1. No Textbook No Topics No Worries
MAV Presentation by
Natalie Cumming,
Toby Mahoney and
Wendy Taylor

3. Why? – The frustrations and challenges we faced with the textbook and topic structure
Large number of feeder primary schools
Wide variety of differences in background knowledge and a range of levels
Text books provide skills aimed at Yr 7 level yet provide very limited skills below and above Yr 7 level.
Text books are expensive and when families have purchased them there is a responsibility to use the book.
Using the text book tends to drive talk and chalk lessons rather than investigative lessons.

4. The frustrations and challenges we faced with the textbook and topic structure (Cont.)
Teaching topics resulted in students working intensively on a topic for 4 – 6 weeks, then they did not return to the the topic until the following year.
Our Yr 8 team of teachers noted that students were not retaining skills from topics covered in Yr 7.
We found we were rushing through content to meet test deadlines.
There was very much a focus on test results rather than students improvement.
Worded questions in textbook require less interpretation as students know the topic (skill) the question will require to solve.

5. Overview of our approach
Maths classes – 48 mins each
We ran 6 general cycles of 4 weeks each (mixed topics) and 2 specialist cycles of 2 weeks each (measurement and statistics) across the year
Each cycle consisted of
Pretest
Weekly Homework booklet with 4 homework sheets
Skill builder booklet containing sheets for targeted skill development
Post test
Summary book – students add content throughout the year.
Year 8 Maths Mate sheets were used as homework and skill sheets as they already contained mixed levelled questions (not a perfect resource, to be discussed later).

6. Features of the program
Teacher and student tracking of weekly progress
2 – 3 common investigations/problem solving tasks per semester
Eric the sheep
Adding numbers from 1 to 100
Multimedia Investigations
Collaborative work
Online games (sumdog)

7. Cycle Pretest results – identification of Whole Class skills

8. Student record of pretest and homework
incorrect

9. How are skill lessons run?
Whole Class skill lessons OR
Own Choice skill lessons
‘Start-up’ questions – 4 questions revising mixed skills from previous cycles or questions similar to those on homework sheet.
For Whole Class skill lessons
Targeted teaching of skill on board.
Students practice skill using either the skill builder booklet, other skill focused activity sheets or hands on tasks.
For Own Choice skill lessons
Students use skill builder booklets using peer teaching or assistance from teacher to learn about and practice skill

10. Post test
At the end of each cycle a post test is run with all students. The post test is very similar to the pretest and therefore progress can be measured accurately.
Results are given demonstrating progress from the pretest
eg. +4 ( an increase of 4 marks over the cycle)
We highlight to students that they should be aiming to improve 3 to 4 skills over the cycle however, students have often been achieving higher than this.

11. What about students ‘working towards’ or ‘working beyond’ the expected AusVELS?
Often the Year 8 sheets catered for ‘working towards’ as many primary school levelled questions are in the sheets
In special cases the Year 5 Maths Mate sheets were used with the same cycle structure (pretest, homework sheets and skill builders, post test)
Working Beyond
Extension skill builder booklets have been used to enhance those students who already have many of the expected competencies.
These students complete the same homework sheet (first 11 questions eliminated) and complete challenge questions that are listed online weekly. They submit the challenge questions along with their homework.
A supplementary test covering more challenging questions and skills is also optional for any student to complete at the same time as the cycle post test.

12. Summary Book - Students are provided with a summary book template that they add content to throughout the year. Each page is representative of one skill type from the homework pages.

13. How to survive survivor

14. Multimedia Mathematics: Lesson ideas
Tower of Hanoi
-Problem solving
Is = 10?
-Proof
Fist bumps
-Equations
Building a bookshelf
-Measurement

15. Measuring the Success of the Program
ODT Data
Cycle Data
Survey Data

16. ODT Data - scatterplot
Students sit an On Demand Test at the start of the year and again at the start of semester 2 (approximately 21weeks later)
In 2014 the average score improvement was 0.51
In 2015 the average score improvement was 0.75
More points above the line
*More points above the line in 2015 – greater growth across the board

17. Cycle Data Cycle Pre-test Average Post-test Average
Number of improved skills
Number of skills backwards
Cycle 1
15.0
18.2
5.7
3.5
Cycle 2
16.6
17.9
4.7
2.5
Cycle 3
13.5
16.5
5.5
3.3
Cycle 4
12.8
17.5
5.9
1.4
Cycle 5
12.1
17.3
6.6
2.2

18. Survey Data - Homework
Students using the data obtained from their homework

19. Survey Data - Classwork
Students learn in a variety of ways and the program allows this
*Students have different learning preferences and the program caters for these

20. Survey Data - Classwork
Skill builders are very confusing!!

21. Survey Data - Tests

22. Survey Data - Tests Statement %
I often go backwards because I make silly mistakes. I want to learn more ways to check my answers
13.6%
I often go backwards or stay the same because I don’t care and don't put effort in.
3.9%
I often don’t improve much because I already know a lot at the start of the cycle and wish there were more interesting questions I could do to improve my knowledge and skills
12.6%
I often improve a little and think I would improve more if I had more opportunities to practice skills in different ways than the skill builder eg. puzzle sheets, questions on the computer/online
25.2%
I improve a lot because I put effort into deciding what skill to work on and asking questions if I can’t do it on my own
20%
Students feel control over their own learning and most care about it
*Students feel that they are in control of their own learning and students care about their learning

23. Changes to Program in 2016
Use of a rubric to set expectations and put more value on effort, engagement and improvement (put in example)
Create improved “skill builders” utilising technology
Cycles to be 5 weeks long
Working beyond to be balance of skills, worded problems and challenge questions (eg. AMC)
More structure to weekly program
Numeracy development (ways of understanding and calculations)
Reciprocal Teaching – ie worded problems (RMIT / Sunshine)
Multimedia Maths – ie hands on investigations (Bentleigh)
Class skill builder lesson (Teacher designed)
Individual skill builder lesson (Often MathsMate)

24. Changes to Program in 2017
(Hopefully) have created our own skills sheets
At 4 levels within a year that students can stay on as long as needed.
“Skill builders” to be more interactive and identify prerequisite knowledge and where appropriate a range of strategies

25. Thank you
Questions?