Make it Count: Maths and Indigenous Learners presented by Caty Morris
Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online
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.
11. A model for teacher collective responsibility to improve
maths learning outcomes of Indigenous students
1.
Professional
development
Collective responsibility
for improving maths
outcomes of Indigenous
learners
5.
Pedagogical
leadership
2.
Professional
community
3.
Collective
struggle
4.
Relational trust
Adapted from Whalan’s Model of teachers’ collective responsibility for student 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
2. Leading teaching & learning of maths
3. Developing self & others as maths leaders
4. Leading mathematics innovation & change
5. Managing mathematics education in the school
6. Engaging & working with the school community
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?
21. Want to change your spots?
1. on your own
2. small group
3. professional
learning community
4. whole school
5. partnership/cluster
of schools
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.
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.
Layers of professional learningLayer 1 - the outer layers: professional learning that looks for ideas to teach the next dayLayer 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.
Standard 1: Know Indigenous learners and know how they learn: be aware, be connected, be sensitive.
Standard 2: Know the mathematics content and know the different ways to teach it effectively to Indigenous learners: be a mathematician, be a learner, be coherent and creative.
Standard 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.
Standard 4: Create and maintain learning environments in which Indigenous learners feel safe and supported: be sensitive, be demanding, be supportive.
Standard 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.
Standard 6: Engage with colleagues in professional learning communities in ongoing, action oriented, professional learning.
Standard 7: Engage with Indigenous parents, families and community in two-way dialogue: be a listener, be a learner, be an advocate, be a sharer of knowledge.
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.
Engage with colleagues
6.1 Have a focused, structured approach to what you want to achieve as a team and establish
common core values and attitudes.
6.2 Share expertise between schools to grow and enrich professional learning communities.
6.3 Be both a mentor and a learner, as the act of giving and receiving feedback establishes safe,
respectful relationships conducive to critical engagement and change.
6.4 Participate in action learning or research where you design, act, observe and reflect.
This involves examining data to determine current progress and future planning.
6.5 Foster the openness and courage necessary for a school to adapt diverse models to your
school’s unique model, based on common beliefs and values.
Engage in professional learning
6.6 Focus on the development of critical self-reflection so you are more able to actively challenge
deficit views and assumptions you and others may have about Indigenous learners and their
communities.
6.7 Focus on a specific area of professional learning and collaborate through professional
relationships on a common goal.
6.8 Develop pedagogy through site-based, whole-school, collegial, data-driven professional
learning that builds on a strong established research base. For teachers, lesson observation
and feedback is at the heart of sharing professional knowledge.
6.9 Engage critically with external resources to gauge their appropriateness and relevance for
Indigenous learners and compatibility with your aspirations for pedagogical improvement.