Presentation for AAMT webinar about the Make it count resource: mic.aamt.edu.au

1. Connect with maths Indigeous*
Webinar
28 August 2014
Caty Morris
mic.aamt.edu.au

2. mic.aamt.edu.au
1. What's on the site
2. What are the big
messages
3. Ways to use the
site

3. 1. Are you a primary teacher?
2. Are you a secondary teacher?
3. Other?

4. 1. What’s on the site
• 8 clusters of schools
• Focus
• Cluster findings
• Units of learning
• Inspiring stories
• Findings
• Resources
• How to use site

5. 8 clusters
• Focus
• Cluster findings
• Units of learning
• Inspiring stories

6. Cluster findings

7. Inspiring stories
• These stories – from the
clusters, from educators,
Aboriginal students, leaders
and parents – tell their
journeys, challenges,
successes and will inspire
educators.They are linked to
the Cluster Findings

8. Resources

9. Q & A
1. Any of this new to you?
2. What could be the most useful?

10. 2. The big messages

11. Collective responsibility
for improving maths
outcomes of Indigenous
learners
1.
Professional
development
5.
Pedagogical
leadership
2.
Professional
community
3.
Collective
struggle
4.
Relational trust
Adapted from Whalan’s Model of teachers’ collective responsibility for student learning
A model for teacher collective responsibility to improve
maths learning outcomes of Indigenous students

12. maths
education
cultural
responsiveness
1.
Professional
development

13. maths
education
cultural
responsiveness
Make
it
count
1.
Professional
development

14. 1.
Professional
development
Layers of professional learning

15. • Teachers
Community
Aboriginal education assistants
Leaders
Critical friends
2.
Professional
community
3.
Collective
struggle
4.
Relational
trust

16. 5.
Pedagogical
leadership
1. Best teaching of maths for Indigenous learners
Leading teaching & learning of maths
Developing self & others as maths leaders
Leading mathematics innovation & change
Managing mathematics education in the school
Engaging & working with the school community

17. social
culturalacademic
responsive
maths
pedagogy
identity
sustaining
Responsive mathematics pedagogy
intellectual stretch

18. Cluster findings - aitsl
S1: Know Indigenous learners and know how they learn
S2: Know the mathematics content and know the different ways to teach it
effectively to Indigenous learners
S3: Plan for and implement responsive mathematics pedagogy for
Indigenous learners that is culturally, academically and socially inclusive
S4: Create and maintain learning environments in which Indigenous
learners feel safe and supported
S5: Develop and use tools that assess both affective and cognitive learning
outcomes specific to Indigenous learners, provide feedback, and report on
student learning
S6: Engage with colleagues in professional learning communities in ongoing,
action oriented, professional learning.
S7: Engage with Indigenous parents, families and community in two-way
dialogue

19. Q & A
• Do any of the cluster findings apply to your situation?

20. 3. Ways to use the site

21. Want to change your spots?
• on your own
• small group
• professional learning
community
• whole school

22. Stories
• Use the INSPIRING STORIES & SIGNIFICANT EPISODES to
promote discussions with your colleagues and in your learning
communities. What can you learn from these people's experiences?
• Use them to help you think about your own experiences in the
classroom and inform your teaching?

23. Units of learning
• The units of learning have been designed by teachers
and/or Aboriginal educators. They give insights into
creative and innovative ways of teaching mathematics
that engages Indigenous - and non-Indigenous -
learners.
• Identity the cluster focus you are most interested in
working with then use the cluster units of learning to
help you design your own.

24. 1.
Professional
development
Which layer applies to you?

25. 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.

26. Any questions?

27. atsimanational.ning.com
Caty Morris
caty.morris@sa.gov.au
ATSIMA National Conference
Creating connections & growing understanding
http://bit.ly/1nVXbNf