2. Scaffolding for learning Scaffolding for assessment Workshop outline

4. Hypothesis: It is useful for students in mathematics to know about –Vocabulary –Reading for comprehension –Showing thinkng Scaffolding for learning

5. Hypothesis: It is useful for students in mathematics to know about vocabulary Explicit teaching of subject specific words. Cloze strategies: miss out prepositions- get students to fill in gaps - talk about why they chose those words and how it can change the meaning of the maths. Barrier games - (look online) receptive and productive language.

6. Hypothesis: It is useful for students to know about text features of mathematics word problems Use $100 words idea. Not all words are equal. Which ones are most important to solving the problem? Skim and predict- before you read. The author has arranged the information in a specific way for you to work your way through.

7. Hypothesis: It is useful for students in mathematics to know strategies for abstracting the mathematics from word problems with [un]familiar contexts Group task: Give students a word problem - as individuals pick out the 5 key parts / words of information to solve the word problem. As a group negotiate which parts are the 5 words. Share with rest of class.

8. Hypothesis: It is useful for students in mathematics to know strategies for abstracting the mathematics from word problems with [un]familiar contexts Group task: Divide word problem into parts. Give students a part of the problem. Each student reads out part of the problem. Together as a group they attempt to sequence the problem- then solve it.

9. –Conditions of assessment –Making tasks accessible for diverse learners Scaffolding for assessment

12. Expectations/Overview This work focus on changes in curriculum, teaching and learning and senior secondary assessment practices As middle leaders you are critical in leading these changes. Share the process of exploring the curriculum and assessment practices with your department/school.