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- 1. Numeracy, mathematics & Indigenous Learners What are the Cluster Findings from the Make It Count project and what do they mean for teaching and learning
- 2. The Clusters - mic.aamt.edu.au Swan Valley Alberton Noarlunga Orange Healesville Dharug Nerange Gladtsone
- 4. The Cluster Findings - Professional Knowledge 1. Know Indigenous learners and know how they learn: be aware, be connected, be sensitive.
- 5. The Cluster Findings - Professional Knowledge 2. Know the mathematics content and know the diffe
- 6. The Cluster Findings - Professional Practice 3. Plan for and implement Responsive Mathematics Pedagogy for Indigenous learners that is culturally, academically and socially inclusive: be intentional, be responsive, be effective. All students will benefit.
- 7. The Cluster Findings - Professional Practice 4. Create and maintain learning environments in which Indigenous learners feel safe and supported: be sensitive, be demanding, be supportive.
- 8. The Cluster Findings - Professional Practice 5. Develop and use tools that assess both affective and cognitive learning outcomes specific to Indigenous learners, provide feedback, and report on student learning: be constructive, be clear, be flexible.
- 9. The Cluster Findings - Professional Engagement 6. Engage with colleagues in professional learning communities in ongoing, action oriented, professional learning and who are prepared to push the boundaries, move outside their comfort zone. Strive for collegial innovation in both Indigenous education and mathematics and numeracy education: be brave, be open, be collegial.
- 10. The Cluster Findings - Professional Engagement 7. Engage with Indigenous parents, families and community in two-way dialogue: be a listener, be a leaner, be an advocate, be a share of knowledge.
- 11. The Cluster Findings - Professional Engagement Layers of professional learning Layer 1: professional learning that looks for ideas to teach the next day Layer 2: professional learning programs that offer packages or Layer 3: professional learning that is about deep pedagogic change or shift, changes a
- 13. What I’ve learned about teachers & teaching 1. relationships 2. perceptions of maths 3. repertoire of teaching practices (RMP) 4. professional learning 5. leadership 6. umcomfortable
Editor's Notes
- Project Manager for 2009-2014. My study with UniSA gave the project advantage and helped significantly to shape the thinking relationships with Ab people and academics
- information comes from the MIC website
- Acknowledgement of Critical Friends Tyson Yunkaporta and Steve Thornton re the CFs
- Layers of professional learning Layer 1 - the outer layers: professional learning that looks for ideas to teach the next day Layer 2 - the middle layers: professional learning programs that offer packages or Layer 3 - the inner layers: professional learning that is about deep pedagogic change or shift, changes a teacher’s thinking.
- Aboriginal and Torres Strait Islander educators crucial and family/community - relationships and how does this translate into the classroom Teachers’ perceptions of mathematics impact on what mathematics they teach and how they teach it Teachers need to have a repertoire of teaching practices (RMP) Teachers need to engage in ongoing professional learning in professional learning communities - BC&E is essential for developing pedagogy and through this teacher voice Support and engagement from leadership and also leaders in maths ed for Indigenous students uncomfortable don’t want them to stand still - need to keep developing and contextualising them