FLAGSHIP STRATEGY 1

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FLAGSHIP STRATEGY 1 STUDENT LEARNING Focus on
mathematics
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• Purpose
• An opportunity to reflect on your current
  mathematics program in the light of
• Victorian Essential Learning Standards
• Principles of Learning and Teaching
• Assessment Advice
• Reporting Advice
• and to identify considerations for future
  curriculum planning

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OUR EDUCATIVE PURPOSE

What is powerful to learn?
What is powerful learning and what promotes it?
Who do we report to?
LEARNER
Victorian Essential Learning Standards
Principles of Learning and Teaching
Students Teachers Parents Community System
How do we know it has been learnt?
Assessment Advice
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VALUES, BELIEFS AND UNDERSTANDINGS ABOUT
MATHEMATICS

What is it essential and powerful to learn in
Mathematics?
What does powerful learning and teaching look
like in Mathematics?
Who do we report to?
LEARNER
Principles of Learning and Teaching
Victorian Essential Learning Standards
Mathematics Domain
Students Teachers Parents Community System
What are effective assessment practices in
Mathematics?
Assessment Advice
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Reflecting on current mathematics programs What
do you see as the strengths of your program? What
aspects would you like to improve? How do your
students and parents respond to the program? What
do they think are the strengths? How would they
like it improved?
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Victorian Essential Learning Standards Discipline-
based Learning Mathematics Read the
introduction to the Mathematics domain Highlight
the main points Create a concept map that
identifies the main points
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Victorian Essential Learning Standards Discipline-
based Learning Mathematics Select a level/s of
the Mathematics domain that best represents your
class Read the learning focus statement and
standards Add any further detail to your concept
map
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• Reflecting on your current
• mathematics program and the Victorian Essential
  Learning Standards
• Consider your current mathematics program
• What is already being covered?
• Where are the gaps?
• What do you cover that is not in the standards?

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• Victorian Essential Learning Standards
• Interdisciplinary Learning
• Read the introductions to the following
  Interdisciplinary domains
• Communication
• Information and Communications Technology (ICT)
• Design, Creativity and Technology
• Thinking Processes
• Highlight the main points
• Make connections between these domains and
  Mathematics on your concept map

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• Victorian Essential Learning Standards
• Physical, Personal and Social Learning
• Read the introductions to the following Physical,
  Personal and Social domains
• Health and Physical Education
• Personal Learning
• Interpersonal Development
• Civics and Citizenship
• Highlight the main points.
• Make connections between these domains and
  Mathematics on your concept map

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• Victorian Essential Learning Standards
• Discipline-based domains
• Read the introductions to the other
  discipline-based domains as appropriate for your
  mathematics program
• The Arts
• English
• The Humanities History, Geography, Economics
• LOTE
• Mathematics
• Science
• Highlight the main points.
• Make connections between these domains and
  Mathematics

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What promotes powerful learning?

• Principles of Learning and Teaching P-12
• The learning environment is supportive and
  productive
• The learning environment promotes independence,
  interdependence and self-motivation
• Students needs, backgrounds, perspectives and
  interests are reflected in the learning program
• Students are challenged and supported to develop
  deep levels of thinking and application
• Assessment practices are an integral part of
  teaching and learning
• Learning connects strongly with communities and
  practice beyond the classroom

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Principles of Learning and Teaching Reflecting
on your current mathematics program Consider
your current mathematics program Which
principles are strongly reflected in your
program? Which principles could be incorporated?
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How do we know if it has been learnt?
Assessment is the ongoing process of gathering,
analysing and reflecting on evidence to make
informed and consistent judgements to improve
future student learning. Assessment for
learning occurs when teachers use their
inferences about student learning to inform
their teaching (formative) Assessment as learning
- occurs when students reflect on and monitor
their progress to inform their future learning
goals (formative) Assessment of learning occurs
when teachers use evidence of student learning to
make judgments about student achievement against
goals and standards (summative)
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Assessment advice Reflecting on your current
mathematics program Consider your current
mathematics program What assessment approaches
are being used to inform teaching (assessment for
learning)? What assessment approaches are
students using to monitor their learning
(assessment as learning)? What assessment
approaches are used to make judgements on student
learning (assessment of learning)?
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• Reflecting on your current
• mathematics program
• What assessment practices do you currently have
  in Mathematics?
• What information does this give you?
• Does it enable you to plan for future
  Mathematics learning?
• Does it provide you with enough information to
  evaluate student performance against the
  standards?

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Reporting

• When will we be required to report on
  Mathematics?
• How will we make a judgement against the
  standards?
• What support will be available?
• Do we have to use the new student reports forms
  in 2006?
• Where can I get more information on assessment
  and reporting?

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Future planning Identify strategies required
to successfully audit, plan and implement the
Mathematics domain What do we need to start
doing? What needs to be strengthened? What can
we stop doing? What professional learning is
required? How will the program be
documented? Record the main ideas