3. Stage One: The Journey Begins Our Goal for 2015 Improving differentiated instruction to increase student engagement and understanding within the context of Numeracy

4. Stage Two: A Focus on Personalised Learning When differentiating in Mathematics there must be some aspect of choice for the student, in terms of the details of the learning task, the ways the task can be carried out and how the task is assessed. (Dacey and Lynch, 2007) Luscious Lunches “there was a buzz around the room as students discussed their choices.”

5. What we found Data was collected from 6 Yr 8 classes (approx 128 students) % % How would you rate your understanding of this topic? How does this compare to your usual understanding of Maths topics? Did you enjoy having choices to demonstrate your learning? Would you like more tasks like this?

6. Stage Three: Differentiated Teaching and Learning The focus of instruction must be on the key mathematics concepts (big ideas) being taught. (Davey and Lynch, 2007) Teacher Specific Goals 1.Explore ways to increase Numeracy skills for lower achieving students while still teaching the curriculum. 2.Provide teaching and learning experiences which are both engaging and increase the retention of concepts. 3. Provide learning structures that will allow students to gain a higher sense of achievement and increase overall confidence in Numeracy.

7. What we did Development of a Fortnightly planner which incorporated a learning matrix (breakdown of learning tasks into foundation, core and extension) Providing students with a choice of worksheets – from ‘starting from scratch’ to extension Team teaching to combined classes The implementation of Kagan cooperative learning structures and student centred activities to increase engagement of students Delivering regular concept review lessons that summarised learning regularly and revisited concepts The running of extension and consolidation lessons that allowed students learning to be differentiated

8. What we found What we saw Differentiation was being discussed among other team members Other teachers started to implement some strategies % % How do you rate this last term of teaching and learning? How would you rate your engagement to lessons this term? How does this term compare to your past experiences of teaching and learning in mathematics? How does this compare to your usual understanding of Maths topics? Would you like this type of teaching and learning to continue? Yes 87.4% No 12.6%

9. “I really enjoyed the team teaching and wished we could do more of it.” “The quality of the work and depth of classroom discussions were enhanced because of their engagement with the work.” “There has been a significant growth in the confidence of students, especially those who find concepts challenging. There are no E grades and an increase in A grades is evident.”

10. What worked Post data showed a growth in teacher use of differentiation strategies, student engagement and student results.

11. Where to now Continue differentiated activities/ lessons Refine the Personalised Learning Task (PLT) Document differentiation strategies into our planning documents Start to coach a teacher from another department and raise the awareness of Numeracy within the school.

12. The Unexpected Journey

13. Resources This presentation reports on the findings from “The AISACT Literacy and Numeracy Coaching Academy (2015)”, delivered in partnership with Independent Schools Queensland (ISQ) and funded by the Students First Support Fund. Tomlinson, C.A.(1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Dacey, L., & Lynch, J. B. (2007). Math for all: Differentiating instruction, Grades 3–5. Sausalito, CA: Math Solutions Publications. Kagan, S. (1994). Cooperative Learning. San Clemente, California: Kagan Publishing. Knight, J. (2015). Deepening the coaching process, delivered in partnership with Independent Schools Queensland (ISQ)