Welcome to TOWN Phase 2
Module 6
The presentation will commence at 3:30pm
All schools will be asked to contribute to
discu...
Agenda for meeting
3:15 –
3:30pm
Registration, login / roll call
3:30 - 3:45pm Welcome and acknowledgement
Brief feedback ...
Back toBack to
Feedback:
Suggestions – Continuous assessment and effective feedback
• How did you assess student understan...
Using Resources:
Alignment to numeracy continuum aspects
What is compensation?
To recognise that when the same amount is added to two numbers, the
difference remains the same.
Out...
What is compensation?
Teaching points
Compensation with subtraction is based on the fact that the difference
between the t...
What is compensation?
Teaching points
Compensation with subtraction is based on the fact that the difference
between the t...
What is compensation?
What is the purpose of developing this process?
What would you do next?
Refer to the What is compens...
What is compensation?
Teaching points
Compensation with subtraction is based on the fact that the difference
between the t...
Learning Objects
Butterfly Wings
Blooming subtraction
Many other suitable resources have been distributed
to participants ...
Sustaining the TOWN program
Sustaining the TOWN program
Factors perceived to contribute to program sustainability
• The expertise of the team leader
• Shared responsibility for i...
Factors perceived as inhibiting to program sustainability
• High turn-over of staff or large proportion of casual staff
• ...
Participants feedback
Please provide an insight into how you have implemented
TOWN in your school to improve student learn...
What next: planning matrix
The TOWN matrix describes a progression of program implementation
across three broad aspects, a...
Where to next?
Complete the TOWN – teaching and learning phase teacher
assessment sheet
What next:
Thank you to schools and participants in the TOWN
program
Complete the student tracking sheets and send them to...
Thank you –
Please send your attendance sheets to
suzanne.gibson@det.nsw.edu.au
or fax: 9208 7629
All other documentation:...
Upcoming SlideShare
Loading in …5
×

TOWN VC Proposed 6

378 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
378
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • In your opinion, are any key factors to success missing from this list? Which factor do you think is important but not strongly evident in your current implementation? What actions could you put into place to address this?
  • Are any key factors missing from this list? Share how you have addressed one of these factors at your school (or one that is not indicated).
  • TOWN VC Proposed 6

    1. 1. Welcome to TOWN Phase 2 Module 6 The presentation will commence at 3:30pm All schools will be asked to contribute to discussions; please have your feedback ready VMR: 600020601 Please remember to ‘mute’ your microphone ( when not participating in discussions through the meeting )
    2. 2. Agenda for meeting 3:15 – 3:30pm Registration, login / roll call 3:30 - 3:45pm Welcome and acknowledgement Brief feedback from Continuous Assessment task 3:45 - 4:15pm Using resources 4:15 - 4:40 pm Sustaining TOWN in the school 4:40 – 4:50pm What next- 4:50pm - Close 5:00pm Questions, discussion
    3. 3. Back toBack to Feedback: Suggestions – Continuous assessment and effective feedback • How did you assess student understanding during the lesson? • Describe your lesson assessment and feedback process • How did students respond? •What was the impact on student engagement and learning? How did you know? •What learning objects did you use? Student progress update to Region; Lesson Study implications; Continuing to use SFF activities: what is working well?
    4. 4. Using Resources: Alignment to numeracy continuum aspects
    5. 5. What is compensation? To recognise that when the same amount is added to two numbers, the difference remains the same. Outcomes NS2.2: Uses mental and written strategies for addition and subtraction involving two-, three- and four-digit numbers Framework reference To move students to Place value level 2
    6. 6. What is compensation? Teaching points Compensation with subtraction is based on the fact that the difference between the two numbers stays the same as long as we add to both numbers, or subtract from them, the same quantity. Using compensation with subtraction is different from using compensation with addition. With addition, the strategy of compensation is based on the total remaining the same. Consequently, if something is added to one number, the other number in the sum must be reduced by the same amount. Example: 7 - 4 (add 10 to both numbers) 17 - 14 (add 4 to both numbers) 21 - 18 (subtract 7 from both numbers) 14 - 11
    7. 7. What is compensation? Teaching points Compensation with subtraction is based on the fact that the difference between the two numbers stays the same as long as we add to both numbers, or subtract from them, the same quantity. Using compensation with subtraction is different from using compensation with addition. With addition, the strategy of compensation is based on the total remaining the same. Consequently, if something is added to one number, the other number in the sum must be reduced by the same amount. Example: 7 - 4 (add 10 to both numbers) 17 - 14 (add 4 to both numbers) 21 - 18 (subtract 7 from both numbers) 14 - 11
    8. 8. What is compensation? What is the purpose of developing this process? What would you do next? Refer to the What is compensation lesson plan and Finding the Difference (.pdf)
    9. 9. What is compensation? Teaching points Compensation with subtraction is based on the fact that the difference between the two numbers stays the same as long as we add to both numbers, or subtract from them, the same quantity. Using compensation with subtraction is different from using compensation with addition. With addition, the strategy of compensation is based on the total remaining the same. Consequently, if something is added to one number, the other number in the sum must be reduced by the same amount. Example: 44 + 15 = ? 50 + __ = ? (same answer)
    10. 10. Learning Objects Butterfly Wings Blooming subtraction Many other suitable resources have been distributed to participants previously or they are available on the Count Me In Too website
    11. 11. Sustaining the TOWN program
    12. 12. Sustaining the TOWN program
    13. 13. Factors perceived to contribute to program sustainability • The expertise of the team leader • Shared responsibility for implementing the action plan -Hence, not seen as the sole responsibility of the team leader • Regular whole-staff and Stage-based/team meetings • Staff ’s understanding of the framework • Integrating the framework with the syllabus and other curriculum materials • High degree of collegiality amongst staff • High degree of internal support • Creative or “multiple” use of “basic” resources • Collaborative planning • Selection of a different staff member to lead the program and with the previous facilitator retained as mentor or maths coordinator • Whole school focus • Utilising observational assessment to reduce the frequency of testing
    14. 14. Factors perceived as inhibiting to program sustainability • High turn-over of staff or large proportion of casual staff • Inexperience of the staff • Staff attitude / Lack of commitment by some staff • Competing numeracy programs operating in the school • Absence of team meetings • Lack of timetable flexibility • Frequent interruptions to the school day • Limited school executive support • Perhaps the cultural background of parents could be seen as another barrier. With the majority of parents requesting a focus on textbooks, the formal written algorithm and memorisation of basic facts, they may not understand nor support a focus on problem solving or one involving the discussion of mental strategies.
    15. 15. Participants feedback Please provide an insight into how you have implemented TOWN in your school to improve student learning outcomes. How successful was the program? How will TOWN be sustainable in your school? What was the most successful action that was implemented from TOWN? How can we improve participants involvement in TOWN to improve student learning?
    16. 16. What next: planning matrix The TOWN matrix describes a progression of program implementation across three broad aspects, and nine focus areas. Schools can use the matrix to identify their current level of program implementation as well as future goals.
    17. 17. Where to next? Complete the TOWN – teaching and learning phase teacher assessment sheet
    18. 18. What next: Thank you to schools and participants in the TOWN program Complete the student tracking sheets and send them to Suzanne Gibson before 22nd November. Contact us if there are problems. Complete and return the teacher assessment sheet to Suzanne Gibson before 22nd November.
    19. 19. Thank you – Please send your attendance sheets to suzanne.gibson@det.nsw.edu.au or fax: 9208 7629 All other documentation: 22nd November 2013 ivana.zekanovic@det.nsw.edu.au rowena.whittle@det.nsw.edu.au suzanne.gibson@det.nsw.edu.au

    ×