lca teacher handbook teacher...w w w . p d s t . i e 12 lca - teacher handbook lca certification...

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Leaving Certificate Applied

TEACHERHANDBOOK

Post-Primary Resource

Please cite as: PDST, Leaving Certificate Applied, Teacher Handbook, Dublin, 2017

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LCA - TEACHER HANDBOOK

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PDST Support for LCA Teachers Online

• E-mail - [email protected]

• Website - www.pdst.ie/lca - resources and methods

• Scoilnet Portal - sharing resources / ideas

• Video demonstrations and vignettes of good practice

• LCA Virtual Learning Environment (VLE)

• Courses on TeacherCPD.ie - e.g. ongoing assessment using ePortfolios

PDST Support for LCA TeachersFace-to-Face• One full day seminar for teachers new to LCA course modules

• One full day seminar for teachers new to LCA student tasks

• Two full day seminars for new LCA co-ordinators, Sept & Jan

• School visits (on request) - www.pdst.ie/schoolsupport

• Network groups / clusters

• Workshops at the PDST/LCANA National Event

• Other elective workshops, e.g. embedding ICT in LCA are in development

• PDST will collaborate with SESS to support teaching and learning with special needs in the LCA context

• LCA courses are advertised @ pdst.ie/lca/inservice and online booking @ pdst.ie/onlinebooking

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SEC Calendar of Events & Co-ordinator Folder will be sent to schools in the Autumn

Key Documents & Rescourcesavailable @ www.pdst.ie/lca

• LCA Programme Statement and Outline of Student Tasks

• LCA Chief Examiner’s Report 2014

• Module Descriptors

• Module Codes and Allocation of Credits

• SEC Timetable

• Circulars

• LCA Curriculum Framework Overview

• LCA Information Leaflet

• Personal Reflection Task Information Leaflet

• PDST Graphic Organiser Book

• PDST Active Learning Boards & Role Cards

• PDST Active Learning Book

• NCCA Assessment Toolkit

YEAR ONESession 1 Session 2

Sept - Jan Feb - June

YEAR TWOSession 3 Session 4

Sept - Jan Feb - June

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KW

HL

Pre-read

ing compreh

ension

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ent for Lea

rning (AfL) S

trateg

y

KWhat do I know

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WWhat do I w

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HHow

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more about LCA

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LWhat have I learned

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I kno

w it is made up

of

different modules that are

awarded credits.

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odules worth the

same nu

mber of credits?

www.pdst.ie/lca

www.examinations.ie

Two Credits

per course

module that does N

OT ha

ve a

final exam.

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er course module

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ave a final exam.

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w that it involves a lot

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.How

can

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ote active

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with

my LCA

stud

ents?

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Graph

ic Organ

iser Booklet

An In

tegr

ated

App

roac

h to

Teac

hing

and

Lear

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An Active Learning

Toolkit is

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.

KWL creator is a

vailable @tin

yurl.com/kwlcreator

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Who would benefit most from theLeaving Certificate Applied?

• Learners who are not adequately catered for by other Leaving Certificate programmes.

• Learners who choose not to opt for those programmes.

What is the Leaving Certificate Applied?

• It is a distinct, self-contained, two year Leaving Certificate programme aimed at preparing learners for adult and working life.

• It emphasises forms of achievement and excellence which the established Leaving Certificate has not recognised in the past.

• It offers a specific opportunity to prepare for and progress to further education and training.

Teacher Activity

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Rationale for LCA

1. Prepares learners for the demanding transition to adult and working life.

2. Recognises talents of all learners - programme responsive to aptitudes, abilities, needs and interests.

3. Provides opportunity to develop in terms of responsibility, self-esteem and self-knowledge.

4. Develops communication and decision making skills.

5. Helps learners achieve a more independent and enterprising approach to learning and to life.

Key Underlying Principles

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SchoolManagement

CareerGuidance

LCACo-ordinator

LCATeaching Team

LearningSupport

Tutor /Year Head

HSCLCo-ordinatorwhere applicable

Teaching the Leaving Certificate AppliedProgramme in our school

Internal / External

Strengths Challenges

Opportunities

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Vocational Specialismswww.pdst.ie/lca/moduledescriptors

1. Engineering2. Technology3. Childcare / Community Care4. Graphics and Construction Studies5. Craft and Design6. Agriculture / Horticulture7. Hotel Catering and Tourism8. Hair and Beauty9. Office Administration and Customer Care10. Active Leisure Studies11. Information and Communications Technology

Choose2

from11

Options

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LCA Certification

Certification awarded at 3 levels

PASS 120 - 139 credits 60-69%

MERIT 140 - 169 credits 70-84%

DISTINCTION 170 - 200 credits 85-100%

Students who acquire less than 120 credits orwho leave the programme early will receive a

“Record of Experience”.

LCA Modes of Assessment

Satisfactory completion of modules + 90% attendance

• Evidence of completion of 4 key assignments for each module• One credit per course module in which there is a final exam• Two credits per course module in which there is NO final exam

7 Student Tasks @ 10 credits each

62credits

31%

70credits

35%Vocational Preparation Vocational Education (x2)

General Education Contemporary Issue

Personal Reflection Practical Achievement

Final Examinations 68credits

34%English &

Communication

12 credits

200credits

100%

VocationalSpecialisms (x2)

12 credits each

Languages(x2)

6 credits each

SocialEducation

10 credits

MathematicalApplications

10 credits

Total

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LCA - ACTIVE LEARNING METHODS

Final ExaminationsArea Credits

English & CommunicationOral and written incorporating audio visual

Vocational Specialisms (x2)Practical and written - practical briefs issued in advance(see next slide for details)

Languages (x2)Oral and written incorporating aural

Social EducationWritten incorporating audio

Mathematical ApplicationsWritten - research topic (Q.2 issued in advance)

Total

12

12 each

6 each

10

10

68

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see page 72

Layout of Module Descriptorswww.pdst.ie/lca/moduledescriptors (all available elink)

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Key Assignments:

• are a number of learning experiences that have been selected from the module as being of key importance;

• they are printed at the end of each module in the module descriptors;

• you CANNOT make up your own;

• all four must be “satisfactorily completed” at the end of EACH module but are not judged in terms of marks or grades.

Evidence & Storage of Key Assignments

• Evidence of key assignments can be presented in a variety of forms eg. written, visual, artefact, photograph, video, audio, etc.

• All key assignments need to be stored until the appeals process for the relevant session is over, however: - evidence of key assignments may be required during inspections; - LCA students may use their key assignments to revise for the final exams.

• Therefore it is advisable to store all key assignments until all appeals and exams are over.

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see page 72

New LCA co-ordinatorswill receive training onthe on-line SEC tool forsubmitting result. Video tutorials

are now available atpdst.ie/lca

Accreditation of Key Assignments

• Each session credits are given for modules which have been satisfactorily completed on both 90% attendance and evidence of 4 key assignments for the specific module. • Two Credits per course module that does NOT have a final exam.

• One Credit per course module that does have a final exam.

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Student Task

DefinitionA practical activity by which learning is applied to....

Types of Tasks for general education, vocationaleducation & vocational preparation• Development of a product / artefact• Investigation of an issue/topic• Staging of an event• A performance group or individual• Provision of a service

PurposeVehicle for curriculum integration of as many courses as possible

Summary of TasksTask1. General EducationOriginating in Arts Education, Leisure & Recreation,Language or Social Education

2. Vocational PreparationOriginating in either Vocational Education & Guidanceor English & Communication

3. Vocational Education - 1st specialismOriginating in one Vocational Specialism

4. Vocational Education - 2nd specialismOriginating in the second Vocational Specialism

5. Contemporary IssuesAnchored in Social Education

6. Practical AchievementGenerally out of school / centre

7. Personal ReflectionStatement 1 from year 1 will be stored and returnedto SEC when Statement 2 is complete

10

10

10

10

10

10

10

Credit % Completedin session Assessed

5

5

5

5

5

5

5

1

2

2

3

3

3

2 & 4

Jan/Yr 1

May/Yr 1

May/Yr 1

Jan/Yr 2

Jan/Yr 2

Jan/Yr 2

May/Yr 2

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5 Stages of Student Tasks1. Selecting / Planning

2. Implementing

3. Recording & Cross-curricular Applications

4. Reviewing & Evaluating

5. Presenting / Communicating

• Student is actively involved in selecting the Student Task and the content of the task must be of interest to him/her

• Whatever the student proposes to undertake should be within their ability range and time allocated

• Appropriate in the context of the modular descriptor

• Originality should be encouraged at all times. (Programme Statement & Outline of Student Task, 2000, 62-66)

1. Selecting / Planning

Individual• Methodology• Data gathering• Investigations• Sole responsibility

2. Implementing

Group• Methodology• Roles• Team work• Co-operative learning• Data gathering• Investigation

All tasks could be either individual or group with the exceptionof practical achievement, personal reflection and careerinvestigation which must be carried out individually.

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• Keep a record / log of student progress

• Appropriate evidence of research and evidence gathered

• Cross-curricular links must be meaningful and relevant.

Task Process

• Conclusions linked to initial aims• Analysis of findings• Conclusions• Strengths/weaknesses• Suggestions for improvement

• The report should be concise, focused and sequential

• Opportunity for creativity in format and illustration

• Interview provides an opportunity for students to improve their marks

3. Recording & Cross-curricular Planning

4. Reviewing & Evaluating

5. Presenting / Communicating

Mathematical Applications and Information Technology aremandatory areas of cross-curricular application in the VocationalEducation Tasks

Self-Evaluation

• Lessons learned about oneself• Skills and attitudes development• Lessons for the future

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General Pedagogical Points

• Appropriate balance between teacher guidance and student responsibility

• Individual or group

• Individual contribution to group tasks

• Integration of key assignments

• Quality of cross-curricular links

General Points Regarding Assessment

• Exam numbers should be on each task

• Task available at beginning of examination period

• Students available to meet with the examiner irrespective of work experience / other activities

• Task must be kept in school until appeals period is complete (October Year 2)

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Guidance for Task Interview

• The purpose of the task interview is to assess the student’s ability to communicate what is in the report.

• Communication skills need to be inbuilt into all pedagogical practices throughout the LCA programme and right throughout the task process.

• Opportunities should be given to students to discuss their progress and their individual contribution in group tasks throughout the task process.

Key Questions about Task Interviews

• How do you prepare students for an effective interview?

• What do you believe are the success criteria for an effective interview?

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Vocational Specialisms

1. Information and Communications Technology

2. Engineering*

3. Technology*

4. Childcare / Community Care*

5. Graphics and Construction Studies*

6. Craft and Design*

7. Agriculture / Horticulture*

8. Hotel Catering and Tourism*

9. Hair and Beauty*

10. Active Leisure Studies*

11. Office Administration and Customer Care*

*Design briefs circulatedto schools/centres in Jan

*Practical performance assignmentbriefs circulated to schools/centres in

March

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Irish National Framework of Qualifications (NFQ)

Opening up New OptionsThe Leaving Certificate Applied Route Map

LeavingCertificateApplied

(QQI Level 4)

Vocational Preparation

Vocational Education

General EducationSOLAS

Apprenticeships(QQI Level 6)

Careers

Further &Higher

Education

(QQI Level 7 - 10)

Further Education

Post LeavingCertificate Course

(QQI Level 5 & 6)

LCA

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The LCA Teacher Toolkit includes a set of cooperative learning role cards, a set of active learning boards and"Graphic Organisers and other Literacy, Numeracy and AfL Strategies for Teaching & Learning”.

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IntroductionThe LCA Chief Examiner’s Report 2014 highlights the need for LCA teachers to reflect on theirteaching approaches. A hard copy of chapter 1 and 5 are included as a supplement to this booklet andshould be read before proceeding (the full pdf can be downloaded from examinations.ie).

In Leaving Certificate Applied each course consists of a number of modules which are outlined in theLeaving Certificate Applied Module Descriptor for the relevant course. Each module includessuggestions for the teaching approach under the heading “Teacher Guidelines”.

The promotion of the use of a broad range of teaching methodologies and participant centredlearning is a key underlying principle in Leaving Certificate Applied. The programme is characterisedby the use of teaching styles which actively involve the participants in locating and using relevantinformation, and which promote personal responsibility, initiative, independence, reflection, self-evaluation, self-confidence, co-operation and collaboration.

This booklet contains practical examples of how teachers can use differentiation and formativeassessment to enhance literacy and numeracy using active teaching and learning methodologies.These strategies may be used across all course areas and aims to complement teacher guidelines andstudent learning outcomes in all modules.

Methodologies to Support the LCA ProgrammeActive Learning is generally defined as any instructional method that engages students in the learningprocess. Active learning requires students to do meaningful learning activities and think about what theyare doing (meta-cognition) as individuals; pairs or structured groups. The core elements of active learningare student activity and engagement in the learning process. The benefits of active teaching and learninginclude: focus on the learner and learning; improved information retention; development ofcommunications and higher order thinking skills, improved motivation and variety of learningopportunities. For a wide range of video vignettes of active learning strategies please go towww.theteachertoolkit.com. There are also many examples of literacy, numeracy and ongoingassessment strategies that promote active learning outlined on pages 27 to 41 of this booklet.

Collaborative Learning can refer to any instructional method in which students work together in smallgroups toward a common goal. The core element of collaborative learning is the emphasis on studentinteractions rather then on learning as a solitary activity.

Cooperative Learning can be defined as a structured form of group work where students pursuecommon goals while being assessed individually. The most common model of cooperative learning is thatof Johnson, Johnson and Smith. This model incorporates five specific tenets, which are individualaccountability, mutual interdependence, face-to-face promotive interaction, appropriate practice ofinterpersonal skills, and regular self-assessment of team functioning. While different cooperative learningmodels exist, the core element held in common is a focus on cooperative incentives rather thancompetition to promote learning.

Inquiry-based Learning is an instructional method where relevant problems are introduced at thebeginning of the instruction cycle and used to provide the context and motivation for the learning thatfollows. It is always active and usually (but not necessarily) collaborative or cooperative using the abovedefinitions. IBL typcially involves significant amounts of self-directed learning on the part of the students.

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During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” asopposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone ofExperience. The Cone was originally developed in 1946 and was intended as a way to describe variouslearning experiences. Essentially, the Cone shows the progression of experiences from the mostconcrete (at the bottom of the cone) to the most abstract (at the top of the cone).

When Dale researched learning and teaching methods he found that much of what we found to betrue of direct and indirect (and of concrete and abstract) experience could be summarised in a pyramidor ‘pictorial device’. He stated that the cone was not offered as a perfect or mechanically flawless pictureto be taken absolutely literally. It was merely designed as a visual aid to help explain theinterrelationships of the various types of audio-visual materials, as well as their individual ‘positions’ inthe learning process.

It is important to note that Dale never intended the Cone to depict a value judgment of experiences;in other words, his argument was not that more concrete experiences were better than more abstractones. Dale believed that any and all of the approaches could and should be used, depending on theneeds of the learner.

Dale’s Cone of Experience

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What is Differentiation?“When we reach out to the individual within the wider group we are engaging in differentiation,which relates at its simplest to any strategies that help a teacher to make a move away from ‘teachingto the middle’ of a class group.” NCCA

“When a teacher tries to teach something to the entire class at the same time, chances are one-thirdof the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of thechildren are wasting their time.” Lillian Katz

Tomlinson (1999) suggests that at its most basic level, differentiating instructions means ‘shaking up’what goes on in the classroom so that students have multiple options for taking in information,making sense of ideas and expressing what they learn. This means that a range of learningpossibilities are available for students to acquire the content, understand the information and meetthe learning objectives.

Multiple Intelligences and Learning Styles: What Does the Research Say?The theory of multiple intelligences challenges the idea of a single IQ. Howard Gardner, the Harvardprofessor who originally proposed the theory, says that there are multiple types of humanintelligence, each representing different ways of processing information (see page 29). One commonmisconception about multiple intelligences is that it means the same thing as learning styles. Multipleintelligences represents different intellectual abilities whereas learning styles, according to HowardGardner, are the ways in which an individual approaches a range of tasks. They have been categorizedin a number of different ways -- visual, auditory, and kinesthetic, impulsive and reflective, right brainand left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria forhow one would define a learning style, where the style comes, and how it can be recognized andassessed. He phrases the idea of learning styles as "a hypothesis of how an individual approaches arange of materials." Everyone has all eight types of the intelligences (outlined on page 27) at varyinglevels of aptitude -- perhaps even more that are still undiscovered -- and all learning experiences donot have to relate to a person's strongest area of intelligence. For example, if someone is skilled atlearning new languages, it doesn’t necessarily mean that they prefer to learn through lectures.Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from usingrhymes to remember information. Learning is fluid and complex, and it’s important to avoidlabeling students as one type of learner. As Gardner states, "When one has a thoroughunderstanding of a topic, one can typically think of it in several ways."

Further to this Cuevas (2015) suggests that just because someone self-reports that they prefer to learnin a certain way does not mean that they will learn all concepts best if they are presented in thatfashion, regardless of specific content. Instead, the nature of the subject matter should determinehow it is best taught and how it is best learned. Good teachers develop a variety of ways to presenttheir content over the years and treat each student as a unique individual without pigeonholing theminto unfounded categories.

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The Multiple Intelligences (MI) Chart

Visual

Auditory

Kinesthetic

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Differentiation and Multiple Intelligences: Project Suggestions

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• What must the students know/be able to do?• What should they know/be able to do?• What could they know/be able to do?

Carpet PatchDifferentiating the Curriculum: A Framework for Planning

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Differentiated InstructionChecklist of questions for teachers planning differentiated learningfor their students

Building Safe Environments• Do students feel safe to risk and experiment with ideas?• Do students feel included in class and supported by others?• Is there an emotional “hook” for the learners?• Are there novel, unique and engaging activities to capture and sustain attention?• Are “unique brains” provided for? (learning styles and multiple intelligences)

Recognising and Honouring Diversity• Does the learning experience appeal to the learners' varied and multiple intelligences and learning styles?• May the students work collaboratively and independently?• May the students show what they know in a variety of ways?• Does the cultural background of the students influence instruction?

Assessment• Are pre-assessments given to determine readiness?• Is there long enough time to explore, understand and transfer the learning to long-term memory?• Do students have time to revisit ideas and concepts to connect or extend them?• Is metacognitive time built into the learning process?• Do students use log, journals, wikis or a VPL for reflection and goal setting?

Instructional Strategies• Are the learning intentions clearly stated and understood by the learner?• Will the learning be relevant and useful to the learner?• Does the learning build on past experience or create a new experience?• Does the learning relate to the real world?• Are strategies developmentally appropriate and hands on?• Are the teaching strategies varied to engage and sustain attention?• Are there opportunities for projects, use of ICT, creativity, problems and challenges?

Numerous Curriculum Approaches• Do students work alone, in pairs or in small groups?• Are some activities adjusted to provide appropriate levels of challenge?• Is pre-testing used for revision/enrichment?• Are problems, enquiries and contracts considered?

Adapted from Differentiated Instructional Strategies: One Size Doesn't Fit All, by Gayle H. Gregory and Carolyn Chapman, 2007

B

R

A

I

N

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Assessment OF Learning (Summative) Assessment FOR Learning (Formative)

Ongoing AssessmentAs part of their classroom work, students engage in assessment activities that can be either formative orsummative in nature. Teachers assess as part of their daily practice by observing and listening as students carryout tasks, by looking at what they write and make, and by considering how they respond to, frame and askquestions. Teachers use this assessment information to help students plan the next steps in their learning.Periodically this assessment will be in more structured, formalised settings where teachers will need to obtaina snapshot of the students’ progress in order to make decisions on future planning and to report on progress.This may involve the students in doing projects, investigations, case studies and/or tests and may occur atdefined points in the school calendar.

Formative AssessmentAssessment is formative when either formal or informal procedures are used to gather evidence of learningduring the learning process, and used to adapt teaching to meet student needs. This process permits teachersand students to collect information about student progress, and to suggest adjustments to the teacher’sapproach to instruction and the student’s approach to learning. Assessment for learning covers all of theaspects of formative assessment but has a particular focus on the student having an active role in his/herlearning.

Summative AssessmentAssessment is summative when it is used to evaluate student learning at the end of the instructional processor of a period of learning. The purpose is the summarise the students’ achievements and to determine whether,and to what degree the students have demonstrated understanding of that learning by comparing it againstagreed success criteria or features of quality.

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A balance between Assessment for Learning (formative assessment) and Assessment of Learning (summative assessment) is essential. Many assessment for learning strategies thatare used as an integral part of the learning process can also be used as summative assessmenttools if used after the learning.Evidence of learning may include:

Activities that support Ongoing Assessment

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Learning OutcomesLearning outcomes are statements in curriculum specifications to describe the understanding, skills andvalues students should be able to demonstrate after a period of learning.

NCCA Assessment Toolkit

Learning IntentionsA learning intention for a lesson or series of lessons is a statement, created by the teacher, that describesclearly what the teacher wants the students to know, understand, and be able to do as a result of learningand teaching activities.

Success CriteriaSuccess criteria are linked to learning intentions. They are developed by the teacher and/or the studentand describe what success looks like. They help the teacher and student to make judgements about thequality of student learning.

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Learning Intentions and Success Criteria (NCCA, 2015).

Making the link between learning outcomes, learning intentionsand success criteriaHere is an example of how a teacher developed learning intentions, success criteria and an assessmenttask linked to learning outcomes for Junior Cycle English. Further examples are available on:www.curriculumonline.ie

Write a book review - 1st Year

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LiteracyActive Methodologies

in Leaving Certificate Applied

“Literacy includes the capacity to read, understand and criticallyappreciate various forms of communication including spoken

language, printed text, broadcast media and digital media.”

(DES, 2011)

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Gradual release of responsibility model(Gallager & Pearson, 1983)

When teaching a new literacy skill to students best practice suggests the use of thegradual release of responsibility model as outlined below.

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Possible Connectives for Writing Tasks

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Improving Oral LiteracyPlacemat Technique

The Placemat Technique can be used with a wide variety of questions and prompts or for awide range of learning goals, e.g.

• To encourage students to share ideas and reach a consensus about a topic/idea • To activate the prior knowledge of a topic among students • To help students share problem-solving techniques • To take group notes during a video or oral presentation • To summarise learning after the class and/or to be used as an opening review for the subsequent lesson

Groups of four students are ideal for the placemat technique but it can also work with 3 – 6students by amending the template.

Tips1) Discuss, record and post a labelled diagram of the Placemat on the board so that students always have a visual reference of the organisation and required actions. 2) Consider the composition of the small groups and vary the membership according to the students’ learning styles and interaction, subject-matter expertise, etc. Some groups will require more teacher support in carrying out the task in other groups. 3) Use the placemats as a record of collective student thinking and post the ideas for other groups to see.

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Templates of

Graphic Organisers

for use with students

Further examples available atwww.pdst.ie/publictions

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NumeracyActive Methodologies

in Leaving Certificate Applied

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Things to Consider

www.pdst.ie/node/4434

1. Definition of Numeracy2. Cross-Curricular Numeracy3. Numeracy in Context / Subject Area4. A Co-ordinated Approach to Percentages5. Mathematical Language6. Print Rich Environment7. Estimation Strategies8. Problem Solving Strategies9. Embedding ICT10. Mathematical Applications - Cross-Curricular Links in LCA

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Numeracy

Numeracy encompasses the ability to use mathematicalunderstanding and skills to solve problems and to meetthe demands of day-to-day living in complex socialsettings. It means being able to:

• estimate, predict and calculate• identify patterns, trends and relationships• gather, interpret and represent data• express ideas mathematically• engage in problem solving, using investigation and reasoning skills• use digital technology to develop numeracy skills and understanding.

DES 2017

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Numeracy in Various Subject Areas

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(Goos et al, 2012)

Use the model above to give an example of how numeracy is taught in any topicof any subject you teach.

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Graphical Analysis - A Common Approach for BarCharts and Trend Graphs

When analysing bar charts and trend graphs it is good practice to describe what thegraph is measuring. If there is no title you should give a description of what the twoaxes (i.e. the horizontal line and the vertical line) are representing.

Two aspects of data analysis that are important to consider are the measures of spreadof the data and the central tendency of the data.

Here is a toolkit for analysis:

Measure of Spread

• Range: The difference between the largest value and the smallest value.

• Standard Deviation: The standard deviation measures the dispersion or spread of data from the mean. The smaller the standard deviation, the less widely dispersed (or spread) the data is.

Measure of Central Tendency

• Mean: The average number of the data. The mean is calculated bycalculating the sum of all the numbers in the data and then dividing the sum bythe number of numbers. In some cases the mean can be a poor measure ofcentral tendency. For instance, if an 80 year old is included in the average age ofa first year college class then the mean age will be higher as a result, notreflecting accurately the central tendency of the data.

• Median: The middle number when the data is arranged in order. The medianis found by writing the array of numbers out in order of their size and thenpicking the middle number. If there is an even number of data points, themedian is the average of the two middle points when ordered

• Mode: The number that occurs most often. For example if there are fivecandidates in an election and first past the post is deemed elected, then themode or the modal person is the elected candidate because they receive themost votes.

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When the standard deviation of a set of data is high, what limitations does this place on the mean, as a number that solely represents the central

tendency of the data?

Sample Analysis

This bar chart represents the amount of pocket money per week received by sixchildren. The range in pocket money is €15, with Dee receiving the least at €5, andCarmel receiving the most at €20. The mean amount of pocket money earned perweek is €13.50.

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Sample Analysis

This trend graph represents the temperature on the first day or each month. Thetemperature range is 15°C, with the highest temperature recorded in August at 27°Cand the lowest temperature recorded in January at 12°C. The mean temperature permonth is 18°C.

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A Co-ordinated Approach to Statistics across the Curriculum

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Visual - Graphical Representations

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Mathematical Language

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See ‘Graphic Organisers and other Literacy, Numeracyand AfL Strategies in Teaching and Learning’ forfurther details, exemplars and templates.

pdst.ie/publications or pdst.ie/pedagogy

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Graphic Organisers and other Literacy, Numeracy

and AfL Strategies in Teaching and Learning

Post-Primary Resource

Problem Solving Strategy

THINK - A Whole-School Approach(Van de Walle et al., 2013, 45)

Talk about the problem

How can it be solved?

Identify a strategy to solve the problem

Notice how your strategy helped you solve the problem

Keep thinking about the problem. Does it make sense?Is there another way to solve it?

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Mathematical Applications - Cross-Curricular Links in LCA

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Integrating and Embedding ICT

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FREERICE.COM

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NOTES

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Appendix A

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https://www.examinations.ie/exam/2016_Key_Dates.pdf

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NOTES

This resource is available to download from www.pdst.ie/lca

www.pdst.ie) 01 - 435 8587 * [email protected]

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre.

Professional DevelopmentService for Teachers

An tSeirbhís um FhorbairtGhairmiúil do Mhúinteoirí