in my class

activity (described below) is spatial reasoning. In my opinion fluency in spatial reasoning is

essential to successfully navigating, living and operating in the world along with making sense of

the space around them. Spatial reasoning is critical to all elements of design including homes as

well as being integral to designing and reading maps, and solving problems in authentic contexts.


Figure 2 (ACARA, 2014)

My Year 4 Activity

Task: Designing a new style of playground incorporating into the design angles equal to greater

as or less than a right angle.

Figure 3 below (Tuvie, 2014)


Curriculum Outcomes (taken from ACARA, 2014):

National Curriculum: Measurement and Geometry

Geometric Reasoning: Compare angles and classify them as equal to, greater as or less than a

right angle. (ACMMGO 89)

The task will also incorporate the following Curricula:

Create patterns, pictures and shapes with and without digital technologies (ACMMG091)

Science involves making predictions and describing patterns and relationships

(ACSHE061)

Represent and communicate ideas and findings in a variety of ways, such as diagrams,

physical representations and simple reports to and contribute to conversations and

discussions to share information and ideas and negotiate in collaborative situations

(ACSIS071)

Plan and deliver short presentations, providing some key details in logical sequence

(ACELY1677)

Pedagogy

To complete the activity I have broken down some tasks that will be incorporated to facilitate

success. I will describe the pedagogy according to the 4MAT Process (McCarthy, 1990) in relation

to the student:

1. The meaning maker – connecting personal life and the content. The topic is based on

connecting the curriculum outcome with something highly valued by the students – their

playground.

2. The comprehender – understanding at the conceptual level. Students will receive a short

video presentation (about 10 minutes in length) of a class I previously taught on angles

which they can watch at home as homework (flipped classroom concept).


3. The user of content and skills – practicing and personalizing. Students will then practice

implementing angles into their very own design.

4. The innovator – applying learning in new ways. There will be a wide scope of possible

interpretations of how to design the model to allow a greater degree of innovation.

Students will present this new playground concept as a diagram, physical model with

materials (like match sticks etc.) or computer model (as most were very proficient with basic

computer illustrator skills) including labeling the angles used. I will grade presentations with

appropriate assessment ratings.


Recognising the Context

Confident about maths

Numeracy mindset

Confidence to solve

problems

Being Numerate

Task centered

Collaborative

Cross Curricular

Engaging

Class

Facilitative Confident in

maths

Concepts over proceedures

Creative and

innovative

Teacher

Innovator - If? Applying

learning in new ways

Meaning maker - Why? Connect to

content

User of content and skills - How?

personalise

Comprehender - What?

Understand

4MAT system for students

Keys to Teaching Numeracy in the 21st Century

As highlighted throughout the text


Surprising idea to pursue in assignment 2

In a study in the journal Psychological Science (March edition, 2012), Stanford researchers found

that there is increased activity in the brain region linked with fear in the brains of second and

third graders with math anxiety. Because of the increased activity in the fear brain region, there

was decreased activity in their brain regions linked with problem-solving.

I wish to pursue the concept of how increased anxiety in mathematics reduces positive outcomes

in learning and applying mathematical concepts and problem solving. This will lead me to

investigating emerging techniques and teaching styles that create a positive, fun class

atmosphere to increase problem solving skills.

My learning recommendations

After viewing the material from the Annenberg Media’s videos (1997) I was reminded about the

importance of looking for patterns as part of the teaching / facilitating process. Since this video I

have been looking at programs and teaching methods that encourage observing patterns and

increasing my skills in predicting, connecting, and representing patterns.

http://pss.sagepub.com/content/early/2012/03/20/0956797611429134.abstract


References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014).

The Australian Curriculum. Retrieved August 10, 2014. From

http://www.australiancurriculum.edu.au/Download/F10

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014).

The Australian Curriculum, Year 4. Retrieved from

http://www.australiancurriculum.edu.au/Year4

Commonwealth of Australia. (2008). National Numeracy Review Report.

Commissioned by the Human Capitol Working Group, Council of Australian

Governments. Retrieved form

Davis, B. & Renert, M. (2013). The Math Teachers Know.. Retrieved from

http://cdu.eblib.com.au.ezproxy.cdu.edu.au/patron/FullRecord.aspx?p=1319043%5D

Harvard-Smithsonian Center for Astrophysics and Massachusetts Corporation for

Educational Telecommunications (MCET). (1997). Mathematics: What’s the Big Idea?

Workshop 1. Patterns and Functions: What Comes Next? [Streaming video]. Retrieved

from http://www.learner.org/resources/series98.html#"

http://www.australiancurriculum.edu.au/Download/F10

http://www.australiancurriculum.edu.au/Year4


Mason, J. & Johnston – Wilder, S. (2006) Designing and Using Mathematical Tasks.

Milton Keyes, UK: Tarquin Publications

MCEETYA (2008). Melbourne Declaration on Educational Goals for Young Australians.

Australian Association of Mathematics Teachers Inc. (1998) Policy on Numeracy

Education in Schools Retrieved from: http://www.aamt.edu.au/Publications-and-

statements/Position-statements/Numeracy-Education

McCarthy, B. (1990). Using the 4MAT system to bring learning styles to schools.

Educational Leadership, 48(2), 31.

Perso, T. (2006). Teachers of mathematics or numeracy?

Australian Mathematics Teacher, 62(2), 36-40.

Psychological Science (March edition, 2012). Imaging study reveals differences in brain

function for children with math anxiety. Retrieved from

http://www.psychologicalscience.org/index.php/news/releases/imaging-study-reveals-

differences-in-brain-function-for-children-with-math-anxiety.html

RSA Animate, (2010) - Changing Education Paradigms. Retrieved from

http://www.youtube.com/watch?v=zDZFcDGpL4U

http://www.aamt.edu.au/Publications-and-statements/Position-statements/Numeracy-Education

http://www.aamt.edu.au/Publications-and-statements/Position-statements/Numeracy-Education

http://www.psychologicalscience.org/index.php/news/releases/imaging-study-reveals-differences-in-brain-function-for-children-with-math-anxiety.html

http://www.psychologicalscience.org/index.php/news/releases/imaging-study-reveals-differences-in-brain-function-for-children-with-math-anxiety.html

http://www.youtube.com/watch?v=zDZFcDGpL4U


Tuvie – Design of the future (2014). Tuvie.com blog.

Retrieved from http://www.tuvie.com/search/playground+design

Westwood, P. (2008) What Teachers Need To Know About Numeracy. Camberwell,

Victoria. ACER Press

http://www.tuvie.com/search/playground+design

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