Conference synopsis 20240805 - Flipbook - Page 111
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Explore the kinds of scenarios where each strategy would
shine based on your context and students.
Key takeaways:
1. Solid content knowledge and confidence in using
algorithms and pseudocode.
2. A toolkit of research-informed pedagogical approaches
and strategies for teaching algorithms.
3. Understanding of how algorithmic thinking develops
through the Vic Curriculum 2.0 levels and into pseudocode
in VCE.
Remember: Please bring a laptop that can connect to the
internet, we will check out some websites that offer blockcoding options.
H16 WHERE IS THE EXPLICIT TEACHING IN
LAUNCH, EXPLORE, SUMMARISE?
Subtheme: Pedagogy
Jessica Kurzman, St Patricks Primary School, Renee
Ladner, The Mathematical Association of Victoria
(F to Year 8)
Guided student inquiry, known as the Launch, Explore,
Summarise instructional model, often comes with confusion
about where explicit teaching fits. Let us guide you through
an interactive lesson where we will focus on spotlighting
students’ thinking and reflect on the importance of
anticipating what you would be looking for then leading to
the summary phase where the explicit teaching fits. We will
demonstrate how key concepts are clarified, misconceptions
addressed, and new knowledge explicitly imparted
within these lessons. We will highlight the strategies for
implementation in your own classroom and show you how
educators can effectively integrate explicit teaching within the
Launch, Explore, Summarise instructional model, ensuring
that students receive targeted support while engaging in
meaningful exploration and discovery.
H17 DEVELOPING MATHEMATICS LEADERS
Subthemes: Pedagogy, Leadership
Peter Burrows, EdPartnerships International
(F to Year 6)
Understanding the depth and breadth of knowledge,
know-how and professional practice needed for teachers to
develop into and become effective mathematics leaders will
be the focus of this presentation. It will build on the work of
Lee Shulman, who identified an essential overlap between
teacher pedagogical knowledge and mathematical content
knowledge, which he identified as pedagogical content
knowledge. The presentation will tap into the presenter’s
experiences of co-designing and facilitating professional
learning for participating primary school teachers in the maths
focused stream of the Victorian Department of Education’s
PMSS initiative. It will explore the question:
What might it really take to develop mathematics leaders?
At the heart of this presentation will be a graphic
representation, or map, of the developmental territory which
the presenter will propose mathematics leaders need to
navigate, immerse themselves, understand and act on. The
territory depicted via the map is multi-dimensional, multilayered and interconnected.
Key takeaways:
1. A single page representation of the developmental territory
that prospective maths leaders will need to navigate and
embrace to grow into their roles.
2. An illustration of a developmental trajectory for maths
leader in the context of an initiative designed to achieve
sustained school-wide improvement in mathematics (PMSS).
3. Insights from PMSS participating teachers and Principals.
Key takeaways:
1. Clarity on where explicit teaching fits within guided student
inquiry.
2. Strategies for spotlighting student thinking and
anticipating their needs.
3. Practical methods for integrating explicit teaching into the
Launch, Explore, Summarise model.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
111
