Conference synopsis 20240805 - Flipbook - Page 78
SESSION E: Friday, 11am-12pm (cont.)
E10 BUILDING THINKING CLASSROOMS WHAT I WISH I KNEW EARLIER
Subtheme: Pedagogy
Lorna McClory, Bacchus Marsh College, Penne Grant,
Mount Rowan Secondary College
(Year 5 to Year 12)
Key takeaways:
1. A comprehensive understanding of the Mathematics
Curriculum version 2.0
This session will focus on implementing pedagogy
discussed in the book Building Thinking Classrooms by Peter
Liljedahl. Information will be provided around first steps
on implementing the toolkits of a thinking classroom, with
reflections on the journey of two teachers in a secondary
school. Participants will be given practical advice on
considerations to be made when starting to move students
from mimickers to thinkers. Authentic tasks will be run using
the BTC model to give participants a taster of teacher and
student moves that will support successful change in practice.
2. Utilising the Digital Assessment Library (DAL): Practical
demonstrations to show how to interpret student outcomes
and adapt teaching methods using DAL.
Key takeaways:
E12 FACILITATING STUDENTS’ EMBRACING
OF VALUES IN THE MATHEMATICS
CLASSROOM: THE JEDI APPROACH
1. What is the BTC model?
3. Interactive and reflective discussions: Participants will
engage in interactive discussions that can be adapted to any
school setting.
Remember: Laptop (optional).
2. Key steps in implementing the 4 toolkits.
Subtheme: Pedagogy
3. The importance of building classroom culture.
Wee Tiong Seah, Faculty of Education, The University of
Melbourne
(F to Year 12)
FULL E11 UNPACKING THE VICTORIAN
CURRICULUM MATHEMATICS 2.0 FOR
SUCCESSFUL IMPLEMENTATION
Subtheme: Curriculum
Crystal Afitu, Zahara Forte and Lee Gianfriddo, The
Victorian Curriculum and Assessment Authority (VCAA)
(F to Year 10)
The session will begin with a comprehensive overview of the
Mathematics Curriculum version 2.0, highlighting its key
features and innovations. We will examine the curriculum’s
emphasis on mathematical proficiencies (Fluency,
Understanding, Reasoning, and Problem-Solving) and
processes (mathematical modelling, statistical investigations,
algorithmic and computational thinking, and probability
experiments).
We will explore the Digital Assessment Library (DAL),
a free online resource supporting curriculum planning,
implementation, assessment and reporting. We demonstrate
how to interpret and measure student outcomes and adapting
teaching methods using DAL and authentic case studies with
an interactive discussion adaptable to any school setting.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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The session will conclude with a reflective discussion, allowing
participants to share insights and plan their next steps in
implementing the Mathematics Curriculum version 2.0.
While the benefits and significance of students’ valuing in
mathematics learning may be obvious to many stakeholders,
it remains tricky for teachers to facilitate students’ embracing
of empowering or enabling values. Values often take a long
time to be internalised. In this workshop, delegates will be
introduced to the JEDI approach to values development,
in which the acronym stands for Justifying – Essaying –
Declaring – Integrating. The psychological basis of this
approach will be outlined. Participants will also have the
opportunity to experience the JEDI process themselves
during the workshop.
Key takeaways:
1. Classroom (mathematics) teaching is value-laden.
2. Values can be developed amongst students within an hour
or so.
