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Marshall Cavendish Education Global Conference 2012

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This lecture focuses on practices to provide all students with opportunities to learn.

This lecture focuses on practices to provide all students with opportunities to learn.

Published in: Education, Business

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  • 1. Marshall Cavendish Education Global Conference 2012 Equity for the Individual Learner Practices to Engage Learners & Build Learners’ Mathematical Knowledge Yeap Ban Har Marshall Cavendish Institute
  • 2. Marshall Cavendish Education Global Conference 2012 Equity for Every Learner • Struggling Learners • Average Learners • Advanced Learners How does a teacher cater to them? What role does school leaders play? What are the implications on policy matters?
  • 3. Marshall Cavendish Education Global Conference 2012 Equity for Every Learner • Struggling Learners • Average Learners • Advanced Learners How does a teacher cater to them? What role does school leaders play? What are the implications on policy matters?
  • 4. Marshall Cavendish Education Global Conference 2012 Equity for Every Learner • Struggling Learners • Average Learners • Advanced Learners How does a teacher cater to them? What role do school leaders play? What are the implications on policy matters?
  • 5. Marshall Cavendish Education Global Conference 2012 Equity for Every Learner • Struggling Learners • Average Learners • Advanced Learners How does a teacher cater to them? What role do school leaders play? What are the implications on policy matters?
  • 6. Marshall Cavendish Education Global Conference 2012 This lecture will discuss this from three perspectives. • Curriculum Design • Textbook Use • Classroom Practices The discussion on curriculum design was mostly addressed in the lecture Improving Curriculum Structures and Instruction.
  • 7. Marshall Cavendish Education Global Conference 2012 This lecture will discuss this from three perspectives. • Curriculum Design • Textbook Use • Classroom Practices The discussion on curriculum design was mostly addressed in the lecture Improving Curriculum Structures and Instruction.
  • 8. Marshall Cavendish Education Global Conference 2012 Part 1 • Curriculum Design • Textbook Use • Classroom Practices The discussion on curriculum design was mostly addressed in the lecture Improving Curriculum Structures and Instruction.
  • 9. Marshall Cavendish Education Global Conference 2012 The Use of Research to Improve Curriculum This has been discussed in a lecture on the first day of the conference
  • 10. Marshall Cavendish Education Global Conference 2012 The Use of Data to Refine the Curriculum
  • 11. Marshall Cavendish Education Global Conference 2012 Example: National Test Item in Singapore 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Source: Singapore Examination and Assessment Board
  • 12. Marshall Cavendish Education Global Conference 2012 Table 1 consists of numbers from 1 to 56. Kay and Lin are given a plastic frame that covers exactly 9 squares of Table 1 with the centre square darkened.
  • 13. Marshall Cavendish Education Global Conference 2012 (a) Kay puts the frame on 9 squares as shown in the figure below. 3 4 5 11 13 19 20 21 What is the average of the 8 numbers that can be seen in the frame?
  • 14. Marshall Cavendish Education Global Conference 2012 (a) Kay puts the frame on 9 squares as shown in the figure below. 3+4+5+11+13+19+2 3 4 5 0 = 96 11 13 96 ÷ 8 = 12 19 20 21 Alternate Method What is the average of the 8 4 x 24 = 96 numbers that can be seen in the 96 ÷ 8 = 12 frame?
  • 15. Marshall Cavendish Education Global Conference 2012 (b) Lin puts the frame on some other 9 squares. The sum of the 8 numbers that can be seen in the frame is 272. What is the largest number that can be seen in the frame? Method 1 Method 2 272 ÷ 4 = 60 + 8 = 68 272 ÷ 8 = 34 25 + 43 = 68 The hidden number is 34. The largest number is 43. The largest number is 43. Alternately, we can use guess-and-check.
  • 16. Marshall Cavendish Education Global Conference 2012 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56
  • 17. Marshall Cavendish Education Global Conference 2012 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56
  • 18. Marshall Cavendish Education Global Conference 2012 International 1995 2003 2007 TIMSS Advanced 38 38 41 5 Grade 4 High 70 73 74 26 Intermediate 89 91 92 67 Low 96 97 98 90
  • 19. Marshall Cavendish Education Global Conference 2012 In Singapore, the general data from national tests suggest that, by the end of primary school: Level Proportion Able to handle novel and 20 complex tasks most of the time Able to handle novel and 20 complex tasks half the time Able to handle only 45 familiar applications Able to handle only 10 routine procedures
  • 20. Marshall Cavendish Education Global Conference 2012 The Explication of What to Teach and How to Teach Most curriculum documents includes only what to teach.
  • 21. Marshall Cavendish Education Global Conference 2012 G5.Mensuration Students should have opportunities to 5.1 Area of parallelogram make connections and trapezium between the area of a parallelogram and that of a rectangle and the area of a trapezium and that of a parallelogram. Learning Experiences are made explicit in the curriculum document so that students have equal access to a stimulating learning environment.
  • 22. Marshall Cavendish Education Global Conference 2012
  • 23. Marshall Cavendish Education Global Conference 2012
  • 24. Marshall Cavendish Education Global Conference 2012
  • 25. Marshall Cavendish Education Global Conference 2012
  • 26. Marshall Cavendish Education Global Conference 2012 Part 2 • Curriculum Design • Textbook Use • Classroom Practices The discussion on curriculum design was mostly addressed in the lecture Improving Curriculum Structures and Instruction.
  • 27. Marshall Cavendish Education Global Conference 2012
  • 28. Marshall Cavendish Education Global Conference 2012
  • 29. Marshall Cavendish Education Global Conference 2012
  • 30. Marshall Cavendish Education Global Conference 2012
  • 31. Marshall Cavendish Education Global Conference 2012 Part 3 • Curriculum Design • Textbook Use • Classroom Practices The discussion on curriculum design was mostly addressed in the lecture Improving Curriculum Structures and Instruction.
  • 32. Marshall Cavendish Education Global Conference 2012 Classroom Practice • Three-Part Lesson Structure
  • 33. Marshall Cavendish Education Global Conference 2012 Singapore textbooks are written for a three- part problem-based lesson structure:  Anchor Problem This one task is discussed thoroughly for about one third of the lesson time.  Guided Practice This is when teachers provide differentiated instruction.  Independent Practice This can be done in class or at home. It may be consolidation or extension.
  • 34. Marshall Cavendish Education Global Conference 2012 Singapore textbooks are written for a three- part problem-based lesson structure:  Anchor Problem This one task is discussed thoroughly for about one third of the lesson time.  Guided Practice This is when teachers provide differentiated instruction.  Independent Practice This can be done in class or at home. It may be consolidation or extension.
  • 35. Marshall Cavendish Education Global Conference 2012 Singapore textbooks are written for a three- part problem-based lesson structure:  Anchor Problem This one task is discussed thoroughly for about one third of the lesson time.  Guided Practice This is when teachers provide differentiated instruction.  Independent Practice This can be done in class or at home. It may be consolidation or extension.
  • 36. Marshall Cavendish Education Global Conference 2012
  • 37. Marshall Cavendish Education Global Conference 2012
  • 38. Marshall Cavendish Education Global Conference 2012 At Marshall Cavendish Institute, we teach teachers to use four questions to guide lesson planning and lesson delivery • What is it that I want students to learn? • How do I know? • What if some students cannot learn it? • What if some students already learn it? (Du Four, 2004)
  • 39. Marshall Cavendish Education Global Conference 2012
  • 40. Marshall Cavendish Education Global Conference 2012 Singapore
  • 41. Marshall Cavendish Education Global Conference 2012
  • 42. Marshall Cavendish Education Global Conference 2012 The Netherlands Anchor Task Draw quadrilateral with four dots. Find its area.
  • 43. Marshall Cavendish Education Global Conference 2012 The Netherlands The Netherlands
  • 44. Marshall Cavendish Education Global Conference 2012 Classroom Practice • Board Writing
  • 45. Marshall Cavendish Education Global Conference 2012
  • 46. Marshall Cavendish Education Global Conference 2012
  • 47. Marshall Cavendish Education Global Conference 2012 Singapore MCI advocates  Three Part Lesson Structure  Board Writing (teachers)  Journal Writing (students)
  • 48. Marshall Cavendish Education Global Conference 2012 Classroom Practice • Journal Writing
  • 49. Marshall Cavendish Education Global Conference 2012 Colorado Anchor Task
  • 50. Marshall Cavendish Education Global Conference 2012Board Writing
  • 51. Marshall Cavendish Education Global Conference 2012 Students who were already good in the skill of multiplying two-digit number with a single-digit number were asked to make observations. They were asked “What do you notice? Are there some digits that cannot be used ta all?” Journal Writing
  • 52. Marshall Cavendish Education Global Conference 2012
  • 53. Marshall Cavendish Education Global Conference 2012 What competencies do teachers need and how are these developed?
  • 54. Marshall Cavendish Education Global Conference 2012 Singapore teachers learn what they need to learn through an approach that balances content and pedagogy.
  • 55. Marshall Cavendish Education Global Conference 2012 There is an emphasis on teachers solving the problems themselves during the course.
  • 56. Marshall Cavendish Education Global Conference 2012 We learn from the Japanese method to help teachers develop better skills in observing students. This is lesson study.
  • 57. Marshall Cavendish Education Global Conference 2012 Teachers learn from the textbooks and teachers’ guide.
  • 58. Marshall Cavendish Education Global Conference 2012 The practice component is given emphasis – micro teaching, practicum and lesson study.
  • 59. Marshall Cavendish Education Global Conference 2012 TEDS-M Elementary Teachers TEDS-M Elementary Teachers Content Knowledge Pedagogical Content Knowledge
  • 60. Marshall Cavendish Education Global Conference 2012 … mindsets are changed, knowledge is constructed and the capacity to learn is enhanced.
  • 61. Marshall Cavendish Education Global Conference 2012
  • 62. Marshall Cavendish Education Global Conference 2012Google learns from typos and spelling mistakes we all make when searchingto help give you quicker and more accurate search results. So if you type‘grizzly pears’, we can guess that you probably meant ‘grizzly bears’.Goggle does not have a degree in English. We can do this because over theyears we’ve studied how people search and learned what the most commonerrors are. So it’s good to know that all those little mistakes aren’t made invain.
  • 63. Marshall Cavendish Education Global Conference 2012 Conference for Teachers Singapore Math Institute 26 – 27 November 2012 Singapore Please contact yeapbanhar@gmail.com