This document provides information about the mathematics curriculum and teaching at Waituna Creek School. It includes:
- An overview of the school's approach to teaching the number, algebra, geometry, measurement, and statistics strands.
- Suggested timetables and frameworks for covering concepts across terms and year levels.
- Details on planning, assessment, resources, and self-review processes to support high-quality mathematics instruction.
- A 2012 target and action plan to increase the number of students achieving the national standards in mathematics.
The document discusses the stages teachers go through when adapting to the Common Core State Standards (CCSS) in mathematics - denial, anger, bargaining, depression, and acceptance. It then provides an overview of the CCSS introduction, math practices, and six key shifts in mathematics - focus, coherence, fluency, deep understanding, application, and dual intensity. Teachers are guided to reflect on how these shifts impact their instruction and what students will experience in the classroom.
Here are a few observations I have after completing the planning activity:
- Many science concepts require math skills beyond basic computation, including graphing, measurement, ratios/proportions, formulas, etc. This reinforces the need for science teachers to explicitly teach and support these skills.
- Different science topics naturally lend themselves to different math skills. Careful identification of the math embedded in each concept is important for planning effective instruction.
- Scaffolding math instruction for different ability levels will be crucial. Some students may need more support with foundational skills before tackling higher-level math applications.
- Integrating math practice into science lessons, rather than keeping them separate, can help students make real-world connections between
Let Us Make the Difference in Our Numeracy Classrooms: Advanced Certifcate in...Saide OER Africa
Foundation Phase Wrap-around Guide to accompany the ACEMaths materials (Six units) (Wits, Johannesburg, South Africa) Adapted by Manono Mdluli.
At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.
The document discusses the stages teachers may go through when adapting to the Common Core State Standards for mathematics. It outlines the stages of denial, anger, bargaining, depression, and acceptance. It then provides information on the Common Core math practices, the six shifts in mathematics under Common Core, and focuses on shifts around focus, coherence, and fluency. Key aspects are ensuring depth of understanding, connecting concepts across grades, and developing fluency in core skills.
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
1. The Learning Force curriculum provides 90 hours of targeted reading and math instruction through scripted lessons focusing on foundational skills that are frequently tested.
2. Students are assessed before and after the program through criterion-referenced tests to measure individual skill growth, and overall class achievement gains are reported to schools and districts.
3. The curriculum utilizes engaging materials and differentiated instruction to support all students, with lessons incorporating best practices like warm-up activities, modeling, guided and independent practice.
The document provides learning objectives for the Cambridge Secondary 1 Science curriculum framework. Stage 7 objectives cover scientific enquiry, biology, chemistry, and physics topics. In biology, objectives include recognizing the positions and functions of major plant organs and human body systems, identifying characteristics of living things, comparing plant and animal cell structures, and relating cell structures to functions.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
The document discusses the stages teachers go through when adapting to the Common Core State Standards (CCSS) in mathematics - denial, anger, bargaining, depression, and acceptance. It then provides an overview of the CCSS introduction, math practices, and six key shifts in mathematics - focus, coherence, fluency, deep understanding, application, and dual intensity. Teachers are guided to reflect on how these shifts impact their instruction and what students will experience in the classroom.
Here are a few observations I have after completing the planning activity:
- Many science concepts require math skills beyond basic computation, including graphing, measurement, ratios/proportions, formulas, etc. This reinforces the need for science teachers to explicitly teach and support these skills.
- Different science topics naturally lend themselves to different math skills. Careful identification of the math embedded in each concept is important for planning effective instruction.
- Scaffolding math instruction for different ability levels will be crucial. Some students may need more support with foundational skills before tackling higher-level math applications.
- Integrating math practice into science lessons, rather than keeping them separate, can help students make real-world connections between
Let Us Make the Difference in Our Numeracy Classrooms: Advanced Certifcate in...Saide OER Africa
Foundation Phase Wrap-around Guide to accompany the ACEMaths materials (Six units) (Wits, Johannesburg, South Africa) Adapted by Manono Mdluli.
At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.
The document discusses the stages teachers may go through when adapting to the Common Core State Standards for mathematics. It outlines the stages of denial, anger, bargaining, depression, and acceptance. It then provides information on the Common Core math practices, the six shifts in mathematics under Common Core, and focuses on shifts around focus, coherence, and fluency. Key aspects are ensuring depth of understanding, connecting concepts across grades, and developing fluency in core skills.
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
1. The Learning Force curriculum provides 90 hours of targeted reading and math instruction through scripted lessons focusing on foundational skills that are frequently tested.
2. Students are assessed before and after the program through criterion-referenced tests to measure individual skill growth, and overall class achievement gains are reported to schools and districts.
3. The curriculum utilizes engaging materials and differentiated instruction to support all students, with lessons incorporating best practices like warm-up activities, modeling, guided and independent practice.
The document provides learning objectives for the Cambridge Secondary 1 Science curriculum framework. Stage 7 objectives cover scientific enquiry, biology, chemistry, and physics topics. In biology, objectives include recognizing the positions and functions of major plant organs and human body systems, identifying characteristics of living things, comparing plant and animal cell structures, and relating cell structures to functions.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
This document appears to be an observation form used to provide feedback on teaching lessons. It includes sections to note the context of the observation, identify good practices and areas for development, and make an overall judgment on the quality of the lesson. The observer and teacher then discuss actions and next steps. The form also includes a section on professional teaching standards that are assessed during the observation related to subjects knowledge, planning, expectations, assessment practices, relationships, progress, meeting student needs, use of teaching assistants, and homework.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
This document outlines four performance standards for evaluating an educator. Performance Standard 1 focuses on creating a positive learning environment. The educator demonstrates strengths in managing learning space, learner involvement, discipline, and diversity. Performance Standard 2 focuses on knowledge of curriculum and learning programs. The educator shows strengths in knowledge of learning areas, skills, goal setting, and involvement in learning programs. Performance Standard 3 focuses on lesson planning, preparation, and presentation. The educator's strengths include well-prepared lesson plans, clear presentation, record keeping, and managing learning programs. Performance Standard 4 focuses on learner assessment and achievement. Overall, the educator meets or exceeds expectations across the four performance standards.
This document provides the course plan for a Quantitative Methods course taught at Gyan Ganga Institute of Technology & Management.
The course aims to introduce students to basic statistical techniques for business decision making. It covers topics like descriptive statistics, probability, inferential statistics, regression, correlation, and the use of statistical software.
The course is designed to help students understand and apply statistical concepts to business problems. It will use methods like lectures, case discussions, student presentations and assignments to teach topics over 38 sessions. Student performance will be evaluated through class participation, assignments, quizzes and tests.
1. Assessment is the systematic process of monitoring learning to determine strengths and weaknesses, involving observing, collecting, and interpreting information about student performance.
2. The purpose of formative assessment is to provide feedback to students to help them improve, while summative assessment has a gatekeeping function to evaluate student learning at the end of a period.
3. When designing assessments, teachers should ensure the tool effectively measures the intended learning objectives and allows students to demonstrate their knowledge in a clear, unambiguous and fair manner.
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development to better achieve this standard."
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills."
Here are the key points about the nature of mathematics according to NCTM:
1. Mathematics is a study of patterns and relationships. Mathematical ideas are interwoven and students must explore recurring ideas/patterns and relationships between them.
2. Mathematics is a way of thinking. Problem solving in mathematics trains logical, analytical, critical and systematic thinking skills needed to confront everyday problems.
3. Mathematics is an art.
4. Mathematics is a language used to efficiently communicate complex processes and thoughts precisely using symbols and specific terms. Students must learn this mathematical register or vocabulary.
So in summary, according to NCTM, mathematics involves exploring patterns and relationships, develops strong thinking skills, has an artistic element, and
The document provides a course plan for a semester-long course on Management of Financial Services. The course aims to acquaint students with major financial services and institutions. It covers topics such as financial markets and systems, regulatory frameworks, mutual funds, stock exchanges, merchant banking, and various financial products and services. Learning methods include lectures, case discussions, presentations and surprise tests. Students will be evaluated based on class participation, assignments, quizzes and attendance. The course plan outlines the topics, learning objectives, readings and activities for each session across 39 sessions to comprehensively cover the subject matter.
This document outlines the instructional planning process using a detailed lesson plan format. It includes sections for the learning competency, objectives, content, learning resources, procedures including introductory, main activities and assessment. The procedures section lists the duration and description of each step. The lesson plan format also includes sections for analysis of learner's product, assignment, concluding activity, remarks, and teacher reflections on what worked well, difficulties encountered and innovations discovered.
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
This document provides guidance for teachers on identifying and teaching mathematically able pupils in primary schools. It addresses how to organize teaching within the school through setting, grouping with older pupils, or whole-class teaching. It also offers suggestions for adapting termly planning to include more challenging objectives and enrichment activities. Examples are provided for Years 2 and 6 plans. The document also provides potential resources for teachers, such as puzzles and problems in the second part of the document that can develop higher-order thinking skills. National Numeracy Strategy materials that support able pupils are also highlighted.
The document provides guidance for teachers on preparing students for the National Assessment Program - Literacy and Numeracy (NAPLAN) test. It includes recommendations for activities before, during and after the test. It also provides information on assessing the writing task, teaching writing skills, and language conventions. Appendices with additional resources are referenced at the end.
This document outlines the adoption of new K-12 mathematics standards for the state of Washington. It discusses the process by which the standards were developed, including input from national experts, state educators, and thousands of stakeholders. The state superintendent officially adopts the revised standards, noting they set more rigorous expectations and provide clarity to support student understanding and problem solving abilities across grades and subjects. The standards are considered the first step in improving mathematics learning statewide.
This document outlines the Saskatchewan curriculum for Mathematics in Grade 2. It includes the core curriculum, broad areas of learning, cross-curricular competencies, aim and goals of K-12 mathematics, teaching mathematics, outcomes and indicators, assessment, connections to other areas of study, and a glossary. The curriculum builds on students' prior learning in number sense, spatial sense, logical thinking, and understanding mathematics as a human endeavor to further develop these areas and prepare students for future mathematics learning.
This document provides an overview of a module on teaching English that includes 5 lessons covering listening, speaking, reading, writing, and assessment. It introduces the objectives of the module which are to help teachers reflect on communication skills and strategies for effective English instruction. The module is self-paced and includes activities, self-check questions, and a pre-assessment and post-assessment to evaluate teacher performance.
Ace Maths Unit Six: Teaching All Children Mathematics. Reading 1: Guidelines ...PiLNAfrica
The document provides guidelines for developing inclusive learning programmes to address diversity in South African classrooms. It discusses barriers to learning such as disability, language difficulties, lack of parental involvement, and socioeconomic barriers. It emphasizes that the Revised National Curriculum Statement (RNCS) allows for flexibility to adapt learning programmes and assessments based on individual learner needs. Teachers are encouraged to identify barriers and make appropriate modifications to facilitate participation and access to education for all learners.
Here are some key points I reflected on regarding my current practice in applying content knowledge within and across curriculum teaching areas:
- Knowledge - I assessed my depth and breadth of understanding of the subject matters I teach and how well I can integrate topics from my subject to other subjects.
- Skills - I evaluated how well I plan and organize teaching and learning strategies to apply my expertise in my subject matter and to make meaningful connections to content from other learning areas.
- Attitude - I considered whether my learners are able to acquire the content better when I relate my subject matter to their experiences and draw links to topics from other subjects.
Reflecting on my current strengths and areas for improvement helps me identify specific ways to
The document discusses the Philippine Professional Standards for Teachers (PPST). It outlines the 7 domains of the PPST which define teacher quality in the Philippines. The domains include content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes the 4 career stages teachers progress through which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. The PPST is important as it articulates what constitutes teacher quality through well-defined standards and helps improve teaching practices.
1) The document discusses PUHSD's vision for mathematics curriculum, instruction, and assessment which is aligned with college and career expectations and prepares students for success in graduating high school and the global economy.
2) It explains concepts of rigor and relevance in curriculum, which includes rigorous content and higher-order skills that build on strengths of standards while emphasizing conceptual understanding over procedural skills.
3) Research-based instructional strategies are recommended to create a learning plan meeting CCSS demands, such as those outlined in QualityCore which provide resources, assessments, and reports to support instruction and evaluate student progress.
This document appears to be an observation form used to provide feedback on teaching lessons. It includes sections to note the context of the observation, identify good practices and areas for development, and make an overall judgment on the quality of the lesson. The observer and teacher then discuss actions and next steps. The form also includes a section on professional teaching standards that are assessed during the observation related to subjects knowledge, planning, expectations, assessment practices, relationships, progress, meeting student needs, use of teaching assistants, and homework.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
This document outlines four performance standards for evaluating an educator. Performance Standard 1 focuses on creating a positive learning environment. The educator demonstrates strengths in managing learning space, learner involvement, discipline, and diversity. Performance Standard 2 focuses on knowledge of curriculum and learning programs. The educator shows strengths in knowledge of learning areas, skills, goal setting, and involvement in learning programs. Performance Standard 3 focuses on lesson planning, preparation, and presentation. The educator's strengths include well-prepared lesson plans, clear presentation, record keeping, and managing learning programs. Performance Standard 4 focuses on learner assessment and achievement. Overall, the educator meets or exceeds expectations across the four performance standards.
This document provides the course plan for a Quantitative Methods course taught at Gyan Ganga Institute of Technology & Management.
The course aims to introduce students to basic statistical techniques for business decision making. It covers topics like descriptive statistics, probability, inferential statistics, regression, correlation, and the use of statistical software.
The course is designed to help students understand and apply statistical concepts to business problems. It will use methods like lectures, case discussions, student presentations and assignments to teach topics over 38 sessions. Student performance will be evaluated through class participation, assignments, quizzes and tests.
1. Assessment is the systematic process of monitoring learning to determine strengths and weaknesses, involving observing, collecting, and interpreting information about student performance.
2. The purpose of formative assessment is to provide feedback to students to help them improve, while summative assessment has a gatekeeping function to evaluate student learning at the end of a period.
3. When designing assessments, teachers should ensure the tool effectively measures the intended learning objectives and allows students to demonstrate their knowledge in a clear, unambiguous and fair manner.
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development to better achieve this standard."
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills."
Here are the key points about the nature of mathematics according to NCTM:
1. Mathematics is a study of patterns and relationships. Mathematical ideas are interwoven and students must explore recurring ideas/patterns and relationships between them.
2. Mathematics is a way of thinking. Problem solving in mathematics trains logical, analytical, critical and systematic thinking skills needed to confront everyday problems.
3. Mathematics is an art.
4. Mathematics is a language used to efficiently communicate complex processes and thoughts precisely using symbols and specific terms. Students must learn this mathematical register or vocabulary.
So in summary, according to NCTM, mathematics involves exploring patterns and relationships, develops strong thinking skills, has an artistic element, and
The document provides a course plan for a semester-long course on Management of Financial Services. The course aims to acquaint students with major financial services and institutions. It covers topics such as financial markets and systems, regulatory frameworks, mutual funds, stock exchanges, merchant banking, and various financial products and services. Learning methods include lectures, case discussions, presentations and surprise tests. Students will be evaluated based on class participation, assignments, quizzes and attendance. The course plan outlines the topics, learning objectives, readings and activities for each session across 39 sessions to comprehensively cover the subject matter.
This document outlines the instructional planning process using a detailed lesson plan format. It includes sections for the learning competency, objectives, content, learning resources, procedures including introductory, main activities and assessment. The procedures section lists the duration and description of each step. The lesson plan format also includes sections for analysis of learner's product, assignment, concluding activity, remarks, and teacher reflections on what worked well, difficulties encountered and innovations discovered.
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
This document provides guidance for teachers on identifying and teaching mathematically able pupils in primary schools. It addresses how to organize teaching within the school through setting, grouping with older pupils, or whole-class teaching. It also offers suggestions for adapting termly planning to include more challenging objectives and enrichment activities. Examples are provided for Years 2 and 6 plans. The document also provides potential resources for teachers, such as puzzles and problems in the second part of the document that can develop higher-order thinking skills. National Numeracy Strategy materials that support able pupils are also highlighted.
The document provides guidance for teachers on preparing students for the National Assessment Program - Literacy and Numeracy (NAPLAN) test. It includes recommendations for activities before, during and after the test. It also provides information on assessing the writing task, teaching writing skills, and language conventions. Appendices with additional resources are referenced at the end.
This document outlines the adoption of new K-12 mathematics standards for the state of Washington. It discusses the process by which the standards were developed, including input from national experts, state educators, and thousands of stakeholders. The state superintendent officially adopts the revised standards, noting they set more rigorous expectations and provide clarity to support student understanding and problem solving abilities across grades and subjects. The standards are considered the first step in improving mathematics learning statewide.
This document outlines the Saskatchewan curriculum for Mathematics in Grade 2. It includes the core curriculum, broad areas of learning, cross-curricular competencies, aim and goals of K-12 mathematics, teaching mathematics, outcomes and indicators, assessment, connections to other areas of study, and a glossary. The curriculum builds on students' prior learning in number sense, spatial sense, logical thinking, and understanding mathematics as a human endeavor to further develop these areas and prepare students for future mathematics learning.
This document provides an overview of a module on teaching English that includes 5 lessons covering listening, speaking, reading, writing, and assessment. It introduces the objectives of the module which are to help teachers reflect on communication skills and strategies for effective English instruction. The module is self-paced and includes activities, self-check questions, and a pre-assessment and post-assessment to evaluate teacher performance.
Ace Maths Unit Six: Teaching All Children Mathematics. Reading 1: Guidelines ...PiLNAfrica
The document provides guidelines for developing inclusive learning programmes to address diversity in South African classrooms. It discusses barriers to learning such as disability, language difficulties, lack of parental involvement, and socioeconomic barriers. It emphasizes that the Revised National Curriculum Statement (RNCS) allows for flexibility to adapt learning programmes and assessments based on individual learner needs. Teachers are encouraged to identify barriers and make appropriate modifications to facilitate participation and access to education for all learners.
Here are some key points I reflected on regarding my current practice in applying content knowledge within and across curriculum teaching areas:
- Knowledge - I assessed my depth and breadth of understanding of the subject matters I teach and how well I can integrate topics from my subject to other subjects.
- Skills - I evaluated how well I plan and organize teaching and learning strategies to apply my expertise in my subject matter and to make meaningful connections to content from other learning areas.
- Attitude - I considered whether my learners are able to acquire the content better when I relate my subject matter to their experiences and draw links to topics from other subjects.
Reflecting on my current strengths and areas for improvement helps me identify specific ways to
The document discusses the Philippine Professional Standards for Teachers (PPST). It outlines the 7 domains of the PPST which define teacher quality in the Philippines. The domains include content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes the 4 career stages teachers progress through which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. The PPST is important as it articulates what constitutes teacher quality through well-defined standards and helps improve teaching practices.
1) The document discusses PUHSD's vision for mathematics curriculum, instruction, and assessment which is aligned with college and career expectations and prepares students for success in graduating high school and the global economy.
2) It explains concepts of rigor and relevance in curriculum, which includes rigorous content and higher-order skills that build on strengths of standards while emphasizing conceptual understanding over procedural skills.
3) Research-based instructional strategies are recommended to create a learning plan meeting CCSS demands, such as those outlined in QualityCore which provide resources, assessments, and reports to support instruction and evaluate student progress.
The document discusses assessment practices at Westminster Elementary School. It describes how the school formed an assessment task force that renewed conversations around assessment and developed a new standards-based report card. It emphasizes the importance of professional learning communities using assessment data to ensure all students are learning. It provides examples of unpacking standards into student-friendly learning goals and aligning goals across programs to ensure congruence.
This document discusses research-based tools and frameworks to support ambitious mathematics teaching. It describes instructional activities designed for novice teachers to practice key routines of ambitious teaching. Rehearsals are used for teachers to learn how to facilitate mathematical talk and position students competently. A communication and participation framework maps teacher actions and student practices to support teacher reflection and trajectory of change. Common features of these tools include supporting teacher-researcher partnerships, developing a shared pedagogical language, approximating practice, highlighting student thinking, and linking teaching to learning outcomes. The goal is to develop teachers' adaptive expertise.
This document provides an overview of integrated lesson plans and pedagogy in the CBC curriculum. It defines an integrated lesson plan as one that brings together aspects from two or more subjects relating to a single learning outcome. The document discusses several learning theories that inform CBC teaching approaches, including constructivism and multiple intelligences. It also outlines some pedagogical approaches used in junior secondary, such as brainstorming, audio/visual tools, outdoor learning, role plays and group work, with the goal of developing skills like critical thinking and collaboration.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the new Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 indicators from the PPST over the course of the RPMS (Results-Based Performance Management System) cycle, with classroom observations as a key means of verifying teacher performance.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
Using maths recovery activities in the classroom teachers erasmusnumeracyenglish
This document provides an overview of Maths Recovery, a teaching approach for mathematics. It outlines the guiding principles of Maths Recovery which include using enquiry-based and problem-solving approaches, ongoing assessment, challenging students at their level, and building on students' verbal and written strategies. The document also discusses using Maths Recovery strategies in the classroom, including assessing students' current skills, setting learning objectives, and using instructional activities and assessments to help students progress along a learning trajectory in mathematics.
This webinar provided an overview of the 4th grade CCGPS mathematics unit on whole numbers, place value, and rounding in computation. The big idea of the unit is to deepen understanding of place value and its usefulness in estimation and computation. Resources were shared for exploring strategies for teaching key concepts like multi-digit multiplication and comparing fractions. Feedback was requested to help improve future unit-by-unit webinars. Participants were also encouraged to join a wiki for ongoing discussion of CCGPS mathematics.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Herbartial Steps - Memory Level of Teaching Advantages and Disadvantages - Conclusion
Crafting Intervention Activities for Students to be Engaged.pptxKerenJoyWigan3
The document discusses considerations for crafting effective academic interventions. It recommends that interventions (1) motivate and engage students through higher-order thinking, (2) meet individual student needs and address grade-level standards, and (3) incorporate games and enrichment activities to prevent boredom. The "3Ds" framework is also described - diagnose student needs, decide on focus areas, and deliver engaging lessons. Developing language and vocabulary is important, as is differentiating instruction. Effective planning and strategic intervention materials are also discussed.
This document discusses strategies for teaching mastery of key skills in mathematics. It begins by outlining mathematics standards for 5th grade, including number sense, geometry, patterns/algebra, measurement, probability/statistics. Sources of information on student mastery are discussed, such as assessment results from classroom tests and national assessments. Approaches to assessment include assessment of learning, for learning, and as learning. Formative assessment and mastery learning are presented as teaching strategies. Formative assessment involves checking understanding along instruction and using results to guide teaching, while mastery learning focuses on ensuring all students achieve mastery of content before moving on.
Strategies in teaching the least mastered skillsCarlo Magno
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Similar to Waituna Creek School Maths Curriculum Statement 2012 (20)
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2) Reviewing curriculum and developing new strategic goals through community consultation.
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4) Monitoring the budget, implementing property maintenance, and preparing for the 2013 budget.
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Waituna Creek School Maths Curriculum Statement 2012
1. WAITUNA CREEK
SCHOOL
Mathema'cs
and
Sta's'cs
Curriculum
Statement
2012
2. Mathematics and Statistics
In maths, our students enjoy exploring and using relationships in quantity, space and data and learn to express these relationships in
meaningful ways. Our pupils develop systematic approaches to solving mathematical problems.
Number and Algebra
• Develop strong number knowledge
• Use a range of school-wide numeracy strategies (mental and written) to estimate and calculate
• Discern when results of estimations and calculations are reasonable
• Recognise and represent patterns and structures in numbers, shapes and measures
Geometry and Measurement
• Know and use the properties and symmetries of shapes
• Describe position and movement
• Use a variety of devices of measure accurately, using both standard and non-standard units
Statistics
• Design investigations, collect, interpret and present data appropriately
• Make meaningful statements about patterns in data
• Investigate situations that involve elements of chance
The balance of the strands relates to proportions expressed in NZC and National Standards
The Number and Algebra strand underpins all teaching. The stages within each class will determine the amount
of teaching each group receives within other strands. Therefore there may be a group continuing in Number and
another working in Statistics.
The next page suggested a framework for coverage of the Mathematics Curriculum. It is important to note that
all children and classrooms at Waituna Creek are multi leveled and will have different learning needs, therefore
it is important to use the overview as a guide only.
2
3. Suggested Mathematics Overview
Term 1 Term 2 Term 3 Term 4
1 Time and Shape Number:
Temp and Angle Number Proportion
2 Multiplication and
and Ratios
Place Value and Division
3
Number Knowledge
4 Number:
Multiplication and Length Volume, Number: Addition
5 Division and Area Capacity and Subtraction
6
7 Positions/ Transfor
Number:
8 Addition and Grids mation Number: Fractions,
Subtraction decimals and Algebra
9 Statistics percentages
10 Probability
The pink measurement units are on a 2 year rotation.
In Term 2/3 some students will not be ready for concepts in Multiplication and Division and teachers should continue with addition
and subtraction strategies with these children.
Teachers may choose for their release teacher to cover strand maths when appropriate. Also some statistics may be covered at start
of year when getting to know your class.
3
4. Quality Teaching and Learning in Mathematics:
We know our teaching has been successful when new knowledge, understanding, skills and attitudes are accommodated by our
pupils with success, consolidation, independence and with meaningful results
In Mathematics the following key indicators describe successful teaching and learning at our school and provide the basis for teacher
performance appraisal.
Nurturing and positive learning By meeting individual needs and Building confident, willing learners who
environment encouraging success for all use knowledge to make a difference
The Student • be placed in a strategy group at their • know what they are learning and • apply new knowledge to real life
will: ability level when they have succeeded situations
• interact with teacher and peers • have student and group books • use the language of mathematics
• participate in group activities • peer tutor when appropriate • be able to monitor and manage self
• know the daily routines that occur when working independently
during maths times
The Teacher • provide an inviting, safe and stimulating • guide lessons around the learning • Link learning to students’ prior
will: learning environment goals they have set and shared knowledge and experiences
• engage students in rich conversation • give quality feedback / forward • participate in regular professional
about their learning • cater for diverse learning needs by development to enhance best practice
• ensure relevant materials are available grouping when appropriate • ensure practice and independent
at all stages of daily maths rotation • use a variety assessment tools to activities reflect strategies and
• model a love for learning assist with making overall teacher knowledge being taught
judgements
• develop knowledge and understanding
of expectations through liaising with
other schools
In the • effective teaching and learning practice • class enjoyment and confidence of • access to maths materials, texts,
Environment • celebration of success, through, mathematics displays and modeling books
you will see: praise, certificates, wonderwall and • students learning displayed and shared • children making links in and with
assemblies other curriculum areas
• maths timetable for daily rotation
• ICT tools to enhance motivation and
the grasping of key concepts
4
5. Timetabling
A minimum requirement of four morning sessions each week for the duration of an hour.
Planning
The expectations of planning are that all teachers are prepared in advance to meet the needs of their students. Planning will reflect
the spirit and intent of the NZC. Planning formats will include the following information:
• Maths strand.
• Differentiated teaching and grouping information.
• Specific learning intentions for both whole class and group activities.
• Anecdotal information that could identify issues, achievement, areas of concerns, need for re-grouping, next step learning.
• Resources and materials required.
• ICT tools and Thinking Skills when appropriate.
• Links to other Curriculum areas where appropriate.
• School Values/Key Competencies.
• Opportunities for self/peer/assessment and reflection.
Key resources are the New Zealand Curriculum document and the Numeracy Project materials. Supporting resources include
www.nzmaths.co.nz and Figure It Out. Hands on materials and group-leveled activities provide instruction and consolidation of
learning.
Assessment
The primary purpose of assessment is to improve students’ learning and teachers teaching. Therefore assessment will take place
throughout the year as laid out in the assessment schedule. Twice a year progress and achievement will be evaluated and reported in
relation to the National Standards in mathematics (NAG 2a). Teachers will use a variety of tools such as NumPa, GLoSS, asTTle, PAT,
observations, professional judgements, exemplars and student voice.
5
6. National Standards
Maths Towards At Curriculum Towards At Curriculum Towards At Curriculum Towards At Curriculum
Curriculum Level 1 Curriculum Level 2 Curriculum Level 3 Curriculum Level 4
Level 1 Level 2 Level 3 Level 4
Self Review
Teachers will evaluate their teaching and their students’ learning. The following questions will be built into the evaluation process of
units and students of their learning. Teachers will use the sheet provided to feedback to person compiling report. Example on next
2 pages.
STUDENT ACHIEVEMENT TEACHING CURRICULUM
Data will be collected in relation to the • What did I do to enable • Is the Waituna Creek
levels(NZC) and will show students who learning? documentation in this area
are: • Did I meet the diverse needs for relevant and reflect our
• At of the learners? practice?
• Above • What teaching strategies were • Does anything need changing?
• Working towards most effective? • What resources do we need?
• At risk • What did I do well?
• Showing special abilities • What would I change?
6
7. WAITUNA CREEK SCHOOL
M ATHS S ELF R EV IEW P R OC ES S
Teachers to use these forms (part 1 and 2) to evaluate their
teaching and students’ learning at the end of Maths Unit
Part 1 - Student Learning
Date: Strand: Area:
Specific Learning Outcomes: In relation to National Standards in this strand - Comment on levels of student engagement and
numbers of students motivation:
At:
Below:
Above:
Teachers evaluation of key competency focus:
Key competency: Student/s who are showing particular aptitude in
this Strand:
How I incorporated Te Reo into my teaching?
What Maths vocabulary was taught in this unit?
Ways we used ICT within this unit?
Students at risk of not achieving in this Strand:
Suggestions for ICT use next time?
7
8. WAITUNA CREEK SCHOOL
M ATHS S ELF R EV IEW P R OC ES S
Part 2 - Evaluation of delivery of unit of work
Evaluation of delivery of unit of work Curriculum Review
What did I do to enable best learning in this unit of work? Is the Waituna Creek documentation in this area relevant and reflect our
practice? What needs changing?
How did I meet the diverse needs of the learners? Are the resources adequate for this topic?
What else can be provided?
What teaching strategies were most effective? Have we had adequate professional development in this learning area?
What might I change next time?
These forms will be completed individually or collectively towards the end of each investigation. The Principal will collect and
store them, along with any examples of work, exemplars and/or information that captures the students voice, and they will
be used for reporting as outlined in two year reporting schedule.
8
9. Key Competencies in Mathematics:
Pupil competencies are strengthened and developed in our school through our school culture, classroom practices and explicit learning activities.
They form an integral aspect of our curriculum, providing a focus for personalised learning experiences and pupil self reflection. Our shared
understanding of ‘key competencies’ in mathematics is documented here:
The first two competencies can be thought of as ‘learning’ competencies, whilst the remainder are ‘personal’ or ‘social’ competencies. The
development of these key competencies in our pupils is central to and embedded in our professional practice. The key competencies are an explicit
and visible aspect in our curriculum.
Key competencies are not formally ‘assessed’ at our school, however, pupils do have the opportunity to reflect upon their own competencies using a
variety of tools.
Competency: What we understand: What we actually do:
Thinking Creative thinking School-wide numeracy ‘strategies’.
Critical thinking Senior Class - focus on word problems and transferring into a maths
Reflective thinking equation. Selecting key information and making language connections.
Questioning skills Use of web tools such as BBC bitesize
Consolidation of past startegies taught
Using language symbols and texts Interpret and use words, numbers, images, metaphor, Consistent language and symbols of Mathematics throughout our
technologies. school and explicitly taught
Use ICT to access, modify and communicate ideas. Calculator use.
Investigate personal response and response of others. iPads and Laptops
Managing self Intrinsic motivation. High personal standards. Good School-wide expectations and daily routines.
decision making. Sound work habits. Manages time. Set Independent tasks
and achieves goals. Book presentation/setting out of activities and Maths equations, using
date and WALT”s
Relating to others Good listeners and talkers. Recognise differing points of School-wide expectations. Co-operative learning opportunities.
view. Can compete/cooperate appropriately. Interact Bucket activities/games
successfully with diverse people in a variety of contexts.
Good winners / losers.
Participating and contributing Members of local, national and global communities. School-wide expectations. Group and Peer work.
Connected. Inclusive. Share and support. Take turns. Peer tutoring
Leadership/membership roles. Joining in. Group work
Online games against other schools nationally and globally
9
10. Waituna
Creek
School
Mathematics
Target
2012
Strategic
Goal
1: Annual
Aims 2012Target
All students will achieve at or above, or Six students in the below will make more than
make significant progress towards, the 1b) To increase the number of students a years progress and achieve at their
National Standard relevant to their age achieving at or above the National Standard standard
and stage in Reading, Writing and for Mathematics and Statistics Four students who are well below will make
Mathematics and Statistics. more than a years progress and achieve at
least below or at their standard
Baseline
Data
Analysis
of
school-‐wide
mathematics
data
(OTJ”S
against
National
Standards)
in
December
2011
identiBied
some
concerns
across
all
cohorts.
School-‐wide
data
shows
that
all
year
groups
have
a
number
of
students
below
and
well
below
standard
in
their
mathematics
YR
GP AB At B WB T Overall School-wide Analysis of Mathematics Data at Start of 2012
Y1 0 2 0 0 2
40% of all students are below or well below standard in Mathematics
Y2 0 4 1 0 5
Y3 1 1 2 0 4 100% of Maori students are at or above standard in Mathematics
Y4 1 0 0 2 3 38% of boys are below or well below standard in Mathematics
Y5 2 1 1 0 4 44% of girls are below or well below standard in Mathematics
Y6 2 1 2 1 6
Y7 0 0 0 1 1
Actions to achieve targets Led by Budget Timeframe
1. Review assessment data with staff and determine the particular learning needs of 1-9 $600 allocated for Mathematics February to November but
target students. Principal
2. Monthly meetings to discuss progress target students. E learning budget increased to is reviewed throughout the
3. Plan an extended programme to meet the learning needs of the target students. assist with up skilling in year.
4. Work with parents, families and whanau around ways to support students’ 10 and 11
Students and teachers knowledgeNet
learning.
5. Targeted learning groups set up to give students below expectations a boost
6. School-wide professional development given to teachers on teaching mathematics ICT Contract PD days will have
11 a mathematics
and different learning styles.
7. Process put in place for teachers to reflect on and improve practice. ICT leader, teachers with focus so teachers are gaining
8. Professional readings and quality professional development put in place to ICT contract best practice ideas
support and guide teachers professional practice. and principal.
9. Moderation with other small schools developed so that there is consistency of 12
OTJ’s across the year levels Principal
10. Work with students to identify what they are struggling with in mathematics and
how it can be addressed.
11. ICT tools investigated to improve students’ progress and achievement.
12. Analyse year-end data to inform progress and planning for the following year.
10