Healesville Getting Ready in Numeracy

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Presentation by Make It Count Cluster Coordinator Kate Naughtin and critical friend Professor Peter Sullivan

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Healesville Getting Ready in Numeracy

  1. 1. Getting Indigenous Student Ready for Mathematics Classes Kate Naughtin Healesville Primary School Peter Sullivan Monash University
  2. 2. Program rationale   Some students are too far behind for the teacher to catch them up   Classrooms are complex and the cognitive load is usually too much for students who are behind to know what to focus on   Classrooms are social spaces and students want to feel that they can cope   Performance avoidance and other issues prevent students from contributing to class discussions
  3. 3. Program Goal   The Getting Ready In Numeracy (GRIN) program aims to prepare students for their next mathematics class
  4. 4. The program   A tutor works with a small group of students prior to their class to prepare them for their subsequent mathematics classroom experiences
  5. 5. The Intervention   In the 15 minute intervention the tutor:   Recaps the previous lesson   Isolates the key language and resources for the upcoming mathematics lesson   Promotes positive student behavior for the mathematics classroom   Does NOT teach the lesson content
  6. 6. GRIN and Make It Count   As part of the Make It Count initiative the Healesville Cluster implemented the GRIN program
  7. 7. The Healesville context   60km North-East of Melbourne   Population 7,000   10% Aboriginal or Torres Strait Islander   Sawmilling, tourism and viticulture   Mixed socio-economic area   Home of the Coranderrk Aboriginal Mission 1863-1924
  8. 8. GRIN in the Healesville Cluster   Two primary schools: Badger Creek and Healesville   Small groups of 2-3 students   2-3 groups at each school   Tutors are existing Teacher’s Aides and members of the community   Groups consist of both Indigenous and non-Indigenous students   Grades 1,2 and 3
  9. 9. GRIN in the Healesville Cluster   Induction for teachers and tutors   Teacher meets with tutor weekly to provide a plan, supported by daily interactions   Students meet with the tutor 4-5 times per week, usually in the morning for 15 minutes
  10. 10. Responses from teachers   Teachers noted benefits for the participation of students, their confidence and their engagement: ‘…with the GRIN…it allows him to take it slower and he can actually concentrate more and hear what's being said. So, in class, instead of shutting down … because he just misses it, he's able to participate.’   Teachers even commented on ways that the program assists them to direct their own teaching. Because they feel accountable to the tutor.
  11. 11. Responses from tutors Tutors commented on the importance of relationship building and how they felt GRIN supported students: ‘It’s like the children get a sneak preview of each day’s maths activity …I just think it’s great that the kids have the opportunity in the G.R.I.N. program to actually meet all the maths they were doing in the classroom, because the more one to one and the more opportunities to explore those maths concepts the better chance they have of gaining those essential skills’
  12. 12. Some quantitative data   NAPLAN 2012   Two students sat the NAPLAN exam   Both students performed below the state average in the literacy areas   One student performed at state level for Numeracy Her teacher commented: ‘…she is doing well on all of her maths topics tests. She really benefits from a bit of extra help. It just shows that this type of tutoring really works for her.’
  13. 13. A story from Jason (IEU)   Having had contact with the previous cohorts of enabling program students I had seen first hand the consequence of students having their confidence shattered by very poor results in maths. These results and the negative experience they created inevitably led to the students questioning whether they were cut out for the program and certainly contributed to withdrawals from the program.... suggested that we hold the tutoring sessions before the students attended class. This approach has made the tutoring program we run a proactive measure that better equips the students for their coming lessons. This is in stark contrast to the usual reactive approach which tries to fill gaps in knowledge and which in worst case scenario seeks
  14. 14. A story from Jason (IEU) cont.   to restore shattered confidence before anything at all can be taught or learnt. Giving the students a chance to create a foundation to build upon in class has genuinely revolutionised the students approach to the unit and to their studies more generally. This approach has markedly reduced anxieties and concern amongst the students and has created a far more positive attitude within our cohort of students that has contributed to an overall lift in confidence and self belief. Importantly the shift in approach suggested ... has translated into our first ever cohort of students that have passed the maths unit comfortably with distinction averages.

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