Conference synopsis 20240805 - Flipbook - Page 98
SESSION G: Friday, 2pm-3pm (cont.)
Key takeaways:
1. The importance of specialised professional development in
fostering educational leadership.
CANCELLED G08 I DO, WE DO, YOU DO,
THEN FORGET.
Subtheme: Pedagogy
2. Strategies for effective collaboration between specialists
and school leadership.
Heather Ernst, Federation University Australia
(Year 3 to Year 6)
3. Practical examples of implementing whole school
curriculum changes.
G07 UNLOCKING STUDENT POTENTIAL:
INFORMAL ASSESSMENT IN THE PRIMARY
MATHEMATICS CLASSROOM
The Gradual Release of Responsibility, often referred to as ‘I
do, we do, you do,’ is a popular method for explicitly teaching
rules and procedures. Can it also be used to teach true
understanding, problem-solving, and reasoning, as required
by the mathematics curriculum proficiencies? This session
will explore the positives and negatives of this approach,
with examples from various mathematical strands and levels.
Participants will have the opportunity to share their examples
and adapt current tasks.
Subtheme: Pedagogy
Key takeaways:
Anita Green, Monash University
(F to Year 6)
1. You will know when to use the gradual release of
responsibility, and when not to.
This session will focus on the use of informal assessment in
the primary mathematics classroom. We will explore a range
of effective strategies for informally assessing students
during lessons, allowing teachers to gain valuable insights into
students’ understanding and proficiencies in mathematics.
We will discuss the kinds of rich information that can be
gathered in real-time, which is often not captured by formal
assessments. We will then examine how this information
can be utilised to provide immediate feedback and make
adjustments to the teaching and learning in the moment.
2. You will come away with sample tasks to support students in
developing understanding, problem-solving and reasoning.
Remember: Paper/pen and devices for note taking.
Key takeaways:
1. Strategies for informally assessing students during lessons.
2. Information that can be gained through this form
of assessment (particularly related to the mathematics
proficiencies) .
3. How this information can be used to enhance learning.
3. You will take away strategies to convert routine tasks to rich
learning tasks.
G09 MATHEMATICAL WELLBEING
THROUGH INTENTIONAL FUN
Subtheme: Wellbeing
Andrew Lorimer-Derham, Think Square
(Year 3 to Year 10)
This playful session will explore a range of creative activities
designed to engage any learner, build skills and confidence,
and promote rich mathematical discussion. Come prepared
to participate! This hands-on session is designed to give
teachers a joyful, communal experience of maths that can
completely transform student dispositions and develop
positive relationships within the classroom. Teachers will
leave with a range of engaging tools and games they can
immediately try in their own classrooms.
Key takeaways:
1. Maths can be both playful and purposeful at the same time.
2. Changing negative student disposition about maths is vital
to academic success.
3. You can design joyful mathematical experiences that
cover content more deeply and efficiently than a traditional
worksheet.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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