Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 6: Using Intervention Strategies: Number >

Session 6 - Structure of the session

Introduction
Part A: Structure of Intervention Strategies: Number
Part B: Development of the language of mathematics
Part C: Addressing common difficulties
Part D: Identifying indicators of numeracy in other curriculum areas
Part E: Professional reflection and action

Introduction

Share the overall purpose of the session (OHT 6.1 (new window) 10k ).

Identify outcomes of the session (OHT 6.1 (new window) 10k ).

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Part A: Structure of Intervention Strategies: Number

Purpose

The purpose of Part A is to familiarise participants with the content and structure of the book Intervention Strategies: Number.

Procedure

Refer participants to pages 1-3 of Intervention Strategies: Number.

Discuss the sections 'Purpose' and 'How should the book be used?' on page 1.

Emphasise the links to the existing syllabus documents.

Lead participants through the section 'What is the structure of the book?' on page 2.

Use the list of dot points to explain how each chapter is set out.

Explain that each chapter contains the same sections/headings.

Ask participants to find each section in one of the chapters - for example, 'Counting'.

Emphasise that each chapter has the same structure.

Key messages

Intervention Strategies: Number is linked to existing departmental mathematics documents.
The book contains strategies to support intervention planning.
Each chapter is structured the same way.

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Part B: Development of the language of mathematics

Purpose

The purpose of Part B is to emphasise the importance of the language of mathematics.

Procedure

Ask participants to work in pairs or small groups. Distribute butcher's paper and felt pens to each pair/group.

Ask participants to write down the ways in which mathematics is linked with language - for example, mathematics is a special language.

Have pairs/groups record their ideas on butcher's paper.

Ask participants to share lists with the whole group and to clarify what they mean by each item on their list.

Show OHT 6.2 (new window) 10k and discuss language in mathematics.

Explain to participants that the Years 1 to 10 Mathematics Syllabus and the Mathematics Sourcebooks acknowledge the importance of language in developing concepts and processes in mathematics by including a language element within each focus area.

(Optional: Refer to Year 1 Mathematics Sourcebook, pages 26, 54, 87, 125, 136).

Refer participants to page 14 of Number Developmental Continuum and read the section 'Sequence of development of mathematical language'.

Show OHT 6.3 (new window) 11k and discuss the diagram, which illustrates the developmental sequence for mathematical language.

Overlay OHT 6.4 (new window) 11k with OHT 6.3 (new window) 11k to clarify the 'verbal to symbolic' side of the triangle.

Ask participants to read OHT 6.5 (new window) 10k and discuss the principles associated with mathematical language.

Explain to participants that a focus on language development permeates all key indicators of the Number Developmental Continuum.

Refer participants to the overview of the Number Developmental Continuum in the fold-out pages at the front of Number Developmental Continuum and ask them to find words and phrases that focus on students using language in mathematics.

Emphasise how critical language is to the development of mathematical concepts by relating the take-away story on page 4 of Intervention Strategies: Number.

Use this story to reinforce how confusions can arise in learning mathematics because of the complexity of the language.

Remind participants that there is a language component in each section of Intervention Strategies: Number. It is numbered '.4' in each chapter.

Key messages

Language plays a critical role in the development of mathematical concepts.
The development of the language of mathematics permeates the Number Developmental Continuum.
The development of mathematical language follows a sequence.

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Part C: Addressing common difficulties

Purpose

The purpose of Part C is to enable participants to easily access intervention strategies to support students' mathematical learning.

Procedure

Explain to participants that Intervention Strategies: Number provides information on strategies/learning experiences and resources that may assist students' development in particular areas of number.

Distribute Handout 6.1 (new window) 10k and ask participants to work in pairs or small groups. Explain that participants are to think of learning activities that could be completed with the whole class, small groups or an individual student to assist development in the area presented (i.e. C1: Counting forwards and backwards - counting forwards in ones).

Ask participants to share their ideas with the whole group and then show and discuss OHT 6.6 (new window) 13k which comes from Intervention Strategies: Number, page 37.

Direct participants to pages 32-39 of Intervention Strategies: Number.

Point out that the strategies and learning experiences have been grouped using the key indicators from the Number Developmental Continuum. For example, the learning experiences listed on page 37 are designed to support the development of Phase C, Counting, indicator 1.

Explain to participants that each chapter has a section addressing common difficulties and explain to participants that '.6' of each chapter contains the resources (games) referred to in the strategies/learning experiences section. These resources provide teachers with a variety of games and ideas to help their students' learning.

Direct participants to '.7' of any chapter and explain that this section contains the teacher reference list and titles of storybooks to be used in the classroom to support that particular chapter. These storybooks provide an opportunity for students to explore numeracy in another area of the curriculum.

Key messages

Intervention Strategies: Number contains details of strategies/learning experiences to address common difficulties.
The sections addressing common difficulties are linked to the key indicators on the Number Developmental Continuum.

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Part D: Identifying indicators of numeracy in other curriculum areas

Purpose

The purpose of Part D is to identify indicators of numeracy development in other areas of the curriculum.

Procedure

Ask participants to read OHT 6.7 (new window) 10k . Encourage discussion.

Ask participants to jot down some of the concepts and processes that are the building blocks of mathematical development - for example, classifying, matching, sorting, comparing and ordering.

Distribute Handout 6.2 (new window) 18k and discuss how the concepts and processes have been identified in interrelated curriculum learning experiences.

Ask participants to work in pairs or small groups to complete Handout 6.3 (new window) 9k . Participants can choose which mathematical process they would like to explore.

Share ideas with the whole group and emphasise how the concepts and processes can be practised in other curriculum areas.

Key message

Indicators of numeracy can be found in other curriculum areas.

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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 the session.

What would I like to know more about?
How will the new information presented in this session affect my classroom practice?
What resources and personnel are available to support me/help me learn more?

Option D

Ask participants to undertake a between-session activity that incorporates or reflects the purpose of this session - for example, explore the indicators for numeracy in another area of the curriculum. Include reflection as part of the activity.

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 practice.
Teacher learning may take many forms, including:
- action research
- teacher research
- professional journal
- 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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