for Year 7 2011, Term 1 Delany College, Granville Maths Planning day for Year 7 2011, Term 1 Delany College, Granville

Outline of the day Session 1 - the MAI; *teacher experiences, the data Session 2: Planning informed by: * current research * syllabus and advice documents * lesson structure * lesson activities

Session 1: Review of the MAI process As a teacher of Mathematics what have I learnt or gained deeper understandings about by doing these interviews? Give colleagues 5 minutes to write a personal response to the question. (refer to booklet) Ask each person to share their responses - record key words and phrases on the whiteboard and leave for the remainder of the day.

Session 1 - Review of the data Do you agree with the following match of the growth points to Stages of Learning as outlined in the syllabus? (one person’s attempt to do this) Refer to booklet page

Session 1 - Review of the data Number of students performing at each growth point for each of the four aspects assessed in the MAI - see handout Determine the Maths concepts and skills that need to be targetted for consolidation in Term 1 Facilitator provides the data

Note: The Priority Profile table named in the diagram has only reference points for the primary school setting.

Identifying students for the EMU Intervention program Use the MAI data to identify a groups of three or four students who appear to be the most mathematically vunerable. Prioritise another group; another …

Input / Discussion about the 2011 EMU program - 1st semester Number of students in a group? Number of groups occurring simultaneously? Length of time for each EMU group Assessment of progress made by EMU students [ how will we know if progress has been made?] Structure of an EMU Lesson

Warm up activities eg Number Busting

i) The current research Session 2 i) The current research

Session 2 - Programming for Term 1 Today we have: examined the mathematic needs of our new Yr 7’s through the MAI instrument; Explored and discussed some key findings from current research about mathematics pedagogy, … now let’s examine syllabus options and advice so that we can pull it all together for the purposes of programming a unit for Term 1, 2011 Booklet (Programming and Assessment document extract (pages 10 and 11) - which option suits ? What substrands from the syllabus ‘Number Strand’ will comprise the term 1 program?

Proposal for mainstream Maths Lessons The structure of the EMU lesson is adopted for regular classes - adjustments made to timings. For part 3 of the session, teacher uses one of the three teaching approaches (see handout) - modelled, shared or guided mathematics. Using the same lesson structure means that students involved in EMU sessions will experience less difficulty in coping with learning in the withdrawal group and the regular classroom approach. This would support the ongoing transition between the two learning situations. See booklet for the 2nd dot point - three teaching approaches.

Identifying activities for the lessons Warm ups Suggestion: Beat The Tape - one set per week Other lessons - a focus on one strategy rather than a new one each lesson eg number busting with 120 bead strings for a week Extended Mathematics Learning/Investigations Maths300 tasks Other open ended investigations The use of concrete hands on materials to explore concepts

Recommendations for lesson activities

Follow up from today … * What needs to be done? * And by whom?

Individual reflection / Evaluation about the day