Connect with Maths ~ Maths Leadership Series Session 2 - The right pedagogies Presented by Rob Proffitt-White Implementing curriculum intent requires a repertoire of pedagogies Effective teaching of mathematics and numeracy capabilities require a range of pedagogical practices . This workshop is for teachers and school leaders who want to look at the processes involved in creating a common language around effective delivery of all mathematical proficiencies. It will focus heavily around • Valuing teacher voice and building supportive and trusting culture for all • Enacting the growth mindset in all classrooms • Designing protocols and routines to support coaching/mentoring and reflecting. Connect with Maths ~ supporting the teaching of Maths ONLINE Connect with Maths Engaging All Students community ~ join at http://connectwith.engaging.aamt.edu.au

2. Session 2: Right Pedagogy

3. 3
We target deeper causes that require long term
commitment: disposition, knowledge, pedagogy
Our Initiative is about making the ‘Right Choice’
"It takes three to five years for change in practice to clearly show
up in a change in learning," he said. "Sometimes it can take up to
seven years to turn a school around.“ Peter Goss: Grattan Institute, August 2016
The NCR aim is to maximise return
on investment
To get good results, AND produce young
people who are passive, dependent and
anxious about failure
To get good results, AND produce young
people who are inquisitive, imaginative
and independent
Professor Guy Claxton

4. The right resource ,in the right way
with the right culture
Getting it Right: Empowering General Capabilities
Raise your thinking
& not your hands
Set it up, step
back and survey
Ignite discussion
Instil debate
Open and parallel
tasks
Student response
tasks
Numeracy Transfer
activities
Enthuse,
encourage, enjoy
Struggle now
Succeed later
Change your mind
can grow your mind
I think….
Because….
Praise the effort
Praise the risk Share, listen,
respect
Think Pads & white
boards
Contribute, create
communicateRob Proffitt-White

5. ACTIVITY 1: Beliefs and Values

6. A thought
By year 10, a student can still
forget the difference between
area and perimeter?
WHY?

7. Rob Proffitt-White NCR: March 2015

8. Rob Proffitt-White NCR: March 2015
Beliefs v Pedagogy

9. Rob Proffitt-White NCR: March 2015
Beliefs v Pedagogy

10. Rob Proffitt-White NCR: March 2015
Beliefs v Pedagogy

11. Depthofcurriculumknowledge
Transmission Connectionist
PEDAGOGY & BELIEFS
Understanding alignment
Creating
The
culture
For
Norming
Effective
practice

12. Pedagogy: Reflect & Refine

13. Rob Proffitt-White NCR: March 2015
School designed protocols

14. Rob Proffitt-White NCR: March 2015
While explicit teaching might be useful for some
aspects of mathematics, that approach certainly
does not contribute to increased student
engagement( quite the opposite),
does not confront students with their
misconceptions, and
does not allow opportunities for students to solve
problems for themselves.
Peter Sullivan on a 2 day visit to North Coast Region schools- 2015
Pedagogy: Reflect & Refine

15. Given many mathematics classes across Australia
still use teaching approaches that focus primarily
on memorising rules, reproducing rules, and using
procedures to answer questions that students
have already been taught how to solve, there is
high likelihood that many students in our classes
are developing disabling confidence.
G Williams , 2013- Deakin University
Surface to deep knowledge

16. Rob Proffitt-White NCR: March 2015

17. REASONING
Prove, evaluate, justify, generalise, transfer learning to other contexts
Explain their thinking and conclusions reached
PROBLEM SOLVING
Unfamiliar and multi step
Clear communication
Contextualised
UNDERSTANDING
Adapt & transfer concepts
Connections between concepts
Different representations
FLUENCY
Recall facts
Execute procedures
Appropriate methods
Productive Disposition
sensible, useful, and worthwhile, coupled with a belief in
diligence and one’s own efficacy
REMEMBERING
UNDERSTANDING
&
APPLYING
CREATING
EVALUATING
ANALYSING
USE KNOWLEDGE
MEANINGFULLY
EXTEND &
REFINE
KNOWLEDGE
INTEGRATE KNOWLEDGE
(DECLARATIVE)
ACQUIRE KNOWLEDGE
(PROCEDURAL)
DEEP
REASONING
DEEP
STRATEGIC
THINKING
SURFACE
SKILLS &
CONCEPTS
SURFACE
RECALL &
REPRODUCE
P E D A G O G I E S T O D E L I V E R C U R R I C U L U M I N T E N T

18. If you know that 8 x 5 = 40
Explain how this can help you
solve
40 ÷ ? = 8, ⅛ of 40
How many ways can you make 24
by multiplying two products
together?
15 x ? = 150
Show two different ways you could
multiply the following numbers
together
15 x 8
How could you use multiplication
to solve the following
30 ÷ ? = 6
Can you explain or show why
8 x 20 is the same as
8 x 10 x 2
Question types for Year 4
Recall Understanding Reasoning

19. If you know that 8 x 5 = 40
Explain how this can help you
solve
40 ÷ ? = 8, ⅛ of 40
How many ways can you make 24
by multiplying two products
together?
15 x ? = 150
Show two different ways you could
multiply the following numbers
together
15 x 8
How could you use multiplication
to solve the following
30 ÷ ? = 6
Can you explain or show why
8 x 20 is the same as
8 x 10 x 2
Teachers’ responses so far
What pedagogies are needed for this?

20. What is the mean of the following
numbers:
15, 25, 30, 6
What is the mean of the following
decimals fractions?
1.5, 2.4, 3.1, 2.6
The mean of five numbers was 6,
what could the numbers be?
The mean of five numbers was 6,
the range was 4 and the median
was 8. What could the numbers
be?
What is the mean of the following
numbers:
15, 25, 30, 6
The mean of five numbers was 6,
what could these numbers be . Be
Ready to clearly justify and
explain your answers
Question types Year 8

21. What is the mean of the following
decimals fractions?
1.5, 2.4, 3.1, 2.6
The mean of five numbers was 6,
what could the numbers be?
The mean of five numbers was 6,
the range was 4 and the median
was 8. What could the numbers
be?
What is the mean of the following
numbers:
15, 25, 30, 6
The mean of five numbers was 6,
what could these numbers be . Be
Ready to clearly justify and
explain your answers
Teacher responses so far

22. STUDENT TEACHER

23. Rob Proffitt-White NCR: March 2015
Teacher led classroom protocols help ensure
a supportive, consistent and shared vision

24. Switch on to learning through tasks that engage, focus and inform understanding
Intent
• Termly diagnostics
• Unit ‘core concepts’
• School priority
• Student disposition
Expectations
• What, why, how of curriculum
• What, why, how of behaviour
Interactions
• Teacher to class
• Teacher to student
• Check for understanding
• “Get off the stage”
Engagement
• Student to student
• Elbow and table groups
• ‘Hands on’
• Active discussion/differentiation
Reflection
• Student to class
• Reason not result
• Review, reiterate and feedback
Teacher Student
Positive Relationships
LivelyPace
Routines

25. Purpose
Engagement
Reflect
Is it addressing your students’
needs or the unit focus?
Have the students been told
the what, why and how?
Are you enthusiastically
promoting discussion?
Have you taken time to share
common misconceptions and
efficient strategies?
Have your students had
opportunities to use peer
tutoring?
• Naplan Data
• Diagnostic Tests
• Unit Plans
• Student driven
• Risk free
• Check they
understand
• Teacher moves
• Student discussion
• Prove and justify
• Correct terminology
• Identified strengths
and weaknesses
POSITIVE RELATIONSHIPS
HIGHEXPECTATIONS
Are the students encouraged to
take risks, make mistakes
ASSESSMENT FOR LEARNING
TIMELYMANNER

26. 550
555
560
565
570
575
580
585
590
595
1 2 3 4
AUS
QLD
*ss
2013 2014 2015 2016
MeanScaleScore
Tracking MSS in Year 9 Success Schools ( *ss)
Tracking Year 9 trends

27. Tracking Year 5 trends

28. Tracking Year 3 trends

29. Final Thoughts
The activities are the tip of the iceberg
• It requires the correct pedagogy
• It requires teacher confidence and capacity
• It requires a growth mindset by all
• It requires time to norm the practice