1. Professional Learning Plan
Analysis of Naplan data through a
strand,
strategy and
misconception lens.
Staff survey to identify concerns regarding teaching programs and professional learning needs.
Needs Analysis
Professional Learning Plan
Student pre assessment
Professional Learning Workshop
Modelled Lessons and Feedback
Key focus
Exposure of students to non routine problems through a problem solving approach to mathematics
Assessing to inform teaching plan and differentiation and to uncover student misconceptions.
Cross year level knowledge and understanding of the mathematics curriculum.
Application of Japanese lesson study model led and modelled by Marg Buckle.
Lesson developed in response to Professional learning and analysis of student diagnostic tasks.
Year level teachers observe lesson, discuss observations and plan for a lesson to be observed.
Explicit Teaching of Numeracy Project
2015
Just in Time Professional Development aligned to teaching program.
Based on FSIM Research and Diagnostic Map
Focus on analysis of student diagnostic tasks to identify misconceptions and teaching of non negotiable key understandings.
½ day workshops for facilitate supervision of classes
Cross year level groupings to facilitate teacher. knowledge of student developmental understanding of mathematics.
Diagnostic Tasks administered prior to professional learning workshops.
Identifies common misconceptions
Links to developmental map
Informs tiering