Conference synopsis 20240805 - Flipbook - Page 96
SESSION G: Friday, 2pm-3pm
G01 DIFFERENTIATION THROUGH A FOCUS
ON KNOWLEDGE AND SKILLS
Subthemes: Pedagogy, Curriculum
Zahra Harvey, Lysterfield Primary School
(F to Year 6)
I have 28 students in my class. How can any whole class
teaching be targeting all of their learning needs? Teachers
regularly grapple with the concept of differentiating teaching
to a wide range of learners. Homogeneous grouping
(streaming) is proven to cause more harm than good for
some learners. So how does one keep the class heterogenous,
whilst also ensuring all students are learning? This session
will focus on how a two-pronged approach can address this
common problem of practice:
•
•
Whole class instruction that focusses on the knowledge
of mathematics developed through conceptual
frameworks or big ideas.
Individual and small group instruction that focusses on
explicitly teaching the skills to do mathematics through
individual learning goals.
Key takeaways:
1. An understanding of how concepts or big ideas can be
differentiated for a range of students.
2. An example of how individual learning goals can develop
skills for every student.
3. A framework for implementing the curriculum focussed on
knowledge and skills.
FULL G02 EXPLICIT TEACHING & RICH
PROBLEMS: HOW TO MARRY THE TWO!
Key takeaways:
1. Strategies to help students engage in problem solving.
2. The benefits of explicitly considering what’s required for
students to lead into successful problem solving.
3. The importance of fostering a positive disposition towards
mathematics learning.
G03 IDENTIFYING QUALITY ONLINE
RESOURCES
Subthemes: Curriculum, Pedagogy
Cassandra Lowry, University of Newcastle
(F to Year 6)
There’s been an explosion of education resources found
online, often located on education marketplace sites, but
how do you identify the quality of these resources? This
hands-on workshop will explore the use of the Task Analysis
Guide, developed by Stein et al (1996), to evaluate the
quality of resources. Participants will have the opportunity
to collaboratively use the guide to identify the strengths and
weaknesses of a range of sample tasks. Finally, participants will
be shown examples of high-quality online resources, games
and manipulatives that they can use in their classrooms to
support and engage their students in quality instruction.
Key takeaways:
Subtheme: Pedagogy
1. Identify quality mathematics resources.
Catherine Epstein-Rodgers, St Peter’s East Bentleigh,
Antje Leigh-Lancaster, Leigh Lancaster Consulting
2. Use the task analysis guide to evaluate the strengths and
weaknesses of online resources.
(Year 3 to Year 6)
3. Explore examples of quality resources.
Explicit teaching is one of 4 elements in the updated
Victorian Teaching and Learning Model 2.0 released this
year. In this session we will discuss some approaches that
‘marry’ explicit teaching and rich problems. This marriage
provides students with the tools and strategies to engage
with challenging problems, and the opportunity to explore,
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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reason, justify, connect ideas and deepen understanding.
Engagement is a key element to success in mathematics
and central to fostering a positive disposition, which is often
regarded as the 5th proficiency in mathematical education.
In this interactive session you will engage with a challenging
problem and use this to consider and discuss the aspects and
approaches outlined above.
