Dave Tout is one of Australia's best-known experts in the field of adult numeracy. He gave the first session in our series of webinars for the LLN Community Educator Network (LLNCEN).
Connect with Maths~ Teaching maths through problem solvingRenee Hoareau
Connect with Maths Early Years Learning in Mathematics community
Teaching Maths Through Problem Solving: Facilitating Student Reasoning
Presenter: Louise Hodgson
This session will focus on teacher actions, which promote problem solving and reasoning in early years classrooms. We will workshop some tasks and have opportunities for discussion.
Connect with Maths ~ supporting the teaching of maths ONLINE
Join a Connect with Maths community today http://www.aamt.edu.au/Communities
AAMT website: http://www.aamt.edu.au
Success in Maths for every child: the impact of Mathematics Mastery at Jubile...Challenge Partners
Mathematics Mastery is a not-for-profit programme, with a mission to address educational disadvantage by promoting, developing, researching and supporting a mastery approach to mathematics teaching.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Dave Tout is one of Australia's best-known experts in the field of adult numeracy. He gave the first session in our series of webinars for the LLN Community Educator Network (LLNCEN).
Connect with Maths~ Teaching maths through problem solvingRenee Hoareau
Connect with Maths Early Years Learning in Mathematics community
Teaching Maths Through Problem Solving: Facilitating Student Reasoning
Presenter: Louise Hodgson
This session will focus on teacher actions, which promote problem solving and reasoning in early years classrooms. We will workshop some tasks and have opportunities for discussion.
Connect with Maths ~ supporting the teaching of maths ONLINE
Join a Connect with Maths community today http://www.aamt.edu.au/Communities
AAMT website: http://www.aamt.edu.au
Success in Maths for every child: the impact of Mathematics Mastery at Jubile...Challenge Partners
Mathematics Mastery is a not-for-profit programme, with a mission to address educational disadvantage by promoting, developing, researching and supporting a mastery approach to mathematics teaching.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
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
Connect with Maths ~ Engaging All Students community event
http://connectwith.engaging.aamt.edu.au
This webinar will focus on how to use the NSW Department of Education Numeracy Skills Framework to improve student outcomes in numeracy and integrate numeracy across the curriculum. The Numeracy Skills Framework provides teachers with the numeracy skills required by students at each stage of development across all syllabuses. The framework supports the successful integration of numeracy across the curriculum. The range of numeracy skills from preschool to year 10 allows teachers to identify stage skills and assess students’ prior learning. Strategies for the successful integration of numeracy within each key learning area are also included.
Nagla is the Numeracy 7-12 Advisor Learning and Teaching State Office Directorate at the NSW Department of Education and Communities.
Connect with Maths ~ supporting the teaching of mathematics online.
8 Tips on How to Help Students with MathsLearnPick
Here are some important tips on how to make Maths interesting and simple for Students. Maths, a very important Subject that some people, unfortunately, tend to fear and avoid, can be made very attractive through these ways.
Teaching teachers the best practices in Guided Math instruction. This presentation was delivered to staff at Powers Ferry Elementary School in Cobb County, GA. It helped teachers learn how to easily and effectively implement Guided Math into their math workshop model.
Unleash the Mathematical Genius in You - Problem Solving MasteryEdzai Conilias Zvobwo
Problem Solving Mastery using Mathematics is a presentation by Edzai Zvobwo revealing best ways of learning and teaching mathematics whilst keeping learners engaged.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
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
Connect with Maths ~ Engaging All Students community event
http://connectwith.engaging.aamt.edu.au
This webinar will focus on how to use the NSW Department of Education Numeracy Skills Framework to improve student outcomes in numeracy and integrate numeracy across the curriculum. The Numeracy Skills Framework provides teachers with the numeracy skills required by students at each stage of development across all syllabuses. The framework supports the successful integration of numeracy across the curriculum. The range of numeracy skills from preschool to year 10 allows teachers to identify stage skills and assess students’ prior learning. Strategies for the successful integration of numeracy within each key learning area are also included.
Nagla is the Numeracy 7-12 Advisor Learning and Teaching State Office Directorate at the NSW Department of Education and Communities.
Connect with Maths ~ supporting the teaching of mathematics online.
8 Tips on How to Help Students with MathsLearnPick
Here are some important tips on how to make Maths interesting and simple for Students. Maths, a very important Subject that some people, unfortunately, tend to fear and avoid, can be made very attractive through these ways.
Teaching teachers the best practices in Guided Math instruction. This presentation was delivered to staff at Powers Ferry Elementary School in Cobb County, GA. It helped teachers learn how to easily and effectively implement Guided Math into their math workshop model.
Unleash the Mathematical Genius in You - Problem Solving MasteryEdzai Conilias Zvobwo
Problem Solving Mastery using Mathematics is a presentation by Edzai Zvobwo revealing best ways of learning and teaching mathematics whilst keeping learners engaged.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
UCMAS is a great opportunity for your children to learn something other than the usual mathematics. We help your child learn in a completely different way, whereby they are taught to solve advanced mental math problems within seconds.
Our after school program will benefit your children for the better. It will keep your children away from the conventional techniques and allow them to explore other ways to calculate maths.
Read more information:-
https://ucmas-usa.com/why-you-should-enroll-your-child-in-an-after-school-math-program/
Sometimes steps are simple and multiple methods can resolve the equation. During the start of of 1900, mathematics take the real turn and still new processes are evolving out of the woods.
Poor Teaching Makes Mathematics A ChallengeSatjitkumar
Are you struggling to make your students understand the magic of numbers? Are most children finding it difficult to learn and understand math? You must understand the simple fact math is a tough subject due to poor teaching methods and not because it is difficult.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Malmsbury Primary School and Tylden Primary School both have improving student
maths outcomes as school priorities.
• Both schools planned to audit their maths curriculum.
• Both schools planned to have staff reflect on their teaching practices to see where
improvements needed to be made.
• We, Lee and Carolyn, decided that as we were planning similar things that there
would be value in having the staff from both schools working together.
• We have begun an audit process involving:
- surveys of students and staff.
- revisiting school documents such as policies, Strategic Plan and AIP.
- reflecting on AusVels Maths content strands to record areas we have taught/not
taught, areas we find easy to teach/hard to teach and resources we use regularly in
our classrooms when teaching maths.
3. Malmsbury Primary School is a small rural school about 15 minutes from Kyneton.
• In 2013 we have 81 students running four classrooms- P/1, 1/2, 3/4 and 5/6.
• I teach Grade 5/6 Mondays and Tuesdays. The other Grade 5/6 teacher works
Wednesday- Friday.
• We have two part time Integration Aides.
• We have three specialist teachers (Art, French, Music) who each work one day a
week.
Our Strategic Plan and AIP both have the Student Learning Goal “To improve student
learning outcomes especially Literacy and Numeracy for every child at Malmsbury PS.”
The focus for all our staff Performance and Development this year is to work on
improving the way we teach maths and to build a consistency of language across the
school amongst teachers and students.
4. Tylden Primary School is also a small rural school about 10 km from Kyneton,
Woodend and Trentham.
• In 2013 we have 99 students in four classrooms- Prep, 1/2, 3/4 and 5/6.
• I teach for 1 day per week.
• We have four full time and one part time teacher, and all are Expert teachers. We
have three part time Integration Aides.
• Our specialist subjects are taught by the staff already employed at the school.
Our Strategic Plan and AIP both have the Student Learning Goal “To improve Literacy
and Numeracy outcomes across all year levels.”
Like Malmsbury PS, the focus for all the Tylden staff Performance and Development
this year is to work on improving the way we teach maths and to build a consistency of
language across the school amongst teachers and students.
5. Staff and student surveys were developed based on surveys found on the South
Australia Department of Education website and DEECD auditing tools.
6. Teacher Attitude Survey questions
1. What is mathematics?
2. What is numeracy?
3. What are the three most important things in mathematics?
4. How do you try to convey these things to students you work with?
5. How did you feel about mathematics when you were a student?
6. How do you feel about mathematics now?
7. How do you use mathematics in your own life?
8. When is mathematics easy to teach?
9. When is mathematics difficult to teach?
10. How do you connect learning in maths to learning in other areas?
11. Do you think mathematics is important? Why or why not?
12. How would you rate yourself as a successful mathematician? Give
yourself a score out of ten and write why you gave yourself that score.
7. Observations Malmsbury Primary staff made about their completed teacher surveys.
Filling out the survey was -thought provoking, it was too broad, some of the
questions were SO big it was hard to get your teeth into it.
Many of us are carrying anxieties from our own schooling. Teachers have a life long
impact on us- positive and negative.
Whilst there was some overlap in our answers there were a lot of differences.
It is clear that as a school we need to have a conversation about what numeracy is,
what maths is.
What are our ( our school’s ) top three things in Maths? Need to talk about that and
make sure our students ‘get’ that too.
We need to build a common language around how we teach maths.
For the ‘successful mathematician’ question only one of us gave a high score.
Do we develop a mathematical comprehension ‘schedule’ like we have with reading
comprehension strategies? (visualising, synthesizing, predicting, cause & effect)
8. Student Attitude Survey questions
1. What is mathematics?
2. What are the three most important things in mathematics?
3. How did you feel when you do mathematics? Why?
4. Do you use mathematics at school? How?
5. At home? How?
6. When you play? How?
7. When is mathematics easy?
8. When is it difficult?
9. What do you do when you can’t work something out in mathematics?
10. Do other people in your family use mathematics at home or at work?
How?
11. Do you think mathematics is important? Why?
12. Draw a picture of someone using maths.
9. Observations Tylden Primary students made in their completed surveys.
Three important things in Mathematics included maths ‘topics’ and
operations (such as multiplying, decimals and fractions) but also included
understanding it, the teacher, practice, remembering and thinking.
When our students can’t work out something in maths they suggest: ask
the teacher, put up your hand, ask a friend, try to figure it out, think
more, count on your fingers.
Almost all of our students think maths is important. Reasons include for
their future, to help you, for learning, for your job, you use it every day.
Our students do not distinguish between maths and numeracy.
Maths is perceived as easy when they understand, or have learnt
something really well and when they know how to do it.
10. Observations Malmsbury Primary staff made about completed student surveys.
Our students generally think maths is about number. They don’t mention
space, measurement, chance & data.
Our students tend not to make links between maths in the classroom and real life.
Our students tend not to make links between the different maths content areas.
Answers to Q3, “How do you feel when you do maths?”, show that for many of our
students how they feel are influenced by external factors such as noise in the
room, distractions, interruptions.
The drawings generally showed children ‘doing’ maths at school.
As a staff we wonder if, in our school, there is an optimum time for our students to
learn new skills? We could timetable new skills to be taught in that time slot.
Or, do we consider the idea that learning a new skill takes a lot of mental energy and
if our students are learning something new in maths that day they are revisiting a
concept in literacy.
We need to develop our students maths vocabulary.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20. Our next work will be to complete classroom visits and observations of
maths lessons in our own schools.
To bring our observations to a combined staff meeting of the two
schools to share what we have observed.
To find a common area to focus on and to begin visiting each others
classrooms in the other school.