FLAGSHIP STRATEGY 1
STUDENT LEARNING
Focus on mathematics
Purpose
An opportunity to reflect on your current mathematics program in the light of
• Victorian Essential Learning Standards• Principles of Learning and Teaching• Assessment Advice• Reporting Advice
and to identify considerations for future curriculum planning
OUR EDUCATIVE PURPOSE
What is powerful to
learn?
VictorianEssential Learning
Standards
What is powerful learning and
what promotes it?
Principles ofLearning
and Teaching
LEARNER
How do we know it has been learnt?
Assessment Advice
Who do we report to?
StudentsTeachersParents
CommunitySystem
VALUES, BELIEFS AND UNDERSTANDINGS ABOUT MATHEMATICS
What is it essential and powerful to learn in
Mathematics?
Victorian Essential Learning Standards Mathematics Domain
What does powerful learning and teaching
look like in Mathematics?
Principles ofLearning
and Teaching
LEARNER
What are effectiveassessment practices
in Mathematics?
Assessment Advice
Who do we report to?
StudentsTeachersParents
CommunitySystem
Reflecting on current mathematics programs
What do you see as the strengths of your program?
What aspects would you like to improve?
How do your students and parents respond to the program?
What do they think are the strengths? How would they like it improved?
Victorian Essential Learning StandardsDiscipline-based Learning
Mathematics
Read the introduction to the Mathematics domain
Highlight the main points
Create a concept map that identifies the main points
Victorian Essential Learning StandardsDiscipline-based Learning
Mathematics
Select a level/s of the Mathematics domain that best represents your class
Read the learning focus statement and standards
Add any further detail to your concept map
Reflecting on your current mathematics program and the Victorian
Essential Learning Standards
Consider your current mathematics program
• What is already being covered?
• Where are the gaps?
• What do you cover that is not in the standards?
Victorian Essential Learning StandardsInterdisciplinary Learning
Read the introductions to the following Interdisciplinary domains
• Communication
• Information and Communications Technology (ICT)
• Design, Creativity and Technology
• Thinking Processes
Highlight the main points
Make connections between these domains and Mathematics on your concept map
Victorian Essential Learning StandardsPhysical, Personal and Social Learning
Read the introductions to the following Physical, Personal and Social domains
• Health and Physical Education
• Personal Learning
• Interpersonal Development
• Civics and Citizenship
Highlight the main points.
Make connections between these domains and Mathematics on your concept map
Victorian Essential Learning StandardsDiscipline-based domains
Read the introductions to the other discipline-based domains as appropriate for your mathematics program
• The Arts• English• The Humanities: History, Geography, Economics• LOTE• Mathematics• Science
Highlight the main points.Make connections between these domains and Mathematics
12
Principles of Learning and Teaching P-12
1. The learning environment is supportive and productive
2. The learning environment promotes independence, interdependence and self-motivation
3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program
4. Students are challenged and supported to develop deep levels of thinking and application
5. Assessment practices are an integral part of teaching and learning
6. Learning connects strongly with communities and practice beyond the classroom
What promotes powerful learning?
Principles of Learning and Teaching
Reflecting on your current mathematics program
Consider your current mathematics program
Which principles are strongly reflected in your program?
Which principles could be incorporated?
14
Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.
Assessment for learning – occurs when teachers use their inferences about student learning to inform their teaching (formative)Assessment as learning - occurs when students reflect on and monitor their progress to inform their future learning goals (formative)Assessment of learning – occurs when teachers use evidence of student learning to make judgments about student achievement against goals and standards (summative)
How do we know if it has been learnt?
Assessment advice Reflecting on your current
mathematics program
Consider your current mathematics program
What assessment approaches are being used to inform teaching (assessment for learning)?
What assessment approaches are students using to monitor their learning (assessment as learning)?
What assessment approaches are used to make judgements on student learning (assessment of learning)?
Reflecting on your current mathematics program
• What assessment practices do you currently have in Mathematics?
• What information does this give you?
• Does it enable you to plan for future Mathematics learning?
• Does it provide you with enough information to evaluate student performance against the standards?
Reporting
• When will we be required to report on Mathematics?
• How will we make a judgement against the standards?
• What support will be available?
• Do we have to use the new student reports forms in 2006?
• Where can I get more information on assessment and reporting?
Future planning
Identify strategies required to successfully audit, plan and implement the Mathematics domain
What do we need to start doing?
What needs to be strengthened?
What can we stop doing?
What professional learning is required?
How will the program be documented?
Record the main ideas