1. AiZ (Zones 2 & 3) Session 3 May 2010 Sue Gunningham sue.gunningham@bigpond.com

2. NMR Planning requirement

3. NMR NUMERACY Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Guiding Principles: XXXXXXX School Context: XXXXXXXXXXXXXXXXXX The Action Plan Improvement areaGoalStrategiesActionsWhoDocuments Monitoring and Assessment Establish approaches that are informed by evidence from assessment and teacher judgement Establish systematic collection of baseline and ongoing data/evidence for planning student learning and teaching *Develop whole school assessment schedule Document process for analysing assessment data Identify specific learning needs to determine appropriate teaching strategies – at the individual and cohort Whole staff Teaching teams Classroom tch *Whole school assessment plan

4. NMR NUMERACY Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Guiding Principles: XXXXXXX School Context: XXXXXXXXXXXXXXXXXX The Action Plan Improvement areaGoalStrategiesActionsWhoDocuments Teaching and Learning Whole School Planning Professional Learning Accountability

5. Find your pace…Keep your pace

6. A little bit up…a little bit down

7. Tackle the thing that cannot be done …and you’ll do it!

8. There are many who’ll tell you ‘It cannot be done’ And thousands who’ll prophesy failure But give out a grin And tackle the thing that cannot be done …and you’ll do it!

9. The goals of this session are to: improve the experience of students when learning mathematics improve numeracy outcomes as measured by NAPLAN data and other relevant assessment tools build a sustainable, supported school-based culture of teacher learning through the study of practice

10. Using data effectively How can you use NAPLAN data? - Item Analysis report - Student Achievement Level report

11. Some ways of using NAPLAN data 1. Overall comparisons: Cohort tracked from Yr 3 to Yr 5 Table 1: Matched cohort NAPLAN results: Reading Year 3 - 2007Year 5 - 2009 School mean (n=122) 4.55.4 State mean 4.35.2 Table 2: Matched cohort NAPLAN results: Mathematics Year 3 - 2007Year 5 - 2009 School mean (n=122) 4.04.7 State mean 4.14.9

12. The fraction & decimal interview Three pizzas were shared equally between five girls How much does each girl get? Only 30% of the trial student answered correctly All of these either drew a picture or mentally divided the pizza 12% could not make a start 3 ÷ 5 = 3/5 which generalises to a÷b = a/b

13. 2007 Year 9 AIM/NAPLAN Jim had a 200ml bottle of medicine. How many doses of 15 ml can he pour from the bottle? a) 11 b) 12 c) 13 d) 14 A cyclist travels 120 km in 8 hrs. The average speed of the cyclist is: a) 6kph b) 8kph c) 12 kph d) 15 kph 2. Comparative analysis of questions: Some ways of using NAPLAN data At one school 40% of students could do both 20% could do neither but 40% got only 1 correct

14. How can you use student work samples?

16. Ways of working The work of teachers is lessons (and sequences of lessons) Teachers like to talk about lessons Lessons are often treated as non problematic but they are complex You are better to focus on a few rather than many things

17. One possible way of working Japanese “lesson study” –A group of teachers plans a lesson together –One person teaches, the others watch and write reviews Inviting others in is difficult –The lesson plan is revised after group discussion –A different teacher teaches, others watch and write reviews –This process cycles through

18. So what … …will you do this afternoon as a result of this morning’s session? … will you do between today and next time we meet? …will you do to track your progress between now and then?