Mathematics building blocks for numeracy

Participant Activity Journal

Course completion checklist

Course: Mathematics building blocks for numeracy

Teacher name: ______

School: ______☐I am a new scheme teacher

Pre-course checklist

☐Consulted with school Professional Learning Committee / Principal

☐Enrolled in the event on My PL@Edu (for NSW DoE teachers)

☐Create login

Deliverables checklist

☐Completed the Participant Activity Journal

☐Completed annotated lesson plan

☐Completed numeracy matrix

☐Completed table with syllabus and continuum links task

☐Completed SENA tasks with annotations (from video)

☐Completed SENA tasks with annotations (from class)

☐Completed differentiated lesson plan

☐Actively engaged in discussion and collaboration with teaching colleagues and supervisors during the course (if completing in a small team or school group)

☐Actively engaged in personal reflections during the course (if completing as an individual)

☐Ensure you have accessed each module and lessons

Post-course checklist

☐Completed the course evaluation on My PL@Edu (required for successful accreditation for NSW DoE teachers)

☐Completed the Institute of teachers evaluation where applicable

☐Print certificate of course completion

Supervisor sign off

I certify that ______has completed the above requirements for Mathematics building blocks for numeracy.

Signed: ______Date: ______

Position: ______

Course Overview: Mathematics building blocks for numeracy

Module 1: Introduction to the course (1 hour)

- watch introduction video

- view presentation to familiarise themselves with the course

- reflection task on current practices

Module 2: This is a pedagogy, not a program (3 hours)

- reading comparison reflection task Option A: Ten is the magic number, by Lindsay Barker and Ten big maths ideas, by Marilynn Burns, Option B: Improving mathematical outcomes in the middle years, By Rosemary Callingham and Numeracy in practice: teaching, learning and using mathematics (excerpt), by Victorian Department of Education and Early Childhood Development

- view presentation on teaching and learning cycle 1

- reading and lesson reflection task Capacity Building Series:Differentiating Mathematics Instruction, The Literacy and Numeracy Secretariat, Ontario

- view presentation on teaching and learning cycle 2

- reading reflection task Effective Pedagogy in Mathematics, Anthony and Walshaw

- view presentation on mathematics pedagogy

Module 3: The Numeracy continuum (3 hours)

Note: It is recommended that teachers also complete the Using the Numeracy continuum course (additional 4hours registered with MyPL@Edu) for professional learning around the Numeracy continuum and specifically Aspects 2 and 4

- task using the numeracy matrixto gauge where schools are at in their understanding

- view presentation on the Numeracy continuum aspects

- task using the website to locate information in regards to aspects and complete the drag and drop activity to match text to the aspect description

- view presentation on the Numeracy continuum and the mathematics syllabus

- task using the Numeracy continuum and the syllabus to find where content statements of the syllabus link to the continuum aspects in various stages

Module 4: Initial assessment (4 hours)

- view presentation on assessment for learning and diagnostic assessments

- view video of students completing diagnostic assessments (participants choose the SENA, Schedule for Early Numeracy Assessment, video that suits your stage) participant annotates a copy of the SENA while viewingSENA 1, SENA 2, SENA 3 or SENA 4

- reflection/ discussion task referencing the levels of the Numeracy continuum after viewing videos of the assessment for validity of teacher judgement

- if completing the course as an individual, compare annotation with example SENAs

- if completing the course as a group, compare annotation with colleagues

- task to complete SENA (SENA 1, SENA 2, SENA 3 or SENA 4) on 2- 3 students

- task to analyse student SENAs and highlight responses and aspect levels (using the SENA recording sheet) in preparation for differentiating their learning and

- task to plan a few learning goals for one student based on the information in the SENA recording sheet

- view presentation on an introduction to using PLAN (Planning for Literacy and Numeracy) software (links to various webinars, participants choose the video to view based on school needs)

Module 5: Planning Differentiated Learning (1 hour)

- view presentation on planning for differentiated learning

- complete the differentiation task using your student data and the example lesson plan

You will need your student SENA data(from Module 4) and the example lesson plan

Module 1: Introduction to the course

Activity 1:

Reflecting on current practices

Describe what numeracy looks like in your classroom?
Describe what mathematics looks like in your classroom?

Module 2: This is a pedagogy, not a program

Activity 1: Reading reflection -Ten is The Magic Number! And 10 Big Math Ideas

Option A: These readings have a greater focus on early years. Teachers can choose whether to compare these readings or the readings from Option B

Ten is the Magic Number by Lindsay Barker / 10 Big Math Ideas by Marilyn Burns
What were the main points / conclusions drawn by the author(s)?
How do these articles highlight best practice in the acquisition of numeracy skills?
From the articles, identify something that impacted your thinking and future practice?

Module 2: This is a pedagogy, not a program

Activity 1: Reading reflection –Improving mathematical outcomes in the middle yearsand Numeracy in practice: teaching, learning and using mathematics (excerpt)

Option B: These readings have a greater focus on middle years and beyond. Teachers can choose whether to compare these readings or the readings from Option A

Improving mathematical outcomes in the middle years by Rosemary Callingham / Numeracy in practice: teaching, learning and using mathematics (excerpt)by Department of Education and Early Childhood Development, Victoria
What were the main points / conclusions drawn by the author(s)?
How do these articles highlight best practice in the acquisition of numeracy skills?
From the articles, identify something that impacted your thinking and future practice?

Module 2: This is a pedagogy, not a program

Activity 2: Reading and lesson reflection – Capacity Building Series: Differentiating Mathematics Instruction

Reflect on this reading in regards to differentiation; annotate a current lesson plan focusing on how it could be adjusted to cater for a range of student needs (include this annotated lesson plan with your course submission)

Activity 3: Reading reflection – Effective Pedagogy in Mathematics

After reading Effective Pedagogy in Mathematics, of the ten effective principles, identify one you are currently doing well and one for improvement.

Module 3: The Numeracy continuum

Note: It is recommended that teachers also complete the Using the Numeracy continuum course (additional 3 hours registered with MyPL@Edu available for NSW DoE teachers only) for professional learning around the Numeracy continuum and specifically Aspects 2 and 4

Activity 1: View the Numeracy matrix. Discuss and plot where you think your school sits.

You will need to print out a copy of this matrix to determine the level of professional learning in numeracy across your school. Click to download Numeracy matrix(include this matrix with your course submission)

Activity 2: Complete the drag and drop activity about the Numeracy continuum. Match text to aspect descriptions.

Module 3: The Numeracy continuum

Activity 3: You will need a copyNumeracy continuum and access to the mathematics K-10 syllabus.

Select Aspect 1, 5 or 6 from the Numeracy continuum, read the description for each level,find links between that aspect and the appropriate syllabus substrands.

Using the online syllabus copy and paste specific content connections into the table provided.

Table eg

Some of the possible outcome links from Early Stage 1 to Stage 4 are noted on the Numeracy continuumposter; these are just a starting point.

Note: When choosing a working mathematically statement from the syllabus (arrowed points) ensure you also include the parent dot point above.

You can use the search feature of the online syllabus assist in looking for where concepts from the continuum can be found e.g. count forwards

(Include this completed table document in your course submission)

NSW Department of Education

Module 4: Initial assessment

Activity 1: Choose a SENA video to view. As you are viewing the video, use a copy of the appropriate SENA recording sheet to record annotations of what the student is doing.(include this document in your course submission)

Reflect and discuss, referencing the levels of the Numeracy continuum,for validity of teacher judgement

(If completing the course as an individual, compare annotation with example SENAs.If completing the course as a group, compare annotation with colleagues.)

Activity 2: Complete a SENA on 2-3 students using the appropriate SENA recording sheet.(include this document in your course submission)

Activity 3: Analyse the student SENA results and match responsesto the Numeracy continuum.

On the completed SENA recording sheets, for each student, highlight responses and aspect levels in the right hand column. Where would you place your student for each assessed aspect?

Use this information to plan a few learning goals for one student.Record these learning goals on the Student learning goals recording sheet. There is also a SENA Teaching Points sheetto assist you.


Module 5: Planning Differentiated Learning

Activity 1:Use the SENA data collected for your 2-3 students in Module 4 to plan future differentiated learning using the syllabus.

Differentiation task:

You will need your student SENA data(from Module 4) and the example lesson plan.You can choose between the two lessons provided, Tracks or Jump method for Addition and Subtraction

Look at Aspect 2 and/or Aspect 4 for each student, this data relates to Addition and Subtraction.

Use the lesson plan provided as a base to differentiate this lesson for your students. You may like to consider adapting the activities, changing the grouping used in the lesson, adding additional outcomes if needed for higher or lower ability levels or adapting materials used.

If your assessed students are at a similar level for EAS or Place value, consider how you would differentiate the lesson for students at levels above and below.

(Include this document in your course submission.)

NSW Department of Education