Conference synopsis 20240805 - Flipbook - Page 76
SESSION E: Friday, 11am-12pm (cont.)
E04 ENGAGING INTERVENTION IN THE
PRIMARY YEARS
Subtheme: Wellbeing
1. Identify learning progressions based on a strategy
approach.
Amy Somers, Westall Primary School
(F to Year 6)
2. Develop learning intentions that follow the development of
learning.
In this session we will share what we have been doing at
Westall Primary School to create a safe, engaging and rich
experience for our students in Tier 2 intervention. Students
love coming to these sessions, ask to come along to extra
sessions and even ask to stay in during their breaks to finish
off their work. In this session we will look at the steps we took
to create this culture and will share resources that you could
use in your own school setting.
3. Collaboratively craft success criteria that allow teachers to
articulate what students are learning, why they are learning it
and how they know they have learned it.
Key takeaways:
1. Building relationships to promote student learning.
2. Using problem solving in intervention groups.
3. Making fluency fun.
E05 LI + SC = CLARITY
Subtheme: Leadership
Paul Staniscia, Southern Cross Grammar
(F to Year 6)
Teacher clarity plays a pivotal role in the teaching and learning
of mathematics, in every single lesson. This clarity comes in
multiple forms:
•
clarity of organisation of our classrooms.
•
clarity of explanations of learning experiences and
strategies.
•
clarity of examples and guided learning experiences.
•
clarity of assessment.
This clarity cannot exist without clear and specific Learning
Intentions with well-crafted success criteria. This workshop
will highlight the importance of Learning Intentions and
success criteria and their role in developing clarity for all.
Participants will explore ways to develop collaborative
structures to facilitate impactful planning sessions, design
appropriate learning progressions and identify clear and
specific learning intentions. They will explore the design
principles in crafting relevant success criteria, closing the loop
on effective clarity development.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
76
Key takeaways:
E06 FIVE TYPES OF WHOLE-CLASS MATHS
GAMES TO ENGAGE STUDENTS
Subtheme: Pedagogy
James Russo, Monash University, Toby Russo, Fitzroy
North Primary School
(F to Year 6)
Are you a primary school teacher who is interested in
using maths games to support instruction? Have you ever
wondered why it is that specific game types, ‘work’ in a
whole-class context, whilst other games are less effective
in engaging students? Or why it is that some games seem
to sustain student mathematical thinking and reasoning for
the entire duration of game-play, whereas others only do so
sporadically? In this workshop, we will unpack five different
types of whole-class mathematical games that are potentially
available to teachers. Through being explicit about the
mechanics that characterise each type of game, we aim to
support teachers and mathematics leaders to contemplate
the affordances and constraints of particular game types,
Ultimately, we hope to empower teachers to become more
deliberate in their choice of game for use in a given context.
Key takeaways:
1. An understanding that the specific mechanics of a given
game are integral to the available opportunities to engage
students in deep mathematical thinking.
2. Knowledge of five different game mechanics, as well as
experience playing five exemplar games, each of which
matches one of these mechanics.