Welcome to TOWN Phase 2 Module 6The presentation will commence at 3:30pm

All schools will be asked to contribute to discussions; please have your feedback ready

VMR: 600020601Please remember to ‘mute’ your microphone( when not participating in discussions through the meeting )

Agenda for meeting3:15 – 3:30pm Registration, login / roll call

3:30 - 3:45pm Welcome and acknowledgementBrief feedback from Continuous Assessment task

3:45 - 4:15pm Using resources

4:15 - 4:40 pm Sustaining TOWN in the school

4:40 – 4:50pm What next-

4:50pm -

Close 5:00pm

Questions, discussion

Back to AgendaBack to Agenda

Feedback:Suggestions – Continuous assessment and effective feedback

• How did you assess student understanding during the lesson?• Describe your lesson assessment and feedback process• How did students respond?•What was the impact on student engagement and learning? How did you know?•What learning objects did you use?

Student progress update to Region; Lesson Study implications; Continuing to use SFF activities: what is working well?

Using Resources:

Alignment to numeracy continuum aspects

What is compensation?

To recognise that when the same amount is added to two numbers, the difference remains the same.

Outcomes NS2.2: Uses mental and written strategies for addition and subtraction involving two-, three- and four-digit numbers

Framework reference To move students to Place value level 2

What is compensation?

Teaching points Compensation with subtraction is based on the fact that the difference between the two numbers stays the same as long as we add to both numbers, or subtract from them, the same quantity.

Using compensation with subtraction is different from using compensation with addition. With addition, the strategy of compensation is based on the total remaining the same. Consequently, if something is added to one number, the other number in the sum must be reduced by the same amount.

Example: 7 - 4 (add 10 to both numbers)

17 - 14(add 4 to both numbers)

21 - 18(subtract 7 from both numbers)

14 - 11

What is compensation?

Teaching points Compensation with subtraction is based on the fact that the difference between the two numbers stays the same as long as we add to both numbers, or subtract from them, the same quantity.

Using compensation with subtraction is different from using compensation with addition. With addition, the strategy of compensation is based on the total remaining the same. Consequently, if something is added to one number, the other number in the sum must be reduced by the same amount.

Example: 7 - 4 (add 10 to both numbers)

17 - 14(add 4 to both numbers)

21 - 18(subtract 7 from both numbers)

14 - 11

What is compensation?

What is the purpose of developing this process?

What would you do next?

Refer to the What is compensation lesson plan and Finding the Difference (.pdf)

What is compensation?

Teaching points Compensation with subtraction is based on the fact that the difference between the two numbers stays the same as long as we add to both numbers, or subtract from them, the same quantity.

Using compensation with subtraction is different from using compensation with addition. With addition, the strategy of compensation is based on the total remaining the same. Consequently, if something is added to one number, the other number in the sum must be reduced by the same amount.

Example: 44 + 15 = ?50 + __ = ? (same answer)

Learning Objects

Butterfly Wings

Blooming subtraction

Many other suitable resources have been distributed to participants previously or they are available on the Count Me In Too website

Sustaining the TOWN program

Sustaining the TOWN program

Factors perceived to contribute to program sustainability

• The expertise of the team leader• Shared responsibility for implementing the action plan -Hence, not seen as the sole responsibility of the team leader• Regular whole-staff and Stage-based/team meetings• Staff ’s understanding of the framework• Integrating the framework with the syllabus and other curriculum materials• High degree of collegiality amongst staff• High degree of internal support• Creative or “multiple” use of “basic” resources• Collaborative planning• Selection of a different staff member to lead the program and with the previous facilitator retained as mentor or maths coordinator• Whole school focus• Utilising observational assessment to reduce the frequency of testing

Factors perceived as inhibiting to program sustainability

• High turn-over of staff or large proportion of casual staff • Inexperience of the staff • Staff attitude / Lack of commitment by some staff• Competing numeracy programs operating in the school• Absence of team meetings• Lack of timetable flexibility• Frequent interruptions to the school day• Limited school executive support• Perhaps the cultural background of parents could be seen as another

barrier. With the majority of parents requesting a focus on textbooks, the formal written algorithm and memorisation of basic facts, they may not understand nor support a focus on problem solving or one involving the discussion of mental strategies.

Participants feedback

Please provide an insight into how you have implemented TOWN in your school to improve student learning outcomes.

How successful was the program?

How will TOWN be sustainable in your school?

What was the most successful action that was implemented from TOWN?

How can we improve participants involvement in TOWN to improve student learning?

What next: planning matrix

The TOWN matrix describes a progression of program implementation across three broad aspects, and nine focus areas. Schools can use the matrix to identify their current level of program implementation as well as future goals.

Where to next?Complete the TOWN – teaching and learning phase teacher assessment sheet

What next:

Thank you to schools and participants in the TOWN program

Complete the student tracking sheets and send them to Suzanne Gibson before 22nd November. Contact us if there are problems.

Complete and return the teacher assessment sheet to Suzanne Gibson before 22nd November.

Thank you –

Please send your attendance sheets to suzanne.gibson@det.nsw.edu.auor fax: 9208 7629

All other documentation: 22nd November 2013

ivana.zekanovic@det.nsw.edu.au rowena.whittle@det.nsw.edu.ausuzanne.gibson@det.nsw.edu.au