Another History Resource

I was listening to the radio the other night and they were interviewing a lady from the National Library of Australia. She was focussing in the interview on Genealogy; but remarked how amazing the NLA site was.

Anyway, I have been on for a look and what a recource it appears to be. Contains SO much rich Australian history and real-world documents which trace all things Australian and much, much more (I sound like an NLA employee!).

 

Anyway, it looks fantastic and can be seen at:

http://www.nla.gov.au/app/eresources/

 

Check it out!

Ed

Erica McWilliam article

As I said earlier last week I was really keen to locate some information regarding Erica McWilliam. Well, I’ve located the attached article which is absolutely AWESOME!

http://www.ericamcwilliam.com.au/personally-significant-learning/

Entitled Personally Significant Learning it masterfully pulls together so many education norms we must get our heads around as staff in front of students as well as leaders in schools trying to move our schools to being fantastic, vibrant and relevant to students of 2012 and beyond. Would be interested in people’s feedback if they too believe this is where education needs to be or if the thoughts are she (and therefore me) are way off the track!

 

Check it out – I think you will find it interesting at the very least.

 

Ed Charlton

New motivation + dabling in Edublogs with Year 9 maths

Over the holidays my sister was sent to a New Educators conference in Brisbane (ah to work in a big school!) and she stumbled across a woman by the name of Erica McWilliam. Anyway, it would appear (having read only a tiny bit of her work so far) that she may just replace my previous teaching mentor Guy Claxton…. maybe. Anyway, if you have time try and check out some of her work and in the meantime, I will endeavour to post some articles that ring a tune with me.

 

On another note, I’d encourage you to visit my blog I am trying with Year 9 Maths students, http://acharlton5.edublogs.org/ . It is my first attempt at using this medium in response to feedback sought from students in Semester 1. At that point I had surveyed students via Zoomerang. They had provided me two key themes in their feedback that I have attempted to focus on in improving my teaching.

The main theme I am trying to touch on by presenting learning to students in this manner, is in reponse to the feedback recieved: not enough choice in their learning, and Directed Investigations are too narrow and don’t appeal to them. I am also intending on enahncing their learning via:

  • Guy Claxton – Learning to Learn
  • Literacy focus – the great Ali Newbold!
  • Australian Curriculum
  • Bloom’s Taxonomy

It is audacious – we have had one lesson together today, and as enthused as year 9’s can get, they seemed quite receptive to what was presented to them. So fingers crossed it works well. I will update you on problems encountered or useful/useless support materials, and will also inform on student feedback as we progress. I would be really keen as well on your feedback or views if you have the time!

Year 9 Mathematics Parent Teacher Interview handout sheet

Hi Guys

Not sure if this is useful or wasting your time, HOWEVER, thought I would share with you what I am providing the parents of my Year 9 Mathematics class during Parent Teacher Interview. I am trying to very quickly establish an understanding from them the different way in which I approach my Mathematics teaching – which can be difficult for students (but more importantly, parents) to come to grips with.

Anyway, thought I would share that two page document below.

Would be interested in your thoughts – does it achieve what I am trying to do?

Cheers


Ed

Year 9 Mathematics – Learning to Learn philosophy

  • Head to the website: http://www.buildinglearningpower.co.uk/
  • Head to Professor Guy Claxton (Author of Building Learning Power): http://www.guyclaxton.com/blp.htm
  • The world is changing at an incredible rate: http://www.youtube.com/watch?v=emx92kBKads
  • With this in mind, traditional teacher holder of all knowledge; student sits; teacher speaks and directs is gone
  • All students learn at different rates and commence their learning from different points
  • Consequently, all students do not need the same amount of explanation with new learning
  • Students cannot be treated the same – nor do they expect to be treated the same à individual learning and teaching is the key element of this style of teaching.
  • 3 groups of learning

o       BLUE

o       GREEN

o       RED

Students have different learning to get them to different points

All learning is matched to the Australian Curriculum which can be viewed at: http://www.australiancurriculum.edu.au/Mathematics/Rationale

Students lead their own learning with some direction

Students are strongly encouraged to utilize different methods of solving problems other than direct access to the teacher in the first instance.

Learning form previous years is solidified via Homework Sheets (Term 1) and Football Directed Investigation (Terms 2 & 3).

Predominant assessment items include:

  • Tests
  • Directed Investigations

These are assessed using the attached rubric on other side of this document.

 

PERFORMANCE STANDARDS FOR YEAR 9 MATHEMATICS

 

 

Maths Knowledge/Skills and their Application

Modelling learnt skills and Problem-solving

Communication of Mathematical Information

A Comprehensive knowledge and understanding of concepts.

Appropriate selection and use of maths formulae and techniques (implemented electronically where appropriate) to find solutions to complex questions.

Highly effective and accurate application of knowledge and skills to answer questions from the applied setting.

Effective application of mathematical models.

Complete, concise, and accurate solutions to maths problems set in applied settings.

Concise interpretation of the results in the context of the problem.

In-depth understanding of the reasonableness and possible limitations of the interpreted results, and acknowledging the assumptions made.

Constructive and productive contribution to group work.

Highly effective communication of mathematical ideas/reasoning to develop logical arguments.

Skilled and accurate use of maths terms, representations, and terminology.

B Some depth of knowledge and understanding of concepts.

Use of maths formulae and techniques (implemented electronically where appropriate) to find some correct solutions to complex questions.

Accurate application of knowledge and skills to answer questions from the applied setting.

Attempted and appropriate application of mathematical models.

Mostly accurate and complete solutions to maths problems set in applied settings.

Complete interpretation of the results in the context of the problem.

Some depth of understanding of the reasonableness and possible limitations of the interpreted results, and acknowledging the assumptions made.

Productive contribution to group work.

Effective communication of mathematical ideas/reasoning to develop mostly logical arguments.

Mostly accurate use of appropriate maths terms, representations, and terminology.

C Generally competent knowledge of knowledge and understanding of concepts.

Use of maths formulae and techniques (implemented electronically where appropriate) to find mostly correct solutions to routine questions.

Generally accurate application of knowledge and skills to answer questions set in applied settings.

Appropriate application of mathematical models.

Some accurate and generally complete solutions to problems set in applied settings.

Generally appropriate interpretation of the results in the context of the problem.

Some understanding of the reasonableness and possible limitations of the interpreted results, and some acknowledgement of assumptions made.

Some productive contribution to group work.

Appropriate communication of mathematical ideas/reasoning to develop some logical arguments.

Use of generally appropriate maths terms, representations, and terminology, with some inaccuracies.

D Basic knowledge of knowledge and some understanding of concepts.

Some use of maths formulae and techniques (implemented electronically where appropriate) to find some correct solutions to routine questions.

Sometimes accurate application of knowledge and skills to answer questions set in applied settings.

Application of a mathematical model, with partial effectiveness.

Partly accurate and generally incomplete solutions to problems set in applied settings.

Attempted interpretation of the mathematical results in the context of the problem.

Some awareness of the reasonableness and possible limitations of the interpreted results.

Superficial contribution to group work.

Some appropriate communication of mathematical ideas and reasoning.

Some attempt to use appropriate maths terms, representations, and terminology, with occasional accuracy.

E Limited knowledge of content.

Attempted use of maths formulae and techniques (implemented electronically where appropriate) to find limited correct solutions to routine questions.

Attempted application of knowledge and skills to answer questions set in applied settings, with limited effectiveness.

Attempted application of a basic mathematical model.

Limited accuracy in solutions to one or more problems set in applied contexts.

Limited attempt at interpretation of the results in the context of the problem.

Limited awareness of the reasonableness and possible limitations of the results.

Attempted contribution to group work.

Attempted communication of emerging mathematical ideas and reasoning.

Limited attempt to use appropriate maths terms, representations, or terminology, and with limited accuracy.

 

 

What are your thoughts on Class Struggle?

Class Struggle via SBS TV some weeks ago

 

I watched with interest the conversation started on Insight some weeks ago. If you have time, search the podcast of Tony Delroy (ABC radio) in which he interviewed Jane Caro and Kevin Donnelly regarding the Gonski Report and possible implications.

 

I will try and post this podcast in coming days. It comes with a warning however, don’t listen to prior to going to sleep – you won’t – sleep that is!