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Zones 2 & 3 Session 4 2010 PowerPoint Presentation
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Zones 2 & 3 Session 4 2010

Zones 2 & 3 Session 4 2010

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Zones 2 & 3 Session 4 2010

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  1. Zones 2 & 3Session 4 2010 The Role of a Numeracy PLT

  2. AGENDA 9.00 Warm Up 9 .15 Recap Share progress Survey results Progress at a Zone 1 school 10.15 PLTs – What are they? Issues to clarify Some PLT models to consider 11.00 – 11.30 MT 11.30 -1.00 A PLT model - Blake

  3. The purpose of this session is for participants to: • brief recap/feedback on 2010 AiZ outputs • consider the role and purpose of a Numeracy PLT • discuss how a Numeracy PLT might function • examine some issues that may impact on a Numeracy PLT’s effectiveness • experience a Numeracy PLT conversation

  4. Recap 2010 • The Whole School Numeracy Plan • Some of the documents behind the plan • Annual Assessment plan • PLT Learning logs • Numeracy Non-negotiables • Common weekly planning document • Common numeracy lesson template • ILPs • PD plan semester/annual • School Scope & Sequence • Peer obs., coaching/mentoring docs

  5. 5 minute Turn & Tell What impact, if any has AiZ had at your school?

  6. Zone 2 & 3 Survey data - Numeracy AiZ Zones 2&3 Survey- NUMERACY Q1. THREE KEY IDEAS from AiZ Numeracy that you have shared back at school to date.

  7. Zone 2 & 3 Survey data- Numeracy Q2. MAIN FORUM for sharing AiZ Numeracy learnings

  8. Zone 2 & 3 Survey data - Numeracy Q3. Up to THREE KEY CHALLENGES when trying to implement AiZ Numeracy

  9. AiZ Zones 2&3 Survey- NUMERACY Q4. SHORT TERM PLAN first priority to implement before end of 2010 n = 95

  10. AiZ Zones 2&3 Survey- NUMERACY Q5. OPTIONAL: Other issues NMR should be aware of regarding AiZ n = 53

  11. Video: Progress at a Zone 1 school

  12. What does a Numeracy PLT do?

  13. Prioritize – top 4

  14. Consider how a Numeracy PLT differs from these other team meetings • Whole staff meeting • Area/Level meeting • Maths Curriculum Committee meeting • Grounds/Integration/Gifted/Welfare…team meetings

  15. Some models • Form groups of at about 4 people who represent at least 3 different schools • Take turns to describe the Numeracy PLT model that operates at your school and how effective you feel it is in moving students along the continuum

  16. The developmental model This model seeks to identify the place of every student along a continuous developmental pathway ….. And then design ‘personalised’ learning to target each student’s needs

  17. A Numeracy PLT model 1. Review the data Seek evidence (make, say, do, write) Challenge inference Is the student where you expected? What makes you say that?

  18. A Numeracy PLT model 2. Plan the next step Where does the student need to go next? (progress/consolidate?) 3. Identify the strategies and resources needed How will the student get there? 4. Stipulate the evidence required How will we know when the student is there?

  19. Warning • A Numeracy PLT is NOT about ‘sharing’ what I did in class today or describing an engaging activity that I came across • A Numeracy PLT is a collaborative, professional discussion focused on identifying a starting point for student learning and designing effective learning opportunities to move students along the learning continuum

  20. Evidence: What can the student make, say, do or write? Team Leader Teacher Observer/recorder of questions being asked/challenges posed Triangulated Data Team member Team member

  21. Standardized Testing NAPLAN Adaptive On Line Torch etc Triangulation of Data Student Work Teacher Assessment Assessment for Learning Teacher Observations Teacher Tests Quizzes Assignments Below Expected Level Above Expected Level Expected Level Developmental Learning Continuum Using the Triangulation of Data place all students on the Learning Continuum

  22. Role of PLT Team Leader • Keep the PLT focus • PD the team • Mentor • Ensure challenge not ‘share’ • Accountability • Link data to classroom practice • Team build

  23. Issues for Numeracy PLT meetings • Literacy or Numeracy • Frequency of meetings • Length of meetings • Team size • Team leader • Peer accountability • Choice of Assessment tools • Agenda/structure for the meeting

  24. Blake’s work sample • Role play in groups of 5 (15 minutes) • Blake’s teacher • Team Leader • Team member • Team member • Observer/recorder of questions being asked/challenges posed

  25. Looking at triangulated student dataWhat can the student make, say, do or write? • (15 minutes) • Role play a numeracy PLT in groups of 5 • The teacher • Team Leader • Team member • Team member • Observer/recorder of questions being asked/challenges posed

  26. Tell me about the answer 2.67 × 4.7 0.35 ÷ 0.042 2⅝ + 1⅓ 25/7 ÷ 13/9