Make it Count 2009 – 2012
• SECONDARY
• Nerang State High School
• St Peter Claver College

• PRIMARY
• Nerang State School
• St Brigid's Primary Sc...
• Establishment of Cluster
• Appointment of Indigenous Education Officer – Jay McQueen
• Cultural awareness training
• Mat...
• Each school undertook:
• Dare to Lead ‘Snapshots”
• Cultural training with staff
• First Steps in Number training

• Ind...
• Each school undertook:
• ‘Leading from the Middle’ projects with key staff
• A project where curriculum leaders work wit...
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KU 5 –There are patterns in the way we write whole numbers that help us remember their order.
Pre...
• Maths Conference for Staff - January
• All teachers attended a conference for 1.5 days on Maths and
indigenous learners....
• The importance of connectedness between teachers &
students
•
•
•
•
•

Relationship
Safe & no put downs in a class
Impor...
Nerang presentation–Make It Count conference
Nerang presentation–Make It Count conference
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Nerang presentation–Make It Count conference

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Cluster presentation at the final MIC Conference in Sydney 2012

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Nerang presentation–Make It Count conference

  1. 1. Make it Count 2009 – 2012
  2. 2. • SECONDARY • Nerang State High School • St Peter Claver College • PRIMARY • Nerang State School • St Brigid's Primary School • William Duncan State School • Gilston State School
  3. 3. • Establishment of Cluster • Appointment of Indigenous Education Officer – Jay McQueen • Cultural awareness training • Maths Camp Planning
  4. 4. • Each school undertook: • Dare to Lead ‘Snapshots” • Cultural training with staff • First Steps in Number training • Indigenous Student Maths Camp • A 3 day 2 night camp for students from Years 5-9 focussing on engaging maths activities that take students out of the classroom, developing positive relationships amongst campers, creating links to culture and engaging students in hands on investigations that make use of the local environment and develop positive attitudes towards Maths.
  5. 5. • Each school undertook: • ‘Leading from the Middle’ projects with key staff • A project where curriculum leaders work with staff on action learning projects, using pre intervention data, coaching, mentoring and post intervention data follow up • Indigenous Student Maths Camp • A 1 day camp hearing about how the Titans League coach uses maths to train players, maths activities and investigations
  6. 6. • • • • • • • • • • • • KU 5 –There are patterns in the way we write whole numbers that help us remember their order. Pre Test 10 of the 24 children started with a clear understanding of the processes of making whole numbers. A further 8 had a very limited understanding. The children particularly enjoyed the process of bundling a variety of materials and at the time all became confident in verbalising what they were doing and why. Post Test The children were given the post test with out explanation and were left to complete. They then discussed their answers with the teacher and explained what the lolly roll meant. Most children started counting in 10’s then on in ones to get to their final answer. This was something none were able to do at the start. The children were assessed on their verbal understanding of the concept and how well they could explain what they were doing. 17 of the 24 children showed a very clear understanding of this concept – a further 3 were well on the way to competency. Indigenous Perspective Joseph started with a very limited understanding of the idea of bundling but was able to demonstrate a clear knowledge at the post test discussion.
  7. 7. • Maths Conference for Staff - January • All teachers attended a conference for 1.5 days on Maths and indigenous learners. Key speakers Dr Tyson Yungkaporta & Dr Peter Grootenboer • Each school will undertake: • ‘Leading from the Middle’ projects with key staff • A project where curriculum leaders work with staff on action learning projects, using pre intervention data, coaching, mentoring and post intervention data follow up • Indigenous Student Maths Camp • A 1 day camp using maths activities and investigations
  8. 8. • The importance of connectedness between teachers & students • • • • • Relationship Safe & no put downs in a class Importance of success Fun Non threatening • Gathering pre & post data • Collegial mentoring (‘Leading from the Middle’) • Teacher knowledge

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