MASA SASTA Conference 2014 · The knowledge generated by science and mathematics are essential to prepare students for the opportunities and challenges that will face them in the

MASA SASTA Conference 2014 Friday 28 November

8:30 am – 4:45 pm Norwood Morialta High School – 505 The Parade, Magill

Mathematics & Science Conference for

Middle Years Teachers (6-10)

8:30 am Registration - Tea & Coffee – The Peter Lang Performing Arts Centre

8:45 am – 9:00am Welcome & Housekeeping - WG1 Lecture Theatre 9:00 am – 10:00 am Keynote – WG1 Lecture Theatre

10:10 am – 10:40 am Morning Tea & Trade displays – The Peter Lang Performing Arts Centre 10:40 am – 11:40 am Workshop Session 1 – Main Building First Floor 11:45 am – 12:45 pm Workshop Session 2 – Main Building First Floor 12:45 pm – 1.30 pm Lunch & Trade displays – The Peter Lang Performing Arts Centre 1:35 pm – 2:35 pm Workshop Session 3 – Main Building First Floor 2:40 pm – 3:40 pm Workshop Session 4 – Main Building First Floor 3:45 pm – 4:45 pm Credit Union SA Happy Hour – The Peter Lang Performing Arts Centre

9:00 am – 10:00 am

KEYNOTE: The importance of STEM in education, and in particular, the use of technology in mathematics and science classes.

Dr Brett Wilkinson - Lecturer, Science Outreach Officer, Flinders University

Bio Brett Wilkinson is an academic at Flinders University interested in Human Computer Interactions and technology in education. He has taught introductory computer programming within higher education institutions since 2003 as well as focused topics on software, game and mobile app development. He worked in industry in software design and development roles before taking on doctoral research and higher education teaching. Brett also acts in an outreach capacity looking to encourage younger students to pursue computer science and engineering at a university level. Through this role he has developed a number of strategies to engage with students and promote computer science as an attractive, engaging and desirable career. Brett has a research background in human computer interactions interested in the use of novel and emerging technologies and how these devices and systems may enhance training, education and quality of life. He sees the incorporation of emerging technology within the classroom as one of the key priorities of educational institutions. Abstract Promoting and stimulating student interest in science and mathematics related disciplines within schools can be a challenge. The importance of STEM education should not be dismissed as it teaches problem solving, critical thinking and collaborative skills. Research demonstrates that these skills developed through appropriate STEM education improves student achievement in all other subjects. The knowledge generated by science and mathematics are essential to prepare students for the opportunities and challenges that will face them in the 21st century. Currently the use of technology pervades all aspects of our lives and the effective use and rudimentary understanding of this technology will be a required skill for all students in their future career. We are in an era of life and education that is unlike any other in human history – classrooms have ready access to technology, data and expert knowledge. This talk will present a brief survey of existing contemporary research surrounding STEM education as well as talking about the importance of effective, engaging technology use in the classroom. We will then continue to investigate the use of technology and how researchers within the School of Computer Science, Engineering and Mathematics at Flinders University are engaging with classroom technology. A brief discussion will follow on accessing useful tools, resources and competitions to enhance the education experience.

MATHS & SCIENCE MIDDLE SCHOOL CONFERENCE PROGRAM

Session Title Room Presenter/s

1.1 Let’s REALLY share our resources ATC Scott Spargo

Concordia College

1.2 Toolkit for the 21st century Middle School Science Teacher F5

Simone Burzacott-Gorman, Danielle Kemp Wilderness School

1.3 STEM careers in the classroom F11 Tania Meyer, RiAus

1.4 Engaging the Scientific Community in a Learning Quest: A Primary School Case Study

F1 Kate Brown, Lake Windemere B-7 School

1.5 In search of a fair cylindrical die F4 Pauline Carter

DECD

1.6 Concept based teaching and learning of statistics F9 Alan Smith

1.7 Cooperative learning in maths and science F10 Lara Golding and Leanne Isaacs Seaton HS


2.1 Literacy, ITC and Science through Cosmos ATC Paula Mills, Prince Alfred College

2.2 Teaching Science for Effective Learning F1 Lyn Jefferies, DECD

2.3 MoneySmart Teacher Workshop 1-Introduction to consumer and financial literacy education in Australia

F10 Kate Dilger SASTA

2.4 Connecting the dots: Interdisciplinary subjects linking science & maths to students’ lives.

F5 Matthew Jamieson, ASMS

2.5 Rich Tasks for Middle School Mathematics F3 Peter Fox

Texas Instruments

2.6 Using an understanding of student misconceptions to improve the learning F6 David Andrew

MASA

2.7 Developing mathematical thinking through games and puzzles F11 Amie Albrecht

UniSA

10:40am – 11:40am – Workshop Session 1

11:45am – 12:45pm – Workshop Session 2

10:10am – 10:40am – MORNING TEA & TRADE DISPLAYS

12:45am – 1:30pm – LUNCH & TRADE DISPLAYS


3.1 My project on Antigravity ATC Mark Divito Adelaide Secondary School of English

3.2 Geoscience Pathways Project (GPP) and the Teacher Earth Education Science Program (TESEP)

F11 Len Altman

3.3 How can we make science misconceptions work for you? F4 Katrina Elliott,

DECD

3.4 Mobile Phones: If you can’t beat them, join them! F5 Maja Williams,

ASMS

3.5 Using technology to engage, empower and enhance mathematical learning F9

Sheree Bennett, Klaudia Barile, Maeve Roodenrys Immanuel College

3.6 What is NAPLAN? F10 Vanessa Gorman Pedare Christian College

3.7 Personalising learning in the maths classroom: Using Mathletics as an effective tool for teaching and learning

F1 Lyn D’Sylva 3P Learning


4.1 How to effectively use differentiation and co-design principles in Science? F11 Karla Pobke,

ASMS

4.2 Egg-citing Data! F10 Kate Dilger

SASTA

4.3 Putting a 21st century flavour into teaching science F1 Marianne Nicholas,

DECD

4.4 MoneySmart Teacher Workshop 1-Introduction to consumer and financial literacy education in Australia

F6 David Andrew MASA

4.5 Sums With a difference - Algebra and Pattern F3 Peter Fox

Texas Instruments

4.6 Collaboration, real collaboration can be difficult to obtain in a classroom. ATC David Bennett

Victor Harbor

4.7 Smartphone Science F5 Penny Collins, ASMS

1:35pm – 2:35pm – Workshop Session 3


3:40pm – 4:45pm – CREDIT UNION SA HAPPY HOUR

1.1 Let’s REALLY share our resources Scott Spargo, Concordia College I have been summarising practical protocols on Google Docs which are freely available online. By organising the files within a website, according to the National Curriculum framework, I hope I have created a useful open resource which invites interactive improvement and collaboration. In this session we will explore how the resource is created, the opportunities this approach presents and problems which are apparent. 1.2 Toolkit for the 21st century Middle School Science Teacher Simone Burzacott-Gorman and Danielle Kemp Wilderness School The session will use Solution Fluency as a pedagogical framework to deliver Year 7 and 8 cross-curricula units of inquiry. The presentation will: empower participants to access Solution Fluency, share examples of student work, links to ACARA, show vertical and cross-curricular applications, and illustrate how ICT, differentiation, high-order thinking and visible learning are integrated into units. Participants will gain an understanding of Solution Fluency enabling the delivery of rich units. 1.3 STEM careers in the classroom Tania Meyer, RiAus Launching the latest four STEM Career resources from RiAus in partnership with DECD. Classroom activities and interview clips on STEM careers in robotics, 3D printing, forensics and art conservation. 1.4 Engaging the Scientific Community in a Learning Quest: A Primary School Case Study Kate Brown , Lake Windemere B-7 School The discovery of an unidentified skull created a rich learning experience for the whole school community before extending further to include professors, palaeontologists, fossil experts and digging implements. The real-world inquiry process took the students on a journey that was highly motivating and incorporated multiple facets of the Australian Curriculum: Science as well as components from History, Mathematics and English. 1.5 A fair “die”? Pauline Carter DECD A coin is unlikely to land on its edge and a long dowel unlikely to land on its circular end. Somewhere in between these extreme cylinders is one where P(head)=P(tail)=P(side). This investigation involves developing and testing conjectures, by collecting and analysing data, then asking why is it so? 1.6 Concept based teaching and learning of statistics Alan Smith, Immanuel College Too often teachers around the world rely on a textbook approach to teaching statistics, lacking the confidence (and sometimes content knowledge) to provide an opportunity for students to teach a full understanding of statistics and probability. Come and relearn!

ABSTRACTS FOR PRESENTATIONS


1.7 Cooperative learning in maths and science Lara Golding and Leanne Isaacs, Seaton High School The Australian Curriclulum,TfEL and SACE all require students to work in groups but we all know that group work can a recipe for disaster. Well structured group work based on research and experience can be highly engaging for students and lead to better conceptual development, higher order thinking skills and longer retention of information. This is a hands-on workshop modelling effective group work skills using an open-ended maths problem but applicable to any subject or year level.

2.1 Literacy, ITC and Science through Cosmos Paula Mills, Prince Alfred College Each week Cosmos publishes an online school lesson based on a recent science article, linked to the Australian Curriculum and I am part of the writing team. This workshop will allow you access to lessons already released and time to explore how you might incorporate these into your planning for next year. 2.2 Teaching Science for Effective Learning Lyn Jefferies, DECD This interactive workshop involves discussions around the big questions of teaching science: What is Science really for? And how might we engage our students with science? Participants will have opportunities to talk about their practice, their issues and to share their ideas with peers. At the end of this session participants will take away the supporting resource we used during the session. Ideas generated by the group collaboration will be collated and made available to all participants. 2.3 MoneySmart Teacher Workshop 1-Introduction to consumer and financial literacy education in Australia Kate Dilger, SASTA Knowing how to manage personal finances is one of the most important and challenging features of everyday life. It is a core life skill in today’s world. It affects quality of life, the opportunities individuals and families can pursue their sense of security and the overall economic health of Australian society. 2.4 Connecting the dots: Interdisciplinary subjects linking science & maths to students lives. Matthew Jamieson, ASMS The relatively new segregation of the pursuit of knowledge in maths and science from humanities does neither base of knowledge justice. The ASMS is interdisciplinary and does incorporate both approaches to knowledge within core our Central Study subjects. Even within the more science orientated lessons of our Central Studies, ASMS teachers incorporate more traditional Humanities genres of role-play and poetry to explore literacy from many different points. This presentation will provide participants with the opportunity to look at some of the specific tasks and modes of thinking used at to help students appreciate science from a humanistic view point and to consider developing similar interdisciplinary tasks for their students.


2.5 Rich Tasks for Middle School Mathematics Peter Fox, Texas Instruments How do you cater for the enormous range of abilities within your class? Routine textbook questions provide an opportunity for 'process consolidation' but they are often too hard for some, and too easy for others; this can quickly lead to frustration or boredom! Rich tasks that have multiple entry points and numerous extensions can be used to engage students and introduce concepts. Participants in this session will explore a number of activities that fulfil the description "rich learning task" and see how these tasks can be integrated into the curriculum. 2.6 Using an understanding of student misconceptions to improve the learning David Andrew, MASA This workshop is designed to encourage teachers be aware some of the common mistakes and misconceptions students make. It explores some of the reasons students make mistakes or develop misconceptions and how teachers can either use these or modify their approach to enhance student learning. 2.7 Developing mathematical thinking through games and puzzles Amie Albrecht, UniSA Working mathematically is about more than knowing facts. recalling definitions and applying techniques to problems that are already familiar to us. This workshop demonstrates elements from a new subject purposely designed to build mathematical thinking and problem-solving skills in pre-service teachers through the use of games and puzzles. In this session we will put into action a range of mathematical processes that can be used with any type of problem, especially those that look challenging!

3.1 My project on Antigravity Mark Divito, Adelaide Secondary School of English Learn how to show your students the dangers of Dihydrogen Monoxide and how they can scan their own DNA profile and clone themselves online. Workshop simple tools that students can use to critically evaluate websites, so that they don't hand up a project on antigravity or magnetic water. Have fun exploring how to teach students to be skeptics by drawing attention to their own gullibility. 3.2 Geoscience Pathways Project (GPP) and the Teacher Earth Education Science Program (TESEP) Len Altman TESEP offers fully funded PD to enhance delivery of Earth and Space topics of the Australian Science Curriculum. The GPP can provide lesson and unit plans, field excursion guides, loan equipment and bus subsidies for member schools. Membership is free. This workshop will give a brief taste of both.

3.3 How can we make science misconceptions work for you? Katrina Elliott, DECD Student’s misconceptions and their resistance to change can be an ongoing frustration for teachers. We will explore how knowing the possible misconceptions before teaching students plays a critical role in student's science learning and transfer of learning. We will share a tool on the Leading Learning resource that explores ways of working with students misconceptions (alternative conceptions and prior knowledge) of science concepts; and connects with inquiry and Science as a Human Endeavour.


3.4 Mobile Phones: If you can’t beat them, join them! Maja Williams, ASMS How many times daily do you have to deal with students using their mobile phones when they should be learning during the class time? On the other hand, have you ever walked into classroom and thought "if I only had a way to visually present this concept so that students can investigate on their own, capturing their attention, tempting them to ask the 'why' question? Imagine the possibilities of using student phones as a mobile 'lab', full of apps developed between students and teachers in our schools, apps which follow Australian Curriculum and help explain concepts otherwise difficult to grasp. Not only visual but also kinaesthetic presentation can inspire students to acquire intuitive understanding and entice them to engage in the scientific explanation of the theory behind the concepts. This workshop showcases some of the apps already developed by SA students and teachers and suggested learning activities for each. 3.5 Using technology to engage, empower and enhance mathematical learning Sheree Bennett, Immanuel College This workshop focuses on a pedagogical approach to mathematics that creates opportunities for deep learning and high student engagement. My students had a history of maths anxiety and low self-belief. An amazing “flip” in student engagement and achievement occurred when I started asking more of them rather than less! 3.6 What is NAPLAN? Vanessa Gorman, Pedare Christian College What do student responses in NAPLAN actually telI you about student understanding in numeracy and more importantly mathematics? How can we analyse these responses and what can we do to improve student success? How does NAPLAN link to the proficiencies of the Australian Curriculum? During the workshop you will be provided with a variety of tasks and problems to try, using varied sources, to enhance deeper thinking for your students in mathematics. 3.7 : Personalising learning in the maths classroom: Using Mathletics as an effective tool for teaching and learning Lyn D’Sylva, 3P Learning This hands-on session will focus on providing purpose in the maths classroom. This purpose will help frame the type of learning and thinking that can occur in a mathematics classroom. With the use of Mathletics as one tool, Lyn will explore the role of interactives, eBooks and videos as core components of personalising students learning and therefore framing success for each student.

4.1 How to effectively use differentiation and co-design principles in Science? Karla Pobke, ASMS Students are motivated to engage more effectively with learning when they feel ownership and control over what they learn. Learning can happen in a range of ways all, which are effective for a range of different students. Do you often struggle to meet all the needs of students in your class? This workshop will explore a range of different ways that differentiation and co-design can be effectively implemented into middle school science classes. It provides practical, hands on learning about the different ways that teachers can prepare for and plan for a range of learning needs and providing more time for ongoing assessment of student understanding.


4.2 Egg-citing Data! Kate Dilger, SASTA How do you get students to measure, record, represent and most importantly, interpret data? You will explore this question through a fun, hands-on investigation that will give students an authentic experience of the process of science 4.3 Putting a 21st century flavour into teaching science Marianne Nicholas, DECD The General Capabilities are a key driver in the Australian Curriculum for developing innovative 21st century learning. This workshop uses practical experiences, supporting resources and dialogue to build participant familiarity with the General Capabilities and develop ideas for use in the science classroom that can increase the intellectual engagement of students and deepen their understanding. 4.4 MoneySmart Teacher Workshop 1-Introduction to consumer and financial literacy education in Australia David Andrew, MASA Knowing how to manage personal finances is one of the most important and challenging features of everyday life. It is a core life skill in today’s world. It affects quality of life, the opportunities individuals and families can pursue their sense of security and the overall economic health of Australian society. 4.5 Sums With a difference - Algebra and Pattern Peter Fox, Texas Instruments Algebra can be used as a tool for generalising, solving problems and efficiently representing patterns. Participants in this workshop will explore a collection of problems that cultivate algebraic understanding, cater for a range of abilities and provide for significant extension opportunities. Contrast this with common repetitive and p r o cedural problems presented to students that typically sell algebra short of its real purpose. 4.6 Collaboration, real collaboration can be difficult to obtain in a classroom. David Bennett, Victor Harbor High School This session goes through a range of different free computer applications that will allow teachers to use authentic student voice as a driver for deeper, personalized learning design. It allows teachers to post challenging tasks, collect real time feedback from students, allow students to collaborate with each other anonymously, teachers to group students and monitor their understanding and engagement. Imagine students posting questions and other students providing help whilst the teacher is moderating and contributing as well. This is real 21st Century Learning! 4.7. Smartphone Science Penny Collins, ASMS Smartphones are powerful tools that contain a range of sensors e.g. light meter, colour meter, sound level meter, accelerometers, magnetometers, GPS and more… all of which can be used in science experiments. This is a workshop where you get to conduct experiments using your smartphone and have fun! There will be some spare smartphones on hand if you don’t have one.

THANK YOU TO OUR GENEROUS SPONSORS

Please take some time to visit our sponsors and trade displays in the Function

Room.

Please acknowledge support also received from:

Moore Educational

NORWOOD MORIALTA HIGH SCHOOL SENIOR CAMPUS

505 The Parade, Magill

Housing Estate

Art/Music/Media/ Computing Drama Storage

Technology Studies

Function Home Room Economics

Sheds

The Peter Lang Performing Arts Centre

Ivan Coward Hall Cafeteria below hall

Car Park

Canteen

Front Office

Main Building

Western Wing Main Building

Tennis/Basketball Courts

Large Gym

Shed

Bins

Soccer Pitch

N

Lawn Area

Lawn Area

Car Park

Car Park

Car Park

Car Park

The Parade

Cricket Nets Basketball Courts

NORWOOD MORIALTA HIGH SCHOOL

SENIOR CAMPUS MAP

Small Gym

Car Park

Car Park

In Out

BUILDING KEY

Art Technology Centre – ATC Workshop

The Peter Lang Performing Arts Centre Registration, Trade Displays & Catering

Western Wing – Keynote & Room WF1

Main Building – Workshop Sessions (ROOMS - F1-F11)

Western Wing

WG1 Lecture Theatre

FemaleToilets

Male Toilets

Stairs

Toilets

ROOM KEY

Main Building G: Ground Floor

F: First Floor T: Top Floor

Western Wing

WG: Western ground Floor WF: Western First Floor

GROUND FLOOR

TOP FLOOR

Western Wing

Top Floor Open Area

FemaleToilets

Male Toilets

Stairs

Lift

Stairs

N

MAIN BUILDING Room Allocation Map

FIRST FLOOR

Western Wing

F9

F11

F6

F5

F4

First Floor Open Area

FemaleToilets

Male Toilets

Reception Front Office

Stairs

Toilets

F1

Lift

Stairs

F3

F2

F10

HALL Foyer

Foyer

ENTRANCE FROM THE PARADE

WF1

Documents

MASA SASTA Conference 2014 · The knowledge generated by science and mathematics are essential to prepare students for the opportunities and challenges that will face them in the