HOW DO ALPATP CONCEPT LEVELS FIT IN WITH THE NSW NUMERACY CONTINUUM?

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Posted by , May 20, 2017 | 0 comments

HOW DO ALPATP CONCEPT LEVELS FIT IN WITH THE NSW NUMERACY CONTINUUM?

Both the NSW Numeracy Continuum (also known as PLAN DATA) and the Concept Sequences at A Learning Place A Teaching Place are based on Learning Research. On the NSW Numeracy Continuum, Aspects 1 and 2 ( are both based on Learning Research from 1996. The remaining Aspects are based on Learning Research from between 1998 (Place Value and Multiplication...

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FRACTIONS RESEARCH

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Posted by , May 20, 2017 | 0 comments

FRACTIONS RESEARCH

Five interrelated sub-constructs of fractions – part-whole, ratio, operator, quotient, measure Charalambos Y. Charalambous and Demetra Pitta-Pantazi;  Doug Clarke, Anne Roche & Annie Mitchell; Annie Mitchell Multiplicative relationships between fractions Dianne Siemons Teaching the concept of unit in measurement interpretation of rational number – number lines H. Bahadir Yanik, Brandon Helding and Alfinio Flores Advice for making the teaching...

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ADDITION AND SUBTRACTION (USING PLACE VALUE) RESEARCH

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Posted by , May 20, 2017 | 0 comments

ADDITION AND SUBTRACTION (USING PLACE VALUE) RESEARCH

Janette Bobis, University of SydneyMental computation is now receiving greater emphasis in the curriculum and in classrooms across the world than ever before. Janette Bobis’ research demonstrates the importance of the empty number line. Empty Number Line, The empty number line_ Making children’s thinking visible The National Numeracy Review, commissioned by the Australian Government, includes recommendations across curriculum and pedagogy. National Numeracy...

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PROFESSIONAL LEARNING AND DEVELOPMENT IS A CHANGE PROCESS

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Posted by , May 20, 2017 | 0 comments

PROFESSIONAL LEARNING AND DEVELOPMENT IS A CHANGE PROCESS

Professional Learning and Development involves change. Any change can involve concern.  The Concerns-Based Adoption Model of Change (CBAM) explains the concerns that individuals may have at each level of change. Not everyone experiences concern at every level of the change process.   The change process starts at the bottom. The first 3 levels of the change process are unconcerned, informational...

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ASSESSMENT OF, FOR, AND AS LEARNING

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Posted by , May 20, 2017 | 0 comments

ASSESSMENT OF, FOR, AND AS LEARNING

Dylan Wiliam, Embedded Formative Assessment, highlights the importance of formative assessment as a tool to improve teacher practice and ultimately improve student learning. Clarifying, sharing, and understanding learning intentions and criteria for success. When students understand the learning intentions and what success looks like in the activity they are engaged in. Dylan Wiliam identified that success criteria based on process, can...

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PROBLEM SOLVING

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Posted by , May 20, 2017 | 0 comments

PROBLEM SOLVING

Problems allow children to investigate concepts in new and varied situations. Any problem worth solving takes time and effort – that’s why they’re called problems! Problems are designed to develop and use higher order thinking. Allowing children to grapple with problems, providing minimal support by asking strategic questions, is key. Differentiating problems allows children to solve simpler problems, before...

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FUTURE-FOCUSED LEARNING

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Posted by , May 20, 2017 | 0 comments

FUTURE-FOCUSED LEARNING

The term ‘21st century learning’ is the label to describe what needs to be implemented differently in schools to prepare students for successful life in the knowledge age. 21st century skills and competencies are the focus on researches, academics and education systems world-wide, including: AUSTRALIAN CURRICULUM Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Intercultural understanding...

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RELATIONAL OR INSTRUMENTAL LEARNING?

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Posted by , May 20, 2017 | 0 comments

RELATIONAL OR INSTRUMENTAL LEARNING?

Richard R Skemp believed that children could learn intelligently from a young age. He defined two ways of teaching and learning which he called Instrumental Understanding and Relational Understanding. The paper by Skemp explains this much better than we can, but to summarise: Instrumental understanding means a child knows a rule or procedure, and has the ability to use...

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