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Module 1: Introduction to the course

Course Overview

This course consists of 5 modules which form the foundation for future learning. The modules include:

o Introduction to the course (this module)o This is a pedagogy not a program o The Numeracy continuum K-‐10o Initial assessmento Planning for differentiated learning

The modules provide quality professional learning around successful teaching practices and pedagogy based on current research.

The Department’s numeracy initiatives (Targeted Early Numeracy, Count Me In Too Online and Taking Off With Numeracy) are based on the Numeracy continuum K-‐10 and have a focus on similar quality teaching practices.

Background information

TEN, CMIT and TOWN teacher professional learning all focus on quality teaching strategies to support students in learning mathematical concepts and skills to become numerate.


CMIT was created as a K-‐6 whole class initiative

TEN was adapted from CMIT as a K-‐2 intervention initiative

TOWN was adapted from

CMIT as a Stage 2-‐4 intervention

initiative


Key aspects:

• Deep knowledge of the Numeracy continuum K-‐10• Use of Schedule of Early Number Assessment (SENA)• Effective assessment strategies• Increased teacher understanding of students’ knowledge and the strategies they use to solve mathematical problems• Collaboration with staff • Strategically targeted activities focusing on all aspects of the Numeracy continuum K-‐10• Links to using the Developing Efficient Numeracy Strategies (DENS) resource books• Focus on K-‐6


Key aspects:

• Deep understanding of the Numeracy continuum K-‐10• Use of TEN assessment• Short, focused, frequent activities • Explicit and systematic teaching • Strategically targeted activities focusing on Early arithmetical strategies • Focus on K-‐2

Key aspects:

• Deep understanding of the Numeracy continuum K-‐10• Use of TOWN assessment• Short, focused, frequent activities • Explicit and systematic teaching • Strategically targeted activities focusing on Place value and Multiplication and division• Focus on Years 3-‐8

These initiatives all focus on similar classroom practices, however they were implemented independent of each other.

This course has been designed with the intention of focussing on the common practices that were researched and developed for these initiatives.

This will result in a whole school systematic approach to teaching mathematics as the building blocks for numeracy.


diagnostic assessment

efficient numeracy strategies

explicit teaching for students needs

The Numeracy continuum K-‐10 describes the progression of learning from using simple to increasingly sophisticated strategies in order to solve number and measurement problems.

The Numeracy continuum K-‐10 underpins CMIT, TEN and TOWN and provides a base for the implementation of the NSW mathematics K-‐10 syllabus.

The importance of the Numeracy continuum K-‐10

‘To be numerate is to use mathematical ideas effectively to participate in daily life and make sense of the world. It incorporates the use of numerical, spatial, graphical, statistical and algebraic concepts and skills in a variety of contexts

and involves the critical evaluation, interpretation, application and communication of mathematical information in a range of practical situations.’

NSW DoE Numeracy K-‐12 policy 2007

‘To be numerate is to use mathematics effectively to meet the general demands of life at home, in work, and for participation in community and civic life.’

NSW BOSTES mathematics K-‐10 syllabus

The link between mathematics and numeracy

Mathematics building blocks for numeracy

Documents to support programming

https://detwww.det.nsw.edu.au/australiancurriculuminnsw/professional-‐learning/curriculum

Documents to support programming

Throughout this course we will refer to the Teaching and Learning cycle.

The four areas of the planning process for mathematics below will be the focus of this course.

Planning

Mathematics = One block of time

conceptual programming

efficient strategies

making connections

CMIT

TOWNTEN

Overview of modules

This is the Introduction to the course module.The module focuses on:

•background information •how previous initiates have evolved into this course•where to from here

Activity•Complete the reflection task on current practices

Module 1Introduction to the course (1 hour)

This module focuses on:• the teaching and learning cycle• effective pedagogy and practices in mathematics.

The effective teaching of mathematics results in students developing efficient numeracy strategies that they can apply:• within mathematics• across KLAs • beyond the classroom

Activities:• 3 separate readings with reflection

Module 2This is Pedagogy, not a program (3hours)

This module focuses on:• the Numeracy continuum K-‐10• the aspects • linking the NSW mathematics K-‐10 syllabus•guide future learning

Activities:•Numeracy matrix to assist with professional learning•Demonstration of understanding with a matching task•Finding links between the Numeracy continuum K-‐10 and the NSW mathematics K-‐10 syllabus

Module 3The Numeracy continuum K-‐10 (3 hours)

This module focuses on:• assessment for learning• diagnostic assessments

Schedule for Early Number Assessment (SENA)• diagnostic assessment• observing strategies students use to solve problems

Activities:• viewing a SENA and recording observations and referencing levels of the Numeracy continuum K-‐10• completing a SENA with your own students• analysing results and plotting students on the Numeracy continuum K-‐10

Module 4Initial assessment (4 hours)

This module focuses on:

•building on from the module 4 Initial assessment

Differentiation is based on understanding what students know and can do, what they need to learn next and how best to teach them.

Activity:

•planning a differentiated lesson from data in Module 4

Module 5Planning differentiated learning (1 hour)

•Use the Participant's Activity Journal to complete this task.•Complete the description of what numeracy looks like in your classroom.•Complete the description of what mathematics looks like in your classroom.•When completing the course with another teacher or a small team, discuss your descriptions as a group.

Activity 1

End of Module 1: Introduction to the course

For accreditation please ensure all activities for this module have been completed.

Activity 1 for this module is to be completed in the Participant Activity Journal.

This is Module 1 of 5, all five modules must be complete to receive the 12 hours of registered professional learning.

Once all five modules are completed, the principal/delegate will sign off on the deliverables and mark the participant’s completion in the MyPL@Edu event that was scheduled by the school.