National Standards workshop phase 2: Mathematics
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Transcript of National Standards workshop phase 2: Mathematics
National Standards workshop phase 2: Mathematics
What is important to know and understand about the Mathematics Standards when making an overall teacher judgement?
Purpose of this session is…
To consider how your school’s current approach to assessment supports teachers to make overall teacher judgements (OTJ)
To explore the mathematics behind the National Standards
To discuss effective pedagogy in mathematics classrooms
All material presented at this workshop are available to access online at:
www.teamsolutions.ac.nz
Click here
Reflection on the implementation of National Standards
What are the successes, challenges and issues?
How have you used the learning from the first / lead teachers workshop? (if attended)
Overall Teacher Judgement
Teachers continually adjust teaching to match learning needs
based on what they notice
Is making an OTJ a different action?If so, what needs to happen
differently?
Assessment in the NZC
“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides……”
Ref: The New Zealand Curriculum, p39
An OTJ involves
Drawing on and applying the evidence gathered up to a particular point in time in order to make an overall judgement about a student’s progress and achievement
Ref: tki.org.nz/Overall-teacher-judgement
Assessment judgements, from a range of sources, for each part of the mathematics and statistics curriculum are mapped onto a copy of the Mathematics Standards Poster for one of your students.
What standard is the best fit for this student?
Student B
Student C
Using evidence to make an OTJ
What types of evidence does your school collect to support OTJs in mathematics?
How is the evidence collected?
When is the evidence collected?
How do your teachers collate and analyse the evidence?
Should formative judgements be recorded?
What evidence is useful for an OTJ and what is not?
Sources of evidence to support decision-making
Observation of ProcessEvidence gained from informal assessment opportunities:
Learning ConversationsEvidence arising from Learning Conversations:
Test OutcomesEvidence gained from assessment tools, including standardised tools:
Overall Teacher
Judgement
Sources of evidence to support decision-making
Observation of ProcessEvidence gained from informal assessment opportunities:
Learning ConversationsEvidence arising from Learning Conversations:
Test OutcomesEvidence gained from assessment tools, including standardised tools:
• Focussed Classroom Observation• Student books and tasks• GLoSS• NumPA• Student peer assessment
• Conferencing• Interviewing• Questioning• Explaining• Discussing
• PAT• e-asTTle/AsTTle V4• IKAN• GLoSS• NumPA
Overall Teacher
Judgement
Overall Teacher Judgements
As a teacher use:
• Everyday classroom observations and interactions
• Student perspective (voice)• Children’s work• Illustrations of standards• Assessment tool information
The Healthy Pyramid PracticeClassroom Assessment Information Source
Use LittleOne off
Use SomeOccasional
Use LotsRepeated
For STRENGTH of information, use multiple samplings from multiple sources. Ref: NZEI Te Riu Roa and Lester Flockton, 2009
Aligned to learning goals
The Number Framework
• The expectations for number are the most critical requirement for meeting a standard
• The number framework helps teachers and students understand the requirements of the number and algebra strand of the mathematics and statistics curriculum learning area
• Two main sections – a distinction is made between strategy and knowledge
Ref: NDP Book 1, p1
The mathematics behind the standards
Years 1-2 – counting, groupingYears 3-4 – additive, place valueYears 5-6 – advanced additive/early multiplicativeYears 7-8 – advanced multiplicative
Adult Numeracy Level = Stage 7 – advanced multiplicative
Assessment Key Messages (page 12)
• When assessing a student’s achievement and progress, the teacher needs to make an overall teacher judgement (OTJ) about the student in relation to the whole standard (paragraph 1).
• A strong understanding of Number is vital …..the expectations for Number are the most critical requirement for meeting a standard” (paragraph 5).
• ..independently and most of the time (paragraph 4).
NZC and National Standards
Strong emphasis on students’ ability to solve problems and model situations in a range of meaningful contexts by selecting and applying appropriate knowledge, skills, and strategies.
Meeting a standard depends on the nature of a students response to given problems, not just their ability to solve the problems.
What are the connections between.. • The New Zealand Curriculum • Mathematics Standards• The Number Framework
1 2 3 4 5
After 1 year
After 2
years
After 3
years
End of Y4
End of Y5
End of Y6
End of Y7
End of Y8
2 3
4 5 6 7 8
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
Engaging with the Standards through a rich task
Building Borders – Figure It Out pages 12 & 13
Work through the activities in ‘Building Borders’
Using your NZC, the mathematics standards and Book one, what type of responses would you expect to hear from students who meet the standard at year 5, 6 , 7 or 8?
What about the strands?
How does your school decide on the amount of time spent on number and algebra versus the time spent on geometry, measurement and statistics?
Effective Pedagogy
Dylan Wiliam
Having viewed the video clip, what do you see
as possible implications for effective pedagogy
and assessment practices in your school?
Engaging Learners with Mathematics The New Zealand Curriculum National Standards
Creating a supportive learning environment
Encouraging reflective thought and action
Enhancing the relevance of new learning
Facilitating shared learning
Making connections to prior learning and experience
Providing sufficient opportunities to learn
Teaching as Inquiry
Inclusive classroom climate
Focused planning
Problem centred activities
Responsive lessons
Connections
High expectations
Equity
Characteristics of an effective mathematics classroom
Using the characteristics in the handout and thinking about the mathematics teaching in your school:
Identify the strengths and weaknesses in pedagogical practices in your school.How can the leadership team support teachers to continue to develop effective pedagogical practices?
Share strengths and seek solutions to problems from the other groups
Moderation
To build consistency, use:
Teacher judgements and supporting evidence
When do you plan to have regular discussions with teachers within and across syndicates?
Reporting requirementsNZC NAG 2a NS
The principles embody beliefs about what is desirable in the school curriculum which should underpin school decision making keeping the student at the centre
School assessment data can be used as the basis for reporting to the board of trustees, parents and the Ministry of Education
The board of trustees, with the principal and teaching staff, is required to use National Standards to:report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year
When used in conjunction with effective assessmentpractices, the National Standards will be a powerfulmeans of informing students, parents, families,whānau, teachers, schools, and the educationsystems about how well things are going and what could be done better to improve learning for allstudents. Reading and Writing Standards (p.4)Mathematics Standards (p.5)Reporting
Requirements
NAG 2a
Reporting to parents:• Written in plain language• Twice a year
Reporting to the Board of Trustees:• Including in the school’s annual report the
number of students at, above, below and well below the standard including Maori, Pasifika and gender
Principles for reporting
•Supports learning and next steps
•Language clear and easily understood
•Honest and transparent
•No surprises
•Strengthens educational partnerships with students and whānau
Self Review Tool - Reporting
Questions from the Self Review Tool
– How do we ensure our reporting clearly describes students’ progress and achievement?
– How do we ensure our students are able to contribute to reporting?
– How do we develop effective partnerships with parents, families/whanau?
Reporting Requirements
Leading the learning in mathematics
Planning session:
• How confident are you that mathematics learning in classrooms is promoted through problem solving and mathematical thinking?
• In what ways and how effectively are teachers supporting mathematics learning for diverse learners?
• How are you going to support your teachers to make overall teacher judgements throughout the year?
All material presented at this workshop are available to access online at:
www.teamsolutions.ac.nz
Click here
Workshop Evaluation
Please fill in the workshop evaluation
Thank you for your participation