1. Outdoor Maths Gary Hughes Maths Coordinator South Oakleigh College
Why do it?

2. Past PoLT Student Perceptions, Yr 8 & 9
Students felt that teachers acknowledged and expected good work
Students noted that they didn’t often work in groups, nor did they link to people and places outside the school
Discussion with focus groups of students provided anecdotal evidence of their sense of a disconnection between classroom learning and “real” knowledge

3. Past Student Attitudes to School Survey
What did this show? Students believed that they were highly motivated, however they also felt a need for greater:
school connectedness
learning confidence

4. Past Student Attitudes to School Survey
So the Question was: How could we better engage students and help them to progress?

5. PoLT Survey Student Learning Preferences:
Aggregated data from Year 8 and 9 surveys was examined.
What do students think?

6. PoLT Learning Preferences

7. What are the preferred learning activities?
Doing hands-on activities
Doing investigations or projects of my own choice
Watching the teacher show us how to do things
Going on excursions
Trend seems to be a liking for a more active approach (Worksheets and reflective writing were not popular!)

8. What next?
Monash network involvement in AGQTP to investigate an identified area of need for improvement – we chose to explore doing more Maths outside the classroom

9. What happened in the past?

10. What do the Students think works?

11. Preferred Ways of Learning Maths:
Learn outside classroom
Small group work

12. Next step:
Design/ modify lessons which take advantage of opportunities to learn outside the classroom, and incorporate group work.
Some Examples:
Human graphs – “live” coordinate geometry

13. Go Outside and find Triangles

30. Yes…..they are everywhere!

31. Other Examples: SPACE Quadrilaterals in the foyer using string
Creating human pyramids in the gym
MEASUREMENT, CHANCE AND DATA
Data analysis using column graphs eg survey cars in the car park
Data analysis using scatter plots eg measure height vs arm span
Estimation using pace length

32. Other Examples:
Have students teaching each other in small groups. Involve them in topic selection, learning objectives, resource selection, methodology and even assessment rubrics
Use interesting maths games. Ensure they deliver quantifiable improvements related to learning outcomes. Having fun is important, but keep activities focused on defined learning objectives outcomes. 32

33. Useful Resources RIME MCTP Maths 300 Google Earth (Virtual Outdoors!)

34. Summary
We are achieving improved results at South Oakleigh College by raising engagement levels in junior secondary maths
Student preference is for group and hands on activities
Range of options only limited by imagination
Outdoor activities have had immediate impact
Students appreciate, respond and excel 34

35. Thank You Debbie Locco (SOC – Principal)
Kate Evans (EMR – Numeracy TLC)
Maths Teachers at South Oakleigh College
EMR/AGQTP 35