3
We target deeper causes that require long term commitment: disposition, knowledge, pedagogy
Our Initiative is about making the ‘Right Choice’
"It takes three to five years for change in practice to clearly show
up in a change in learning," he said. "Sometimes it can take up to
seven years to turn a school around.“ Peter Goss: Grattan Institute, August 2016
The NCR aim is to maximise return on investment
To get good results, AND produce young
people who are passive, dependent and
anxious about failure
To get good results, AND produce young
people who are inquisitive, imaginative
and independent
Professor Guy Claxton
The right resource ,in the right way
with the right culture
Getting it Right: Empowering General Capabilities
Raise your thinking
& not your hands
Set it up, step
back and survey
Ignite discussion
Instil debate
Open and parallel
tasks
Student response
tasks
Numeracy Transfer
activities
Enthuse,
encourage, enjoy
Struggle now
Succeed later
Change your mind
can grow your mind
I think….
Because….
Praise the effort
Praise the risk Share, listen,
respect
Think Pads & white
boards
Contribute, create
communicateRob Proffitt-White
Depth o
f curriculum knowledge
Transmission Connectionist
PEDAGOGY & BELIEFS
Understanding alignment
Creating
The
culture
For
Norming
Effective
practice
Rob Proffitt-White NCR: March 2015
While explicit teaching might be useful for some aspects of mathematics, that approach certainly
does not contribute to increased student engagement( quite the opposite),
does not confront students with their misconceptions, and
does not allow opportunities for students to solve problems for themselves.
Peter Sullivan on a 2 day visit to North Coast Region schools- 2015
Pedagogy: Reflect & Refine
Given many mathematics classes across Australia still use teaching approaches that focus primarily on memorising rules, reproducing rules, and using procedures to answer questions that students have already been taught how to solve, there is high likelihood that many students in our classes are developing disabling confidence.
G Williams , 2013- Deakin University
Surface to deep knowledge
REASONINGProve, evaluate, justify, generalise, transfer learning to other contexts
Explain their thinking and conclusions reached
PROBLEM SOLVINGUnfamiliar and multi step
Clear communicationContextualised
UNDERSTANDINGAdapt & transfer concepts
Connections between conceptsDifferent representations
FLUENCYRecall facts
Execute proceduresAppropriate methods
Productive Dispositionsensible, useful, and worthwhile, coupled with a belief in
diligence and one’s own efficacy
REMEMBERINGUNDERSTANDING
&APPLYING
CREATINGEVALUATINGANALYSING
USE KNOWLEDGEMEANINGFULLY
EXTEND & REFINE
KNOWLEDGE
INTEGRATE KNOWLEDGE(DECLARATIVE)
ACQUIRE KNOWLEDGE(PROCEDURAL)
DEEPREASONING
DEEPSTRATEGIC THINKING
SURFACESKILLS &
CONCEPTS
SURFACERECALL &
REPRODUCE
P E D A G O G I E S T O D E L I V E R C U R R I C U L U M I N T E N T
If you know that 8 x 5 = 40
Explain how this can help you
solve
40 ÷ ? = 8, ⅛ of 40
How many ways can you make 24
by multiplying two products
together?15 x ? = 150
Show two different ways you could
multiply the following numbers
together
15 x 8
How could you use multiplication
to solve the following
30 ÷ ? = 6
Can you explain or show why
8 x 20 is the same as
8 x 10 x 2
Question types for Year 4Recall Understanding Reasoning
If you know that 8 x 5 = 40
Explain how this can help you
solve
40 ÷ ? = 8, ⅛ of 40
How many ways can you make 24
by multiplying two products
together?15 x ? = 150
Show two different ways you could
multiply the following numbers
together
15 x 8
How could you use multiplication
to solve the following
30 ÷ ? = 6
Can you explain or show why
8 x 20 is the same as
8 x 10 x 2
Teachers’ responses so far
What pedagogies are needed for this?
What is the mean of the following
numbers:
15, 25, 30, 6
What is the mean of the following
decimals fractions?
1.5, 2.4, 3.1, 2.6
The mean of five numbers was 6,
what could the numbers be?
The mean of five numbers was 6,
the range was 4 and the median
was 8. What could the numbers
be?
What is the mean of the following
numbers:
15, 25, 30, 6
The mean of five numbers was 6,
what could these numbers be . Be
Ready to clearly justify and
explain your answers
Question types Year 8
What is the mean of the following
decimals fractions?
1.5, 2.4, 3.1, 2.6
The mean of five numbers was 6,
what could the numbers be?
The mean of five numbers was 6,
the range was 4 and the median
was 8. What could the numbers
be?
What is the mean of the following
numbers:
15, 25, 30, 6
The mean of five numbers was 6,
what could these numbers be . Be
Ready to clearly justify and
explain your answers
Teacher responses so far
Rob Proffitt-White NCR: March 2015
Teacher led classroom protocols help ensurea supportive, consistent and shared vision
Switch on to learning through tasks that engage, focus and inform understanding
Intent• Termly diagnostics• Unit ‘core concepts’• School priority• Student disposition
Expectations• What, why, how of curriculum• What, why, how of behaviour
Interactions• Teacher to class • Teacher to student• Check for understanding• “Get off the stage”
Engagement• Student to student• Elbow and table groups• ‘Hands on’• Active discussion/differentiation
Reflection• Student to class• Reason not result• Review, reiterate and feedback
Teacher Student
Positive Relationships
Live
ly P
ace R
ou
tine
s
Purpose
Engagement
Reflect
Is it addressing your students’ needs or the unit focus?
Have the students been told the what, why and how?
Are you enthusiastically promoting discussion?
Have you taken time to share common misconceptions and
efficient strategies?
Have your students had opportunities to use peer
tutoring?
• Naplan Data• Diagnostic Tests• Unit Plans• Student driven
• Risk free• Check they
understand• Teacher moves• Student discussion
• Prove and justify• Correct terminology• Identified strengths
and weaknesses
P O S I T I V E R E L AT I O N S H I P S
HIG
HE
XP
EC
TA
TIO
NS
Are the students encouraged to take risks, make mistakes
A S S ES S M E N T F O R L EA R N I N G
TIM
ELY
MA
NN
ER
550
555
560
565
570
575
580
585
590
595
1 2 3 4
AUSQLD*ss
2013 2014 2015 2016
Mea
n Sc
ale
Scor
e
Tracking MSS in Year 9 Success Schools ( *ss)
Tracking Year 9 trends
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