connect with maths~ maths leadership series-session 2-the right pedagogy

Session 2: Right Pedagogy

3

We target deeper causes that require long term commitment: disposition, knowledge, pedagogy

Our Initiative is about making the ‘Right Choice’

"It takes three to five years for change in practice to clearly show

up in a change in learning," he said. "Sometimes it can take up to

seven years to turn a school around.“ Peter Goss: Grattan Institute, August 2016

The NCR aim is to maximise return on investment

To get good results, AND produce young

people who are passive, dependent and

anxious about failure

To get good results, AND produce young

people who are inquisitive, imaginative

and independent

Professor Guy Claxton

The right resource ,in the right way

with the right culture

Getting it Right: Empowering General Capabilities

Raise your thinking

& not your hands

Set it up, step

back and survey

Ignite discussion

Instil debate

Open and parallel

tasks

Student response

tasks

Numeracy Transfer

activities

Enthuse,

encourage, enjoy

Struggle now

Succeed later

Change your mind

can grow your mind

I think….

Because….

Praise the effort

Praise the risk Share, listen,

respect

Think Pads & white

boards

Contribute, create

communicateRob Proffitt-White

ACTIVITY 1: Beliefs and Values

A thought

By year 10, a student can still

forget the difference between

area and perimeter?

WHY?

Rob Proffitt-White NCR: March 2015


Beliefs v Pedagogy

Depth o

f curriculum knowledge

Transmission Connectionist

PEDAGOGY & BELIEFS

Understanding alignment

Creating

The

culture

For

Norming

Effective

practice

Pedagogy: Reflect & Refine


School designed protocols


While explicit teaching might be useful for some aspects of mathematics, that approach certainly

does not contribute to increased student engagement( quite the opposite),

does not confront students with their misconceptions, and

does not allow opportunities for students to solve problems for themselves.

Peter Sullivan on a 2 day visit to North Coast Region schools- 2015

Pedagogy: Reflect & Refine

Given many mathematics classes across Australia still use teaching approaches that focus primarily on memorising rules, reproducing rules, and using procedures to answer questions that students have already been taught how to solve, there is high likelihood that many students in our classes are developing disabling confidence.

G Williams , 2013- Deakin University

Surface to deep knowledge

REASONINGProve, evaluate, justify, generalise, transfer learning to other contexts

Explain their thinking and conclusions reached

PROBLEM SOLVINGUnfamiliar and multi step

Clear communicationContextualised

UNDERSTANDINGAdapt & transfer concepts

Connections between conceptsDifferent representations

FLUENCYRecall facts

Execute proceduresAppropriate methods

Productive Dispositionsensible, useful, and worthwhile, coupled with a belief in

diligence and one’s own efficacy

REMEMBERINGUNDERSTANDING

&APPLYING

CREATINGEVALUATINGANALYSING

USE KNOWLEDGEMEANINGFULLY

EXTEND & REFINE

KNOWLEDGE

INTEGRATE KNOWLEDGE(DECLARATIVE)

ACQUIRE KNOWLEDGE(PROCEDURAL)

DEEPREASONING

DEEPSTRATEGIC THINKING

SURFACESKILLS &

CONCEPTS

SURFACERECALL &

REPRODUCE

P E D A G O G I E S T O D E L I V E R C U R R I C U L U M I N T E N T

If you know that 8 x 5 = 40

Explain how this can help you

solve

40 ÷ ? = 8, ⅛ of 40

How many ways can you make 24

by multiplying two products

together?15 x ? = 150

Show two different ways you could

multiply the following numbers

together

15 x 8

How could you use multiplication

to solve the following

30 ÷ ? = 6

Can you explain or show why

8 x 20 is the same as

8 x 10 x 2

Question types for Year 4Recall Understanding Reasoning

If you know that 8 x 5 = 40

Explain how this can help you

solve

40 ÷ ? = 8, ⅛ of 40

How many ways can you make 24

by multiplying two products

together?15 x ? = 150

Show two different ways you could

multiply the following numbers

together

15 x 8

How could you use multiplication

to solve the following

30 ÷ ? = 6

Can you explain or show why

8 x 20 is the same as

8 x 10 x 2

Teachers’ responses so far

What pedagogies are needed for this?

What is the mean of the following

numbers:

15, 25, 30, 6


decimals fractions?

1.5, 2.4, 3.1, 2.6

The mean of five numbers was 6,

what could the numbers be?


the range was 4 and the median

was 8. What could the numbers

be?


numbers:

15, 25, 30, 6


what could these numbers be . Be

Ready to clearly justify and

explain your answers

Question types Year 8


decimals fractions?

1.5, 2.4, 3.1, 2.6


what could the numbers be?


the range was 4 and the median

was 8. What could the numbers

be?


numbers:

15, 25, 30, 6


what could these numbers be . Be

Ready to clearly justify and

explain your answers

Teacher responses so far

STUDENT TEACHER


Teacher led classroom protocols help ensurea supportive, consistent and shared vision

Switch on to learning through tasks that engage, focus and inform understanding

Intent• Termly diagnostics• Unit ‘core concepts’• School priority• Student disposition

Expectations• What, why, how of curriculum• What, why, how of behaviour

Interactions• Teacher to class • Teacher to student• Check for understanding• “Get off the stage”

Engagement• Student to student• Elbow and table groups• ‘Hands on’• Active discussion/differentiation

Reflection• Student to class• Reason not result• Review, reiterate and feedback

Teacher Student

Positive Relationships

Live

ly P

ace R

ou

tine

s

Purpose

Engagement

Reflect

Is it addressing your students’ needs or the unit focus?

Have the students been told the what, why and how?

Are you enthusiastically promoting discussion?

Have you taken time to share common misconceptions and

efficient strategies?

Have your students had opportunities to use peer

tutoring?

• Naplan Data• Diagnostic Tests• Unit Plans• Student driven

• Risk free• Check they

understand• Teacher moves• Student discussion

• Prove and justify• Correct terminology• Identified strengths

and weaknesses

P O S I T I V E R E L AT I O N S H I P S

HIG

HE

XP

EC

TA

TIO

NS

Are the students encouraged to take risks, make mistakes

A S S ES S M E N T F O R L EA R N I N G

TIM

ELY

MA

NN

ER

550

555

560

565

570

575

580

585

590

595

1 2 3 4

AUSQLD*ss

2013 2014 2015 2016

Mea

n Sc

ale

Scor

e

Tracking MSS in Year 9 Success Schools ( *ss)

Tracking Year 9 trends

Final Thoughts

The activities are the tip of the iceberg

• It requires the correct pedagogy

• It requires teacher confidence and capacity

• It requires a growth mindset by all

• It requires time to norm the practice

connect with maths~ maths leadership series-session 2-the right pedagogy

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