Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 3: The concept of numeracy >

Session 3 - Structure of the session

Introduction
Part A: Defining numeracy
Part B: Enhancing learning
Part C: Perspective on learning
Part D: Relevance of the inclusive curriculum
Part E: Professional reflection and action

Introduction

Share the overall purpose of the session (OHT 3.1 (new window) 10k ).

Identify outcomes of the session (OHT 3.1 (new window) 10k ).

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Part A: Defining numeracy

Purpose

The purpose of Part A is to consider definitions of numeracy.

Procedure

Distribute Handout 3.1 (new window) 10k

Ask participants to write their own definitions of numeracy in the concept web on the handout.

Refer participants to their dictionaries for other definitions of numeracy.

Ask participants to share and discuss these and to compare them with their own definitions.

Show OHT 3.2 (new window) 14k which presents definitions of numeracy from the following documents:

Years 1 to 10 Mathematics Syllabus;
Literacy and Numeracy Strategy 1994-98;
Cockcroft Report.

Ask participants to comment on the definitions and to compare them with the definitions discussed earlier.

Pose the focus question 'Which skills can be identified in the various definitions?'.

List responses.

Ask participants to complete the 'Numeracy in everyday life' table on Handout 3.1 (new window) 10k .

Identify and discuss the components of numeracy in participants' daily activities.

Key messages

Although people's daily activities may differ, they generally involve the same components of numeracy.
Numeracy in people's daily activities may reflect aspects of their culture, social background and gender.
Numeracy usually involves purposeful interactions for functioning in today's society.

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Part B: Enhancing learning

Purpose

The purpose of Part B is to promote thinking about the principles of effective learning and teaching.

Procedure

Display charts headed with the principles listed on page 1 of Principles of Effective Learning and Teaching (Handout 3.2 (new window) 19k ).

Give participants a small amount of time to discuss the principles.

Pose the following focus questions:

How do you follow the principles in your classroom?
What else could you do to follow the principles?

Ask participants to record their responses on Post-it notes and to match these responses to the principles by placing them on the appropriate chart.

Provide time for participants to circulate and read the responses of other group members.

Select four participants and give each one a strip of paper with one of the learning principles listed in National Statement on Mathematics for Australian Schools (Handout 3.3 (new window) 14k ).

Ask them to match these principles with the principles of effective learning and teaching on the charts displayed earlier. They should attach the strips to the appropriate chart.

Pose the focus question 'How can I improve my current practice?'.

Provide time for participants to reflect.

Key messages

The principles of effective learning and teaching provide the basis for ongoing improvement of teaching and learning practices.
Teachers can improve curriculum delivery by reflecting on their practices and analysing their strengths and weaknesses in implementing the principles of effective learning and teaching.

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Part C: Perspective on learning

Purpose

The purpose of Part C is to encourage participants to think about how the Mathematics Syllabus perspective on learning relates to teaching numeracy.

Procedure

Ask participants to write down the name of someone they consider to be highly numerate.

Ask them to list reasons why they selected this person.

Encourage participants to share their ideas.

Give pairs or groups of participants Handout 3.4 (new window) 35k which consists of:

an outline of the scope and sequence jigsaw from the Mathematics Syllabus (page 8);
four different coloured sheets of statements about learning mathematics.

Ask participants to cut the statements into strips and to place them either in the processes, content, or affective domain of the jigsaw outline.

Discuss the findings.

Link responses to beliefs about how to develop a numerate person.

Key messages

Learning must be inclusive and purposeful.
Learning activities must be well structured, be sequential, and foster the development of the affective domain in students.
Numerate people are able to apply mathematical concepts, processes and affects in a range of contexts.

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Part D: Relevance of the inclusive curriculum

Purpose

The purpose of this section is to identify and address barriers that limit students in the learning process.

Procedure

Ask participants to read 'Principles of Inclusive Curriculum' from the Department of Education Manual (Handout 3.5 (new window) 11k ).

Ask participants to:

consider their class groups and list students for whom barriers exist;
acknowledge and categorise the barriers - for example, social, cultural, ability;
read pages 81-88 of Number Developmental Continuum.

Ask participants to brainstorm methods to cater for the diverse needs within their classroom.

Discuss appropriateness of methodology.

Key messages

There are a number of interrelated components that teachers need to consider
when planning and reviewing teaching practices and learning experiences.
These components will differ according to students' needs and strengths.

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Part E: Professional reflection and action

Purpose

The purpose of Part E is to encourage a commitment to learning and professional reflection.

Procedure

Select one of the following options for participants.

Notes:

Options A and B are offered in the final part of most sessions of this training and professional development program. Participants should complete Option A at some stage of the program. If they have done this activity in a previous session, choose one of the other options. Option B can be repeated as often as desired.
OHTs and handouts for Options A and B are included in Sessions 1 and 2 materials.

Option A

Display the diagram of the teaching-learning cycle on OHT 2.5 (new window) 11k .

Give participants copies of the diagram (Handout 2.3 (new window) 11k ).

Encourage discussion about the diagram and the statement below it.

Ask participants to form pairs and to indicate on Handout 2.3 (new window) 11k where they see the continua fitting into the teaching-learning cycle.

Ask participants to share their ideas with the group.

Option B

Ask participants to complete one of the Reflective Journal sheets in Handout 1.4 (new window) 21k .

Participants may like to compile their notes and observations in journal form. A cover sheet is provided for this purpose.

Option C

Select questions from the list below (or add alternatives) and ask participants to answer in view of the new information presented during this session.

What would I like to know more about?
In what ways has this session helped to extend my understanding of numeracy?
What are some ways I could apply information/knowledge from this session to my classroom practices?

Option D

Ask participants to undertake a between-session activity that incorporates or reflects the purpose of this session - for example:

Ask students in their class to draw pictures of activities or events they areinvolved with during the course of one day (Handout 3.6 (new window) 10k ). Students should label each drawing.

The drawings can be used for group/class discussions about the use and relevance of mathematical concepts and skills in everyday life - for example, putting on pairs of socks and shoes, telling the time, reading speed signs and identifying house numbers.

Key messages

Some of the most powerful professional learning takes place when teachers identify interests or concerns and strategically plan to investigate and improve their teaching practices.
Teacher learning may take many forms, including:
- action research;
- teacher research;
- professional journals;
- peer coaching;
- professional networks.

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Facilitator's reflection

Which participants require further support?
What form could this take?

Comments:

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