Australian Professional Standards for Teachers
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
School Context
School Austin Cove Baptist College
Year Level Year 6
Related Subject Maths
Stage of Schooling Primary School
Type Private School
Location South Yunderup
Year Level Year 6
Related Subject Maths
Stage of Schooling Primary School
Type Private School
Location South Yunderup
Learning Context
The students in this year 6 class have a diverse range of literacy and numeracy learning needs. Mathematics is a focus across the school and additional resources are allocated to curriculum support and appropriate professional development to strengthen students understanding of mathematical concepts. There is a EA support in the Primary School to provide additional mentoring and educational support.
Illustration of Practice: MATHS - Decimals & Fractions
Situation
I had previously ascertained that Austin Cove Baptist College (ACBC) was committed to the Go Maths Texts as well as the Mathletics Online Program. I obtained copies of the Teachers Go Maths Texts prior to my PIP commencement so I could plan my assessments in line with what my mentor teacher had planned to achieve in her Term Planning Outcomes.
Action
In preparation for planning a series of maths lessons on making connections between equivalent fractions, decimals and percentages, I engaged the following steps in a series of maths lessons:
I had previously ascertained that Austin Cove Baptist College (ACBC) was committed to the Go Maths Texts as well as the Mathletics Online Program. I obtained copies of the Teachers Go Maths Texts prior to my PIP commencement so I could plan my assessments in line with what my mentor teacher had planned to achieve in her Term Planning Outcomes.
Action
In preparation for planning a series of maths lessons on making connections between equivalent fractions, decimals and percentages, I engaged the following steps in a series of maths lessons:
- Review the ACARA content descriptors for year 6.
- Select ACMNA131, discuss with my mentor teacher and document her considerations and learning objectives.
- Consider and ensure I understood the mathematical concepts and could teach them to the classroom students.
- Revise teaching strategies from resources including the Go Maths texts, Mathletics and Hotmaths Online programs. The Hotmaths website in particular has tremendous teaching resources and is a valuable learning tool in my teaching.
- I also created my own Maths website page to help me find resources and upload interactive Maths Engagement games (see my maths website link below).
- I used the 'Do, Talk, Record' method of learning for these Maths lessons.
- I created a series of 'concrete' resources such as a Decimal/Fraction/Percentages Bingo card activity, a Jigsaw Decimal/ Fraction/Percentage activity, to be used in cooperative groups, to help students who were low order thinkers, and to create an atmosphere of fun!
- Students spent one lesson on creating large Mathematical Rules posters, which were placed on the classroom wall as a visual reference. These posters provided a constant reminder of the mathematical rules and the right processes to solve conversions from decimals to fractions. (See slideshow pictures below)
- Students completed a number of assessments located in the Go Maths Texts.
Outcome
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With the above actions planned, I found the plan, teach, access processes were effective in targeting all students in the classroom.
The learning outcomes were more effective because students were able to engage with ICT and 'concrete' learning activities. Some students are auditory learners and some are hands on, and these activities incorporate a number of strategies, which Tomlinson called ‘equalisers’. Woodcock et al. (2013) writing on the student focus of differentiation explain that, ‘… along a continuum, lessons can differentiate the pace (fast-slow), representation of ideas (concrete-abstract), issues and problems (simple-hard), and process of problems…’ (p.70). The visual reminder of the Mathematical posters on the classroom wall were an effective tool for students to go to when completing their decimal, fraction and percentage work activities. The Decimal/Fraction/Percentages Bingo game has become a valuable tool to develop the relationships between decimals fractions and percentages. Most students after completing a few sessions of Bingo can now make very quick mental conversions such as 1/3 = 0.3, 1/5 = 0.2, 3/5 = 0.6 |
Action Plan
It is fundamentally important for me to continue to build effective relationships with parents, teachers and the local community in which I teach. Teachers know their students well, including their diverse linguistic, cultural and religious backgrounds. They know how the experiences that students bring to their classroom affect their continued learning. With this insight into knowing students in my classroom, I am more able to successfully structure lessons to meet the physical, social and intellectual development and characteristics of my students.
I have continued to build an effective resource website for my future teaching, and renew my maths subscription with Hotmaths. This wonderful website really helped me prepare and utilize effective maths activities for students this semester. In collaboration with another year 6 teacher at Austin Cove Baptist College, I have also recently subscribed to Planbook.com, a lesson planning tool to help me prepare lesson plans that target the Australian Curriculum outcomes.
I have continued to build an effective resource website for my future teaching, and renew my maths subscription with Hotmaths. This wonderful website really helped me prepare and utilize effective maths activities for students this semester. In collaboration with another year 6 teacher at Austin Cove Baptist College, I have also recently subscribed to Planbook.com, a lesson planning tool to help me prepare lesson plans that target the Australian Curriculum outcomes.
