1. for Year 7 2011, Term 1 Delany College, Granville
Maths Planning day
for Year ,
Term 1
Delany College, Granville

2. Outline of the day Session 1 - the MAI; *teacher experiences, the data
Session 2: Planning informed by:
* current research
* syllabus and advice documents
* lesson structure
* lesson activities

3. Session 1: Review of the MAI process
As a teacher of Mathematics what have I learnt or gained deeper understandings about by doing these interviews?
Give colleagues 5 minutes to write a personal response to the question. (refer to booklet)
Ask each person to share their responses - record key words and phrases on the whiteboard and leave for the remainder of the day.

4. Session 1 - Review of the data
Do you agree with the following match of the growth points to Stages of Learning as outlined in the syllabus? (one person’s attempt to do this)
Refer to booklet page

5. Session 1 - Review of the data
Number of students performing at each growth point for each of the four aspects assessed in the MAI - see handout
Determine the Maths concepts and skills that need to be targetted for consolidation in Term 1
Facilitator provides the data

6. Note: The Priority Profile table named in the diagram has only reference points for the primary school setting.

7. Identifying students for the EMU Intervention program
Use the MAI data to identify a groups of three or four students who appear to be the most mathematically vunerable.
Prioritise another group; another …

8. Input / Discussion about the 2011 EMU program - 1st semester
Number of students in a group?
Number of groups occurring simultaneously?
Length of time for each EMU group
Assessment of progress made by EMU students [ how will we know if progress has been made?]
Structure of an EMU Lesson

9. Warm up activities
eg Number Busting

10. i) The current research
Session 2
i) The current research

11. Session 2 - Programming for Term 1
Today we have:
examined the mathematic needs of our new Yr 7’s through the MAI instrument;
Explored and discussed some key findings from current research about mathematics pedagogy, …
now let’s examine syllabus options and advice so that we can pull it all together for the purposes of programming a unit for Term 1, 2011
Booklet (Programming and Assessment document extract (pages 10 and 11) - which option suits ?
What substrands from the syllabus ‘Number Strand’ will comprise the term 1 program?

12. Proposal for mainstream Maths Lessons
The structure of the EMU lesson is adopted for regular classes - adjustments made to timings.
For part 3 of the session, teacher uses one of the three teaching approaches (see handout) - modelled, shared or guided mathematics.
Using the same lesson structure means that students involved in EMU sessions will experience less difficulty in coping with learning in the withdrawal group and the regular classroom approach. This would support the ongoing transition between the two learning situations.
See booklet for the 2nd dot point - three teaching approaches.

13. Identifying activities for the lessons
Warm ups
Suggestion: Beat The Tape - one set per week
Other lessons - a focus on one strategy rather than a new one each lesson eg number busting with 120 bead strings for a week
Extended Mathematics Learning/Investigations
Maths300 tasks
Other open ended investigations
The use of concrete hands on materials to explore concepts

14. Recommendations for lesson activities

15. Follow up from today … * What needs to be done? * And by whom?

16. Individual reflection / Evaluation about the day