Differentiating the Mathematics Curriculum

Welcome to Mathematics Differentiating the Mathematics curriculum (F-6) The webinar will start promptly at 3:45pm on 21 August 2019. Differentiating the Mathematics curriculum

(F-6) Crystal Afitu F-10 Mathematics Curriculum Manager August 21st, 2019 Purpose To develop an understanding of differentiation

To understand how to use the F-10 Mathematics curriculum to support differentiation within your classroom What is differentiation? Differentiation refers to methods teachers use to extend the knowledge and skills of every student in every classroom, regardless of their starting point

(DET, 2019) Differentiation benefits students across the learning continuum, it is inclusive of all students of all potential. Objective of differentiation The objective is to lift the performance of all students, including those who are not reaching and those ahead of year level expectations

Identifying what students currently know What they should learn next Identify gaps in their knowledge and skills for targeted learning intervention.

Knowing your content Student learning Curriculum (what) Pedagogy

(how) Assessment (how well) Reporting (where)

The Mathematics Curriculu m Assessment Formative assessment answers the question: what does the student need to learn next? Summative assessment answers the

question: what has the student learnt? What assessments do you use at your school? Have some time to think about what assessments you complete at your school. Is it formative or summative? Is the information or data you are obtaining

valuable? Do you understand what to do, or how to read your data? Off-level testing Validation The VCAA has produced

Annotated Student Work Samples to help with identifying achievement against the curriculum. Each set of work samples was produced by students working at a particular level of the Victorian Curriculum Mathematics. Evidence of student achievement has been annotated, including evidence of both knowledge and skills addressed in the relevant achievement standard and some common

misconceptions in student learning in Mathematics. Analysing Data Fluid groupings Fluid grouping (otherwise known as flexible grouping) is when teaching groups will often change depending on the

curriculum content or the skill you are teaching. Your groups may also vary on learning styles and interests. It is important students dont view grouping as Streaming and that students are grouped in a manner to best promote success in their learning. Planning

Curriculum Mapping Templa tes Question? Consider the assessments that you currently complete within your school and/or class.

How effectively does this allow you to determine the Zone of Proximal Development (ZPD) with your students? How is your assessment aligned with the Victorian Curriculum? Numeracy Learning Progres sions

The Numeracy Learning Progressions outline a sequence of indicators of increasingly sophisticated understanding and skills in numeracy. The Numeracy Learning Progressions can be used as a tool to facilitate a deeper understanding of numeracy development. They can be used to support all teachers in Victorian schools in developing a

comprehensive view of numeracy and how numeracy skills develop over time. Review of the Numeracy Lea rning Progressions What this is not This approach to formative assessment and

planning is not teaching to the test. Teaching to the test refers to when teachers covers content that focusses on a future test, with hopes of students receiving a high score (Summative Assessment) Questions?

Next step We would like to develop more professional learning relevant to your needs. The following survey will assist us in this process. Recommended Reading Griffin, P. E. (2018). Assessment for teaching. Cambridge ; New York, NY ; Port Melbourne ; Delhi ; Singapore: Cambridge University Press.

High impact teaching strategies: Excellence in teaching and learning. (2017). Melbourne: Victoria. Dept of Education and Training. doi: https://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstrat.pdf How to create a Guttman Chart and find Zones of Personal Development. (n.d.). Retrieved from https:// fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=7ad54959-ae82-4a0b-a3fc-5e8ca4b2105b Note 16: Excellence in differentiation to increase engagement and learning outcomes. (n.d.). Retrieved from https:// www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/ppn16.aspx Subban, P (2006). Differentiated instruction: A research basis Retrieved from: https:// files.eric.ed.gov/fulltext/EJ854351.pdf

The Victorian Curriculum F10. (n.d.). Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/ Victorian Curriculum -F-10: Numeracy Learning Progressions. (n.d.). Retrieved from https:// www.vcaa.vic.edu.au/foundation10/Pages/viccurriculum/numeracy/intro.aspx Contact Crystal Afitu Mathematics F-10 Curriculum Manager Email: [email protected]

Phone: (03) 9032 1746 Monday and Thursday (03) 9651-3943 Tuesday and Wednesday Curriculum support For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. [email protected] T. 9032 1788

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