ETL421: Curriculum Through Numeracy Semester 2 2012 GIBSON Melissa: s238545

Assignment 1 Part 2: Analysis, Consolidation and Redirection

Contents Analysis Teaching context (overview) ............... 2 Reflection on curriculum ..................... 2 Rationale ............................................. 3 Consolidation Numeracy activities (outline) ............... 4 Pedagogy ............................................ 5 Curriculum items ................................. 6 Redirection My question ......................................... 7 Progression of learning ....................... 7 References ................................................ 8

GIBSON Melissa

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ETP421

Semester 2 2012

Analysis

Overview of teaching context Context: Term 2 a Year 2 class of 22 students in a Melbourne Bayside suburb. Higher socioeconomic demographic, most speak English as a first language. One girl in the class is from a Thai background and has picked up English very well since arriving in Australia 3 years ago. One boy has ASD (low functioning) with communication, social, behavioural and learning difficulties. He has a full time aide and is showing improvement in his behaviour and social skills since joining the class. The school caters for individual differences with a range of programs and support including Individual Learning Improvement Plans, Early Years Literacy and Numeracy Programs, Reading Recovery, Maths Intervention and Language Support. There is a SEAL program at the school so higher achieving, motivated students are offered additional classes with extension activities in mathematics and literacy at the end of Year Two. An expectation of success for students, by both parents and teachers, is generally high.

Reflection: how well does AusVELS address this teaching context in the area of numeracy? Outcomes are outlined and elaborated on clearly and leave plenty of scope for creativity in teaching numeracy. Activities and tasks can be adjusted to different levels within the group, including the ESL student, who has already gained a good understanding of English. In my opinion curriculum less prescriptive than VELS and it is open to designing tasks that engage students and relate what they are learning to real life, and to cooperative/group learning. Cross-curricular priorities are included in the curriculum guidelines, flagging areas where numeracy content can be expanded into other domains. At the moment there are companion documents for planning inclusive curriculum for both ESL students and students with disabilities, but these are also quite general. They were developed for VELS and are not yet available specifically as part of the Australian Curriculum. The ESL student does need extra support understanding new mathematics terminology and concepts. However the curriculum content and achievement standards are not appropriate or meaningful for the child with low functioning ASD and are instead supplemented by the Students with Disabilities Guidelines. These guidelines discuss classroom-based approaches, and individual learning plans that tailor the curriculum to individual circumstances, but not specifically in relation to numeracy. In the case of the student with low functioning ASD, an individual learning plan (including numeracy goals) is designed by the Program Support Group in conjunction with the class teacher and the teaching aides. Content is tied into the class activities and topics where possible and is designed to build on the strengths and skills of the student. Some material is drawn from early years numeracy curriculum. The student participates in group activities and discussions whenever possible, although often has to be removed because of behavioural problems (which are improving as he starts to model his behavior more on his classmates). He enjoys using manipulatives such as Cuisenaire rods and blocks and is starting to understand relationships between objects and written symbols.

GIBSON Melissa

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Rationale for addressing educational inequality within this context It is important that every student has an equal opportunity to progress at their own rate in a supportive classroom/school environment, and so develop the knowledge, skills and tools to be able to participate and achieve success in the community. Some children are at risk of a disadvantaged education due to poverty, low socio-economic status, disabilities, geographic isolation, learning difficulties, Indigenous or non-English speaking background. According to Australian Curriculum, Assessment and Reporting Authority (2012) only 58 per cent students who live in low socio-economic areas completed year 12, whereas 64 per cent of those living in middle-income areas and 77 per cent of students living in high-income areas completed Year 12. Early school leavers are more likely to have difficulty finding employment, especially in a fast changing, increasingly globalized world. Schooling also helps to enhance social inclusion of diverse groups. There dont appear to be major social or economic inequalities within the class group outlined above. All come from the schools catchment zone and come from a high socioeconomic background. The school is well funded with a good proportion of contributions from families, local businesses and fundraising so there are great facilities and resources available for students. Of course there is diversity in learning needs which needs to be catered for by adjusting activities and tasks to fit every childs needs and providing additional learning support when necessary. Teachers need to know each student and flag any learning difficulties quickly so learning support/intervention can be offered. Higher achieving students are evaluated during Year 2 for suitability for the SEAL program. Student from ESL homes/backgrounds are going to find developing a mathematical vocabulary more challenging than student who speak English as a first language. They also may lack assistance at home if the parents do not understand the work that is in English, so the teachers need to be aware of this and offer extra help with homework when necessary. Teachers and students also need to consider cultural differences when communicating with students from diverse cultures. The school embraces a whole school approach in an effort to address educational inequality. Differing abilities, needs and talents are catered for and supported. The individual learning plans developed for J allows him to be included in a classroom environment and activities. The government funds a full time learning support teacher for J. Social inclusion is also seen as very important, and the teachers are conscious of creating opportunities to facilitate that in cooperative learning groups and in class discussion, as well as during play times. Assessments include functional, developmental, and social components of education, enabling tailored learning plans to be designed for each student. The goal is for J to develop communication skills and to progress socially and academically so he can live as independently as possible and lead a fulfilling, productive life. An inclusive school environment allows J to participate and develop academically and socially, and allows the other students to develop an awareness of peoples differences and challenges. Other students are (usually) very patient, respectful and protective of J and mix not only with J but a with a wide range of diverse learners at the school.

GIBSON Melissa

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Consolidation

Activity 1 Mathematics Trail finding shapes, counting Preparation Attach tags with questions to doors, tables, cars, netball posts etc around the school. Prepare a set of worksheets on clipboards with a pen for the children to write/draw the answers on. The children are divided into groups of 3 or 4 (varied levels). The student with ASD (J) is included in one of the groups of 4. The focus for him is to participate, observe and respond to simple questions, using manners and addressing his classmates correctly. Each group is allocated a leader, reporter, time tracker. An additional role is mentor if there are 4 in the group. Each group has a map to follow (each starts at a different point on the trail so they spread out). There are 12 tags to navigate to (following the trail on the map). Sample questions: Point A: outside main door. What shapes can you see on this door? Draw them (on the supplied outline). Find a repeating pattern on edge of the step? Draw a line of the pattern. How many slats on the front of the bench? How many slats on the seat of the bench? What is the total number of slats on the back and seat of the bench? How can you write this down? Point B: quadrangle Can you see a semicircle on the netball court? How many are there? How many squares are there on the hopscotch? Which numbers are in the hopscotch? How many numbers are there? When the groups complete a set of questions, they show the teacher/helper. If the answers are correct they get a letter. Once they finish all 6 sets of questions they will have 6 letters. For early finishers there is a fun quiz sheet. Sample question: If every child in this class dropped a lolly wrapper how many would be on the ground? If you put half in one bin how many would you need to sweep up? If J gets stressed or upset his aide has a matching card game for him to sit quietly and complete. When the children have completed the task they all return to the classroom and attempt to unscramble the 6 letters to make a word (ie sphere). (Cross-curricular literacy.) At the end of the session the children sit together on the carpet and are led by the teacher in a discussion about the shapes and associated terminology. They discuss the meaning of the unscrambled word and what objects they can think of that are that shape. There is a focus on using correct terminology to describe and compare them.

GIBSON Melissa

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ETP421

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Activity 2 Outdoor Maths trail cards Preparation Prepare a set question cards, each numbered 1-16. Pin them around the school grounds within designated area. Prepare a set of maps showing the position of each question card. Prepare a set of worksheets on clipboards with a pen for the children to write/draw the answers on: find each point (115) shown on your plan of the school grounds. At each point, work out the answer to the question. Use the key at the bottom of the page to find out which letter this represents. Can you work out the secret message? Good luck! (Copp Maths Trail) The class sits down before starting. The teacher explains the rules and the answer sheets to the class (modeling via whiteboard). The children are asked to put hands up if they want to explain what they know about reading a map. They are then introduced to the concept of a key and are asked whether there are any words they dont understand. The children are divided into pairs. They have to find each question card by looking on the map, and write out the answers on the grid. When the trail is complete they return to the classroom and try to decipher the code together according to the key (cross curricular literacy). Sample questions: 1. I have 2 short sides and 2 long sides, what am I? 2. Draw a butterfly using triangles, rectangles and circles. At the end of the session the children sit together on the carpet and students are asked to show one of their answers (ie the butterfly activity) to the class and describe it. Again, there is a focus on using correct terminology to describe and compare them.

Pedagogy underpinning these two activities While working in groups, children of different abilities and understandings can support each other in their learning, through interaction guided by the teacher. Group work also provides an opportunity for the child with ASD to participate socially and learn from observing other students behavior and interaction. Vygotskys sociocultural theory identifies guided learning (scaffolding) within a learners ZPD, social interaction and peer collaboration (cooperative learning and reciprocal teaching) as important for learning and development. He also recognized the importance of basing curriculum on real life activities that learners with which they can engage. Bruner believed that children need to be encouraged to discover information on their own, but the teachers role is to support that learning by engaging and challenging them. This age group fits Piagets definition of Concrete operational stage (7 to 11+ years). According to Piaget, at this age children are starting to be able to understand symbolic representations of numbers as long as those can be related to real life (Westwood, 2008). Askew et al (1997) concluded from his studies that a connectionist orientation towards teaching numeracy, including linking mathematics topics with real life application, using a learners prior knowledge, and using their own informal strategies usually leads to better understanding of concepts.

GIBSON Melissa

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ETP421

Semester 2 2012

Perso discusses the importance of teaching mathematics that is useful in everyday life, and helping students develop the disposition to use mathematics confidently. In a similar vein the PISA connections cluster requires students to extrapolate their mathematical knowledge to solve realworld problems. Encouraging a positive outlook in mathematics is touched on in PISAs definition of mathematical literacy as engaging with mathematics, which is then explained as communicating and even appreciating and enjoying mathematics. Interpersonal skills (Social and Emotional Development) will also be relevant and developed during class, group discussion and cooperative work. Designing tasks that are fun, interactive and relevant engages students and helps them develop a positive attitude towards mathematics, and hopefully increase students confidence in their ability. During whole class share time at the end of a lesson the teacher asks the class to recount what was learnt, and to share their strategies (reflecting/reviewing).

Curriculum items these activities help target AusVELS Mathematics / Level 2 / Measurement and Geometry / Location and transformation Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044). These tasks can later be extended to address the elaboration identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners Mathematics / Level 2 / Measurement and Geometry / Shape Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042). Mathematics / Level 2 / Number and Algebra / Number and place value Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) English / Level 2 / Language / Expressing and developing ideas Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) Communication Practice the skills of being attentive listeners and viewers in pairs, small groups and as a whole class. Use questions to clarify meaning and to extend interaction. Make short oral presentations to small groups or the whole class on specified topics across the curriculum and on personal experiences beyond school.

GIBSON Melissa

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ETP421

Semester 2 2012

Redirection

Idea or question to pursue in Assignment 2 Numeracy and Mathematics Education Reform It is important for students to develop an understanding of mathematics and the disposition to use mathematics confidently in the early years of their education. While on placement I noticed there are so many conflicting demands on the class teacher that the focus on numeracy was not optimal. Conversely, the school had a dedicated science teacher who liaised with class teachers and also took the lessons for Years 4, 5 and 6. This was working very successfully and the students were incredibly engaged in the science topics. Should numeracy be treated as a specialist subject with designated times (ie 5x1 hour sessions per week, ideally in a classroom designed for the purpose) in primary school? Should a pool of primary teachers be trained specifically in mathematics and numeracy teaching rather than as generalists to ensure students build a solid foundation of basic numeracy before they enter secondary school? Specialized primary mathematics teachers would be aware of the multiple strategies for learning maths, including deep (rote!) learning of times tables, and the importance of giving students a secure grasp of underlying concepts and strategies in maths. They would undertake regular professional development and be aware of how to deliver content in a way that engages and inspires children at an early age. Specialist mathematics/numeracy teachers would liaise with class teachers to generate ideas about how to incorporate numeracy into other subject areas to complement the learning taking place in maths classes, linking mathematics with real life activities.

How I might progress my learning I would research whether this idea is being studied or implemented in Australia or in other countries, and if so, what the outcomes have been. I would look at education systems in countries such as Singapore, Finland, Hong Kong, and Japan and look at their approach to training teachers and teaching mathematics. I would look at various debates about the teaching and learning of mathematics and numeracy by government and non-government organisations, researchers and the media, including the way their teachers are trained in teaching mathematics. I would consider the viability of this idea considering the additional resources needed for this teacher training, and the shortage of specialist mathematics teachers even in secondary schools.

GIBSON Melissa

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ETP421

Semester 2 2012

References Askew, M., Brown, M., Rhodes, V., William, D., & Johnson, D. (1997). Effective teachers of numeracy. Retrieved from http://www.mikeaskew.net/page3/page4/page4.html Australian Curriculum, Assessment and Reporting Authority, National Report on Schooling in Australia 2010, ACARA, Sydney, 2012. Retrieved from http://www.acara.edu.au/reporting/reporting.html AusVELS. (2012). Retrieved from http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F10#level=2. Victorian Curriculum and Assessment Authority Copp Maths Trail. Retrieved from http://www.coppschool.lancsngfl.ac.uk/Trails/MathsTrail/launch.htm Perso, T. (2006). Teachers of MATHEMATICS or NUMERACY? Australian Mathematics Teacher, June 2006(2), 36-40. PISA 2009 Assessment Framework. Key Competencies in Reading, Mathematics and Science. OECD (2010). Retrieved from http://www.oecd-ilibrary.org/education/pisa-2009-assessmentframework_9789264062658-en Primary Resources (1997-2012). Retrieved on August 11, 2102 from http://www.primaryresources.co.uk/maths/mathsA1.htm Stanford, P. (2012). Maths and Michael Gove: look, listen, learn - and forget?, The Telegraph. Retrieved from http://www.telegraph.co.uk/education/9324417/Maths-and-Michael-Gove-looklisten-learn-and-forget.html Westwood, P. S. (2008). What teachers need to know about numeracy. Camberwell, Vic.: ACER Press. Williams, S. P. (2008). Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. Retrieved from https://www.education.gov.uk/.../Williams%20Mathematics.pdf

GIBSON Melissa

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ETP421

Semester 2 2012