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Fiona:
Hi Ladies, I have organised our website a bit better, so all documents we have produced are clear and accessible for future reference :)
Hi Ladies, I have organised our website a bit better, so all documents we have produced are clear and accessible for future reference :)
Fiona:
Well Kristy and Kristi, It is finally DONE - the WHOLE GROUP DOCUMENT is on the Final Documents Page. It was a long haul but we got there. Thanks for doing such great work. All the best as you continue your studies.
Kindest regards, Fiona (the formatting fiend) :)
Well Kristy and Kristi, It is finally DONE - the WHOLE GROUP DOCUMENT is on the Final Documents Page. It was a long haul but we got there. Thanks for doing such great work. All the best as you continue your studies.
Kindest regards, Fiona (the formatting fiend) :)
Kristi: 5:30pm
Fiona my weekly and LEP are uploaded, on final page, they have in fact been there since early this morning, sorry may not have said so in earlier messages. Will wait for final document. Thanks again
Fiona my weekly and LEP are uploaded, on final page, they have in fact been there since early this morning, sorry may not have said so in earlier messages. Will wait for final document. Thanks again
Fiona:
This is last comment until I do my LEP! Have uploaded reformatted versions of Summaries of Assessment and Potential Learning Issues to Finished Documents page now! Other documents ready on there include: Kristy's Week 3 Plan and Week 3 LEP and Fiona's Week 2 Plan. My LEP is coming, but will be a bit longer yet. So, when I upload my LEP and Kristi uploads her Week Plan and LEP, then we are ready to compile all these documents as the group component of our submissions. I will be compiling all group elements together, ready to add individual items to (reflection, ctt), but that will be a bit later after completing my LEP :) Talk later. I am going to log out of this Weebly now to keep focussed on LEP. If there is anything urgent, please text me 0428759664 :)
This is last comment until I do my LEP! Have uploaded reformatted versions of Summaries of Assessment and Potential Learning Issues to Finished Documents page now! Other documents ready on there include: Kristy's Week 3 Plan and Week 3 LEP and Fiona's Week 2 Plan. My LEP is coming, but will be a bit longer yet. So, when I upload my LEP and Kristi uploads her Week Plan and LEP, then we are ready to compile all these documents as the group component of our submissions. I will be compiling all group elements together, ready to add individual items to (reflection, ctt), but that will be a bit later after completing my LEP :) Talk later. I am going to log out of this Weebly now to keep focussed on LEP. If there is anything urgent, please text me 0428759664 :)
Fiona:
Yep! What about I do that now, then you can submit whenever you like :)Then I will get to and do my other stuff - still have LEP and reflection ... uh-oh - you can't submit until I give you my LEP. Hang on and I will get that done ASAP :)
Yep! What about I do that now, then you can submit whenever you like :)Then I will get to and do my other stuff - still have LEP and reflection ... uh-oh - you can't submit until I give you my LEP. Hang on and I will get that done ASAP :)
Kristi:
Fiona its all great you are a wizard at formatting!!! Can I clarify then not to put pressure on you specifically but will we have one final document of all group components here that we can down load and then add our own individual elements to upload is that the plan?
Fiona its all great you are a wizard at formatting!!! Can I clarify then not to put pressure on you specifically but will we have one final document of all group components here that we can down load and then add our own individual elements to upload is that the plan?
Fiona:
Yes Kristi, it was there with the Measure My Friends task, but I got confused because I don't think the explanation was included in the Summary document like the others, which you will notice I have assigned Appendix numbers to when I reformatted. I don't think you need to do anymore - it's really an additional worksheet anyway (and it's 'purty', which is why I wanted to include it). So I have slotted that back in after the Mesaure My Friends task, in the Appendices, and it's good to go. If you are happy with my formatting changes, I will upload it to the Summary of Assessment link on the Final Documents page :)
Thanks, Kristy. I will do that - the username and password, I mean :)
Yes Kristi, it was there with the Measure My Friends task, but I got confused because I don't think the explanation was included in the Summary document like the others, which you will notice I have assigned Appendix numbers to when I reformatted. I don't think you need to do anymore - it's really an additional worksheet anyway (and it's 'purty', which is why I wanted to include it). So I have slotted that back in after the Mesaure My Friends task, in the Appendices, and it's good to go. If you are happy with my formatting changes, I will upload it to the Summary of Assessment link on the Final Documents page :)
Thanks, Kristy. I will do that - the username and password, I mean :)
Kristi:
Fiona not sure why that measurement task wasn't there... would you like just that document sent through? What is easy for you??? Its attached here for you although you probable have a copy of it as that was one you reformatted. Let me know. Measurement
Fiona not sure why that measurement task wasn't there... would you like just that document sent through? What is easy for you??? Its attached here for you although you probable have a copy of it as that was one you reformatted. Let me know. Measurement
Kristy:
I have so far uploaded my weekly plan, LEP, group criteria and potential learning issues (with Fiona's beautiful new formatting-thanks Fiona, it looks great!)
so happy to hear we have until 11pm! I'm almost there but need to go and pick up my children, which means there goes my study time till they go to bed :(
Many thanks to you both for all you hard work- its been a tough one! good luck to you both with the rest of your subjects
Kristy
- just read Reyna's email and have removed group criteria, just a thought-don't forget to add our username and password to the weebly link for Reyna so she can get in!
I have so far uploaded my weekly plan, LEP, group criteria and potential learning issues (with Fiona's beautiful new formatting-thanks Fiona, it looks great!)
so happy to hear we have until 11pm! I'm almost there but need to go and pick up my children, which means there goes my study time till they go to bed :(
Many thanks to you both for all you hard work- its been a tough one! good luck to you both with the rest of your subjects
Kristy
- just read Reyna's email and have removed group criteria, just a thought-don't forget to add our username and password to the weebly link for Reyna so she can get in!
Fiona:
Have forwarded an email response from Reyna to your uni email addresses. You will see my original email when you open it, but just click on the '...' to see Reyna's responses expand beneath :) Yay, we have until 11pm, and very important info for submission in there. Remember to check out the file links below - ta! And thankyou again for being wonderful, wonderful group members!
Have forwarded an email response from Reyna to your uni email addresses. You will see my original email when you open it, but just click on the '...' to see Reyna's responses expand beneath :) Yay, we have until 11pm, and very important info for submission in there. Remember to check out the file links below - ta! And thankyou again for being wonderful, wonderful group members!
Fiona:
Hi Kristi and Kristy, Fiona the formatting fiend has been at it again ... yes, I mean 'fiend' - but I don't mind if you would rather call me the formatting 'fRiend' :) Please see the following links for your final approval:
SUMMARY OF ASSESSMENT Kristi, I managed to make use of screen captures to show your worksheets as you actually created them (so as your lovely formatting doesn't go unnoticed!) But what about the measurement task you prepared with the pool and elephant etc. Did you want that in there too?
SUMMARY OF POTENTIAL LEARNING ISSUES Kristy, I hope you don't mind the slight changes to wording and formatting. This is very comprehensive and a wonderful tool for us to have for the future. So, thankyou very much!
I think you both did an amazing job - thankyou! Please don't mind me being the way I am - changing words and formatting. Just know that I sincerely appreciate all the hard work - and the content! I guess that's what team work is all about - getting the best end result :P
Hi Kristi and Kristy, Fiona the formatting fiend has been at it again ... yes, I mean 'fiend' - but I don't mind if you would rather call me the formatting 'fRiend' :) Please see the following links for your final approval:
SUMMARY OF ASSESSMENT Kristi, I managed to make use of screen captures to show your worksheets as you actually created them (so as your lovely formatting doesn't go unnoticed!) But what about the measurement task you prepared with the pool and elephant etc. Did you want that in there too?
SUMMARY OF POTENTIAL LEARNING ISSUES Kristy, I hope you don't mind the slight changes to wording and formatting. This is very comprehensive and a wonderful tool for us to have for the future. So, thankyou very much!
I think you both did an amazing job - thankyou! Please don't mind me being the way I am - changing words and formatting. Just know that I sincerely appreciate all the hard work - and the content! I guess that's what team work is all about - getting the best end result :P
Kristi:
Girls I am so proud of what we have produced. Its been such a huge but rewarding challenge and the end is in site! Thank you to you both for your patience, enthusiasm, perspective, opinions, sense of humour and dedication to the group task.
Fiona the term plan is a work of art!!! Thank you I understand how much work went into that.
Kristy: The PLI is very detailed, well structured and informed. it encompasses theory and research and loads of practical applications, which intrinsically link to the planning and adjustments we have already considered. Well done, thank you for taking on that responsibility.
I agree with your statement Kristy, we have gone above and beyond!!! But this will be of huge benefit to us in our own teaching careers!!
I have attached my justification to the final documents page. So yay!!!! All of my docs are uploaded now but please let me know what the process is for uploading a final complete document? Happy to help in any way.
Cheers
Girls I am so proud of what we have produced. Its been such a huge but rewarding challenge and the end is in site! Thank you to you both for your patience, enthusiasm, perspective, opinions, sense of humour and dedication to the group task.
Fiona the term plan is a work of art!!! Thank you I understand how much work went into that.
Kristy: The PLI is very detailed, well structured and informed. it encompasses theory and research and loads of practical applications, which intrinsically link to the planning and adjustments we have already considered. Well done, thank you for taking on that responsibility.
I agree with your statement Kristy, we have gone above and beyond!!! But this will be of huge benefit to us in our own teaching careers!!
I have attached my justification to the final documents page. So yay!!!! All of my docs are uploaded now but please let me know what the process is for uploading a final complete document? Happy to help in any way.
Cheers
Fiona:
Haha - isn't it funny how sometimes things are so clear to us, but we forget that it might not be to others who are not 'inside' our brains! Sounds a bit like differences in mathematical thinking, doesn't it?! Yes, Kristy, you guessed it - CTT is that part I keep calling the 'peer thingy' - which is actually the Contribution To Teamwork (CTT) - finally I have this straight :) Will just take a look at your PLIs and get back to you. I'm sure it's spectacular! Thanks Kristi for compiling the Summary of Assessment - can't wait to download it and see it all done :) Then I guess I better get on and do my reflection and finish my LEP too. Eeeeeekkk! Might be starting to panic just a little. I have emailed Reyna, and asked about whether we all submit same document with group and individual components all compiled .... or whether we compile the group components as a group and then each of us add our individual pieces to the end of our individual submissions. I have also just asked for an 11pm submission time to be safe. Will let you know what the verdict is :)
Haha - isn't it funny how sometimes things are so clear to us, but we forget that it might not be to others who are not 'inside' our brains! Sounds a bit like differences in mathematical thinking, doesn't it?! Yes, Kristy, you guessed it - CTT is that part I keep calling the 'peer thingy' - which is actually the Contribution To Teamwork (CTT) - finally I have this straight :) Will just take a look at your PLIs and get back to you. I'm sure it's spectacular! Thanks Kristi for compiling the Summary of Assessment - can't wait to download it and see it all done :) Then I guess I better get on and do my reflection and finish my LEP too. Eeeeeekkk! Might be starting to panic just a little. I have emailed Reyna, and asked about whether we all submit same document with group and individual components all compiled .... or whether we compile the group components as a group and then each of us add our individual pieces to the end of our individual submissions. I have also just asked for an 11pm submission time to be safe. Will let you know what the verdict is :)
Kristy:
girls, I've just made a couple of changes the potential learning issues, can you please take a quick look and let me know if your happy or have any other ideas for me to add, if not ill upload it to the final docs page this afternoon.
everything is looking amazing!! I love the assessment tasks and the term plan is awesome, everything is so professional I'm sure Reyna will be impressed I really feel we have gone above and beyond with our planning, we should be so proud :)
anyhoo time to get on with this justification!! - I have added my weekly plan and LEP to the final docs page......not sure what CTT is for Fiona, is it for the group criteria thingy?
final learning issues- needs checking
cheers Kristy
girls, I've just made a couple of changes the potential learning issues, can you please take a quick look and let me know if your happy or have any other ideas for me to add, if not ill upload it to the final docs page this afternoon.
everything is looking amazing!! I love the assessment tasks and the term plan is awesome, everything is so professional I'm sure Reyna will be impressed I really feel we have gone above and beyond with our planning, we should be so proud :)
anyhoo time to get on with this justification!! - I have added my weekly plan and LEP to the final docs page......not sure what CTT is for Fiona, is it for the group criteria thingy?
final learning issues- needs checking
cheers Kristy
Kristi:
Lol not quick had already started first thing this morning as I thought we should include it as a package. Thanks for the little changes, I can see the reasoning, it's helpful to have those added points. So here it is the completed assessment package.
Lol not quick had already started first thing this morning as I thought we should include it as a package. Thanks for the little changes, I can see the reasoning, it's helpful to have those added points. So here it is the completed assessment package.
Fiona:
Sheesh! You are quick, Kristi! I only just finished typing all that! Just a quick note ... re-open the Game Show file below - I just made a bit more of a change - about allocating points in tens so that they can skip count to find the winner (again, not much). Thanks for all your hard work, Kristi. You are a champion (would you believe a 'number champion' haha :)
Sheesh! You are quick, Kristi! I only just finished typing all that! Just a quick note ... re-open the Game Show file below - I just made a bit more of a change - about allocating points in tens so that they can skip count to find the winner (again, not much). Thanks for all your hard work, Kristi. You are a champion (would you believe a 'number champion' haha :)
Kristi:
Thanks Fiona, was just about to upload the entire assessment package in a word doc with an outline of the package and all details. Will just go and make those changes and will post the document here. Thanks. Almost there.
Thanks Fiona, was just about to upload the entire assessment package in a word doc with an outline of the package and all details. Will just go and make those changes and will post the document here. Thanks. Almost there.
Fiona:
Hi Kristi - It's fun, isn't it? I have gone through the assessment items and made some changes - not to the actual content of the tasks - but to the wording of the questions and to the formatting. This is mainly because the mathematical language used with Year 1s is quite specific and has to be consistent for them to understand what is being asked of them. One example is 'number symbols' rather than the word 'digits'. If you could take a look at the revised assessment forms below, and see what you think, that would be great. As I said, the content is precisely the same - I have simply altered wording to be more consistent with Term Plan and mathematical language used in Year 1, and I have made a few changes to formatting to make the task requirements a bit clearer for Year 1s. Hope you don't mind. All in all, I love your tasks - it's just little things :)
Please let me know what you think about the following alterations to the assessment tasks:
Measurement Assessment
What's your number?
Ordering Numbers
Clever Counting
To answer your question below ... I have just read over the task sheet again, which states that we are to include a Summary of Assessment (part d) with one detailed assessment plan that includes both formative and summative assessment, supported by a classroom ready task sheet (for distribution to students) and details about what constitutes evidence of student understanding (your judgements and rubrics). So, I think you have provided over and above what is asked for in terms of having prepared several assessment items and supporting documentation about student understanding and achievement. So, thankyou for such enthusiasm!
What I think we need, now, is a summary of what you have done in a Word document - it may include an intro to explain how it has all been compiled, then a table outlining your tasks and when they will be implemented and whether they are summative or formative. Then, each assessment item can be attached to that document as Appendices. Once that is done, this all inclusive Summary of Assessment with Appendices will be compiled as PART D of the submission.
Hi Kristy, I have read your final copy of the Potential Leaning Issues and that's really great. This will be an excellent resource for us to keep on file for when we are the actual teachers - yay ... thankyou for compiling this; it means we don't have to search through Booker every time we have a concern about learning issues now :)
Still not onto my LEP and reflection. Better get moving. I will email Reyna and ask if we can have til 11pm - just to allow time to compile all documents together. Might start that now, and just slot in my reflection and LEP when completed.
Hi Kristi - It's fun, isn't it? I have gone through the assessment items and made some changes - not to the actual content of the tasks - but to the wording of the questions and to the formatting. This is mainly because the mathematical language used with Year 1s is quite specific and has to be consistent for them to understand what is being asked of them. One example is 'number symbols' rather than the word 'digits'. If you could take a look at the revised assessment forms below, and see what you think, that would be great. As I said, the content is precisely the same - I have simply altered wording to be more consistent with Term Plan and mathematical language used in Year 1, and I have made a few changes to formatting to make the task requirements a bit clearer for Year 1s. Hope you don't mind. All in all, I love your tasks - it's just little things :)
Please let me know what you think about the following alterations to the assessment tasks:
Measurement Assessment
What's your number?
Ordering Numbers
Clever Counting
To answer your question below ... I have just read over the task sheet again, which states that we are to include a Summary of Assessment (part d) with one detailed assessment plan that includes both formative and summative assessment, supported by a classroom ready task sheet (for distribution to students) and details about what constitutes evidence of student understanding (your judgements and rubrics). So, I think you have provided over and above what is asked for in terms of having prepared several assessment items and supporting documentation about student understanding and achievement. So, thankyou for such enthusiasm!
What I think we need, now, is a summary of what you have done in a Word document - it may include an intro to explain how it has all been compiled, then a table outlining your tasks and when they will be implemented and whether they are summative or formative. Then, each assessment item can be attached to that document as Appendices. Once that is done, this all inclusive Summary of Assessment with Appendices will be compiled as PART D of the submission.
Hi Kristy, I have read your final copy of the Potential Leaning Issues and that's really great. This will be an excellent resource for us to keep on file for when we are the actual teachers - yay ... thankyou for compiling this; it means we don't have to search through Booker every time we have a concern about learning issues now :)
Still not onto my LEP and reflection. Better get moving. I will email Reyna and ask if we can have til 11pm - just to allow time to compile all documents together. Might start that now, and just slot in my reflection and LEP when completed.
Kristi:
So I'm pulling a Fiona!!! It''s 2:15am. I have pasted my weekly plan and my LEP with attached task sheet for that lesson to the final docs page and my group marking sheet thing. I will get onto my justification tomorrow morning. Just wanting to know do you girls want the assessment stuff in one document or are you fine to have it embedded in the term plan with the detailed task attached as an appendix. Sorry the groups here have embedded them they were told, but we haven't really discussed this....I am happy to compile a separate document for you guys if you would prefer.
Cheers.
So I'm pulling a Fiona!!! It''s 2:15am. I have pasted my weekly plan and my LEP with attached task sheet for that lesson to the final docs page and my group marking sheet thing. I will get onto my justification tomorrow morning. Just wanting to know do you girls want the assessment stuff in one document or are you fine to have it embedded in the term plan with the detailed task attached as an appendix. Sorry the groups here have embedded them they were told, but we haven't really discussed this....I am happy to compile a separate document for you guys if you would prefer.
Cheers.
Fiona:
Hi Kristi ... 10am is way early - take longer if you need to. I just checked the task sheet and it says 5pm. I am going to have an 'early' night (it's only 10:50 sp I am very impressed with that). But I will be up at 5am to see my husband off to work, and back at this by about 6am, so will then organise your assessment items and Kristy's PLIs for the submission. Thankyou for all of your work on this :) good luck with your reflection! I look forward to doing mine tomorrow - and my LEP etc. Still not panicking (aaaggggghhhhhh!)
Hi Kristi ... 10am is way early - take longer if you need to. I just checked the task sheet and it says 5pm. I am going to have an 'early' night (it's only 10:50 sp I am very impressed with that). But I will be up at 5am to see my husband off to work, and back at this by about 6am, so will then organise your assessment items and Kristy's PLIs for the submission. Thankyou for all of your work on this :) good luck with your reflection! I look forward to doing mine tomorrow - and my LEP etc. Still not panicking (aaaggggghhhhhh!)
Kristi:
Term plan looks great so well done!! I only have a few little changes to add which I have highlighted in yellow for you to make it easier.
I made the changes to the ordering numbers assessment sheet - good pick up, obviously one of those late night mistakes (I know you know how that feels!). Also here are the assessment sheets to add as an appendix for our assessment overview. I have added an additional table format on each of these as additional guides of judgment for the Learning Manager which I think will be very effective.
Measurement Assessment - week 10
What's your number - Game Show Assessment - week 6
Ordering Numbers - Assessment week 10
Clever Counting - Assessment week 6
I will upload my weekly final copy and my LEP by 10am? Does that give you enough time?
So will we have a final copy of the whole document with everything attached from all members by say 3pm? and then we can just down load that document and add or justifications to he end of them to upload to moodle.
I thought it was 5pm? But not sure it matters tomorrow what time, and Reyna said to just ask her if problems.
Anyway going to work on my justification now. Thanks
Term plan looks great so well done!! I only have a few little changes to add which I have highlighted in yellow for you to make it easier.
I made the changes to the ordering numbers assessment sheet - good pick up, obviously one of those late night mistakes (I know you know how that feels!). Also here are the assessment sheets to add as an appendix for our assessment overview. I have added an additional table format on each of these as additional guides of judgment for the Learning Manager which I think will be very effective.
Measurement Assessment - week 10
What's your number - Game Show Assessment - week 6
Ordering Numbers - Assessment week 10
Clever Counting - Assessment week 6
I will upload my weekly final copy and my LEP by 10am? Does that give you enough time?
So will we have a final copy of the whole document with everything attached from all members by say 3pm? and then we can just down load that document and add or justifications to he end of them to upload to moodle.
I thought it was 5pm? But not sure it matters tomorrow what time, and Reyna said to just ask her if problems.
Anyway going to work on my justification now. Thanks
Fiona - again!!
Hi Ladies - please take a look at the Final Documents page, and link your documents to the titles once you are happy with them ... except if you've changed the term plan (my baby) - then just upload your copy on this discussion page with a note about the changes made, and I will update it on the final copy. Will need to have it all on there by a certain time tomorrow, so I can compile it into one document for submission. Does anyone know what time it will be due - is it 11pm or earlier? Not really hassling ... I have yet to finish my LEP and do my entire reflection and contributions details. The worst thing we could do now is panic :) Just keep swimming! Talk tomorrow, Fiona
Hi Ladies - please take a look at the Final Documents page, and link your documents to the titles once you are happy with them ... except if you've changed the term plan (my baby) - then just upload your copy on this discussion page with a note about the changes made, and I will update it on the final copy. Will need to have it all on there by a certain time tomorrow, so I can compile it into one document for submission. Does anyone know what time it will be due - is it 11pm or earlier? Not really hassling ... I have yet to finish my LEP and do my entire reflection and contributions details. The worst thing we could do now is panic :) Just keep swimming! Talk tomorrow, Fiona
Fiona:
So now - just to catch up on a couple of other things I forgot to comment on earlier - I have copied and pasted your 'adjustment for the needs of learners' passage into each week Kristy. I'm fine with this column as is now, but Kristi had some more excellent points in her last post. so, Kristi, once again - if you want to do that, just go ahead and then I will compile another final term plan after you send it back through. As per my last comment, I don't mind either way :) Kristi, I also put your 'feedback to students' information in. I just reformatted a little to suit the overall document, and may have got a bit carried away with a few too many words ... take a look and see if it is okay? I did reword a few things cos I'm a bit if a pain - haha. If you want to change anything back, please go ahead :) I hope I did your work justice, because you obviously spent awhile getting that info together! Kristy, I am going to read through your latest Potential Learning Issues tonight, but these will be attached after the Term Plan anyway, so won't impose further changes on TP.
As Kristi suggested, we should all read through the TP now and advise if there is anything amiss. It might also be good after doing that to just check our week plans and LEPs for alignment. Also, Kristi if you could just check that assessment is aligned with everything else. I have been so engrossed in the Term Plan that I haven't had a chance to take a really good look, although it looks really good from what I have seen :) So, again, if we can all individually check that our own planning aligns to TP - that would be the cherry on the top, so to speak! Thankyou for being wonderful group members! It has been a pleasure working with you both. We are nearly there!
At this stage, TP remains as per last post - before tea :)
So now - just to catch up on a couple of other things I forgot to comment on earlier - I have copied and pasted your 'adjustment for the needs of learners' passage into each week Kristy. I'm fine with this column as is now, but Kristi had some more excellent points in her last post. so, Kristi, once again - if you want to do that, just go ahead and then I will compile another final term plan after you send it back through. As per my last comment, I don't mind either way :) Kristi, I also put your 'feedback to students' information in. I just reformatted a little to suit the overall document, and may have got a bit carried away with a few too many words ... take a look and see if it is okay? I did reword a few things cos I'm a bit if a pain - haha. If you want to change anything back, please go ahead :) I hope I did your work justice, because you obviously spent awhile getting that info together! Kristy, I am going to read through your latest Potential Learning Issues tonight, but these will be attached after the Term Plan anyway, so won't impose further changes on TP.
As Kristi suggested, we should all read through the TP now and advise if there is anything amiss. It might also be good after doing that to just check our week plans and LEPs for alignment. Also, Kristi if you could just check that assessment is aligned with everything else. I have been so engrossed in the Term Plan that I haven't had a chance to take a really good look, although it looks really good from what I have seen :) So, again, if we can all individually check that our own planning aligns to TP - that would be the cherry on the top, so to speak! Thankyou for being wonderful group members! It has been a pleasure working with you both. We are nearly there!
At this stage, TP remains as per last post - before tea :)
Fiona:
Sunday 7:20pm
Haha Kristi - Year 1 is highly recommended. They're cute little babies :)
Anyway ... guess what?!!!
Here is the FINISHED TERM PLAN
I think! However, if you want to add more into the adjustments as per your last post, Kristi, I don't mind. Just do it and send it through and I will compile another final term plan :) You are right about us all giving it the once over ... let me know any inconsistencies you find. I am going to eat tea now, and then do the same - read it from front to back.
Kristi, one thing that concerns me is that you have 'skip counting in 2s, 5s and 10s' in one of the assessment tasks - our planning only addresses counting in 1s and in multiples of 10 at this point. So, if you could just take a look at that, that would be great.
My next task is to get all the documents so far together ... after tea :)
Be back later,
Fiona
Sunday 7:20pm
Haha Kristi - Year 1 is highly recommended. They're cute little babies :)
Anyway ... guess what?!!!
Here is the FINISHED TERM PLAN
I think! However, if you want to add more into the adjustments as per your last post, Kristi, I don't mind. Just do it and send it through and I will compile another final term plan :) You are right about us all giving it the once over ... let me know any inconsistencies you find. I am going to eat tea now, and then do the same - read it from front to back.
Kristi, one thing that concerns me is that you have 'skip counting in 2s, 5s and 10s' in one of the assessment tasks - our planning only addresses counting in 1s and in multiples of 10 at this point. So, if you could just take a look at that, that would be great.
My next task is to get all the documents so far together ... after tea :)
Be back later,
Fiona
Kristi:
Girls when the final term plan is complete a once over by each of us will highlight any last minute changes, but I think as a whole planning document; from the term to the weekly to our assessment and feedback to our adjustments and learner considerations we have done a brilliant job. Kind of wish I taught year 1 now instead of year 7! Thanks again girls it's been a rewarding experience.
Fiona I will definitely check week 10. Let me know about the feedback planning I sent you.
Girls when the final term plan is complete a once over by each of us will highlight any last minute changes, but I think as a whole planning document; from the term to the weekly to our assessment and feedback to our adjustments and learner considerations we have done a brilliant job. Kind of wish I taught year 1 now instead of year 7! Thanks again girls it's been a rewarding experience.
Fiona I will definitely check week 10. Let me know about the feedback planning I sent you.
Kristi:
Hey girls hope you can see light at the end of the tunnel, I think I can... So here is a word doc for feedback Fiona. I though this may have been easier to copy and paste into your term plan. Tried being quiet specific, but let me know your thoughts. I'm in agreement about our adjustment column. We wont have specific adjustments yet however we will have ideas about what content, environment or resources we can utilise or adjust to ensure all learners access the curriculum so these can easily be added. Kristy I like what you have written below perhaps we can also include our ability to differentiate the task by scaffolding activities, providing templates for some learners, providing additional materials for students to manipulate, deepening the task to extend students. Using a variety of questioning techniques to gage understanding and allowing additional time for those students who need to work through tasks more than one. These are just some thoughts. Even dot points under the headings; Adjustment to process (scaffolding the learning sequence or activity), product (either scaffolding the assessment, or giving them choice for how to demonstrate their learning, environment, providing support to the learner through an ESO or peer support, extra time allocated to task or providing additional materials. Just some things to consider
Hey girls hope you can see light at the end of the tunnel, I think I can... So here is a word doc for feedback Fiona. I though this may have been easier to copy and paste into your term plan. Tried being quiet specific, but let me know your thoughts. I'm in agreement about our adjustment column. We wont have specific adjustments yet however we will have ideas about what content, environment or resources we can utilise or adjust to ensure all learners access the curriculum so these can easily be added. Kristy I like what you have written below perhaps we can also include our ability to differentiate the task by scaffolding activities, providing templates for some learners, providing additional materials for students to manipulate, deepening the task to extend students. Using a variety of questioning techniques to gage understanding and allowing additional time for those students who need to work through tasks more than one. These are just some thoughts. Even dot points under the headings; Adjustment to process (scaffolding the learning sequence or activity), product (either scaffolding the assessment, or giving them choice for how to demonstrate their learning, environment, providing support to the learner through an ESO or peer support, extra time allocated to task or providing additional materials. Just some things to consider
Fiona:
Hi again,
I have completed the 'unit outline' and the 'resources' (except week 10)
Here is the latest Term Plan
Still need to make assessment changes you posted Kristi - will open that document in a minute. And still need to add your adjustments info Kristy - just getting onto this as well. so, I will post a newer version later tonight also of the Term Plan.
Kristy - Actually, that sounds quite reasonable when you put it that way. I'm referring to the Adjustments for the needs of learners' column. You have detailed the thought process behind it, in a way that doesn't seem like it is just being fobbed off. I guess in Term 1, it is perhaps better to adopt this approach rather than to try to predict what needs will be present. I guess any teacher worth their salt will have strategies up their sleeve to get by with until the specifics of each child's needs are fully understood. In some ways it is perhaps better not to presume what 'needs' will be present without prior knowledge of the children ... may help LMs to avoid automatically putting kids into specific pigeon-holes when they display one or two familiar symptoms. At the end of the day, they are all different and it is probably better to not put too much time and effort into predicting what kinds of needs you will be faced with before Term 1, but to get onto it ASAP when you meet the children - in our case, Week 1 would be the ideal opportunity to do this (our review of Foundation Year concepts week), and, in fact, is the very reason we planned this for week 1 (i.e.diagnostic testing to find out the needs of the learners). In other words - okay, let's go with that!
Kristi - thankyou for the word document for 'Feedback'. I will be opening it shortly, and will put it in the final TP. When I post the Term Plan a bit later, could you please check the esources column for Week 10 and ensure it is ok - I didn't do that week because the assessment is your baby :)
Hi again,
I have completed the 'unit outline' and the 'resources' (except week 10)
Here is the latest Term Plan
Still need to make assessment changes you posted Kristi - will open that document in a minute. And still need to add your adjustments info Kristy - just getting onto this as well. so, I will post a newer version later tonight also of the Term Plan.
Kristy - Actually, that sounds quite reasonable when you put it that way. I'm referring to the Adjustments for the needs of learners' column. You have detailed the thought process behind it, in a way that doesn't seem like it is just being fobbed off. I guess in Term 1, it is perhaps better to adopt this approach rather than to try to predict what needs will be present. I guess any teacher worth their salt will have strategies up their sleeve to get by with until the specifics of each child's needs are fully understood. In some ways it is perhaps better not to presume what 'needs' will be present without prior knowledge of the children ... may help LMs to avoid automatically putting kids into specific pigeon-holes when they display one or two familiar symptoms. At the end of the day, they are all different and it is probably better to not put too much time and effort into predicting what kinds of needs you will be faced with before Term 1, but to get onto it ASAP when you meet the children - in our case, Week 1 would be the ideal opportunity to do this (our review of Foundation Year concepts week), and, in fact, is the very reason we planned this for week 1 (i.e.diagnostic testing to find out the needs of the learners). In other words - okay, let's go with that!
Kristi - thankyou for the word document for 'Feedback'. I will be opening it shortly, and will put it in the final TP. When I post the Term Plan a bit later, could you please check the esources column for Week 10 and ensure it is ok - I didn't do that week because the assessment is your baby :)
Kristy:
just thought I'd check in and post where I'm at so far with the learning issues, let me know what you think, so far I have just added some ideas for resources off the top of my head and from what I have seen in Booker, any other ideas you may have would be great
as for the adjustments section I have just put a couple of sentences into the term plan, not sure if that's enough or not:
LM uses this inclusive curriculum document to identify any students that may require additional support and the possible interventions. Teacher aide will be required throughout term 1 for mathematics to provide support for small group and individual students as the LM assesses the classes’ understandings, strengths, weaknesses and learning styles. other adjustments will be made on a day-to-day, week-to-week basis and will be included in weekly plans and lesson plans as difficulties or challenges arise.
I have just put this in each week because I cant pinpoint anything specific that may case problems
Kristy
just thought I'd check in and post where I'm at so far with the learning issues, let me know what you think, so far I have just added some ideas for resources off the top of my head and from what I have seen in Booker, any other ideas you may have would be great
as for the adjustments section I have just put a couple of sentences into the term plan, not sure if that's enough or not:
LM uses this inclusive curriculum document to identify any students that may require additional support and the possible interventions. Teacher aide will be required throughout term 1 for mathematics to provide support for small group and individual students as the LM assesses the classes’ understandings, strengths, weaknesses and learning styles. other adjustments will be made on a day-to-day, week-to-week basis and will be included in weekly plans and lesson plans as difficulties or challenges arise.
I have just put this in each week because I cant pinpoint anything specific that may case problems
Kristy
Fiona:
Kristy - sounds like a plan - if you finish the PLIs, I will continue finalising the Term Plan and, later, add your info for the 'additional support for needs of students' in to that column as well. Not in the least offended, and happy to help out if that's what I did :) haha! We should all just agree that no one is going to get offended - I think we all have great respect for one another and want to do the best job we possibly can (it's just this text medium that sometimes makes people worry about being misconstrued and we all know this happens - but not for us ... we all mean well). I'm sure we will loooooooove your e-x-t-e-n-d-i-n-g, by the way!
Kristi - I think I mentioned last night (or at 2am, was it?) about taking you up on the offer to finish the 'feedback for students' section. So, thanks for that. I will take a look at the changes you made to Assessment and adjust the compiled Term Plan - will upload this later today after I do the Unit outline and make the changes.
I will now do the Unit Outline. Once I get Kristi's newest term plan with the Feedback for students and Kristy's newest term plan with the Adjustments for needs of learners - I will compile all this together and we will finally have our COMPLETED TERM PLAN - YAY!
Incidentally, I have completely finished the dressing-up of my WEEKLY PLAN (link here) with an Appendix - Week 2 Resources Inventory. I still have to do my LEP and Individual Reflection, but will do the above items first. We have until Monday night anyway :)
Fiona
Kristy - sounds like a plan - if you finish the PLIs, I will continue finalising the Term Plan and, later, add your info for the 'additional support for needs of students' in to that column as well. Not in the least offended, and happy to help out if that's what I did :) haha! We should all just agree that no one is going to get offended - I think we all have great respect for one another and want to do the best job we possibly can (it's just this text medium that sometimes makes people worry about being misconstrued and we all know this happens - but not for us ... we all mean well). I'm sure we will loooooooove your e-x-t-e-n-d-i-n-g, by the way!
Kristi - I think I mentioned last night (or at 2am, was it?) about taking you up on the offer to finish the 'feedback for students' section. So, thanks for that. I will take a look at the changes you made to Assessment and adjust the compiled Term Plan - will upload this later today after I do the Unit outline and make the changes.
I will now do the Unit Outline. Once I get Kristi's newest term plan with the Feedback for students and Kristy's newest term plan with the Adjustments for needs of learners - I will compile all this together and we will finally have our COMPLETED TERM PLAN - YAY!
Incidentally, I have completely finished the dressing-up of my WEEKLY PLAN (link here) with an Appendix - Week 2 Resources Inventory. I still have to do my LEP and Individual Reflection, but will do the above items first. We have until Monday night anyway :)
Fiona
Kristy:
Good morning, all, Fiona I take my hat off to you, you are a machine!! I am useless at night time and by 2am my brain would be total mush! Anyway are you happy to finish off the term plan? I agree it's difficult with the formatting, It really makes it hard, so if it's ok, unless there is something in particular you needed help with I won't add anything else to that I'll just focus on the learning issues, is that ok? I'm almost finished it im just going to add any ideas I have for remediation, then I'll post it and you can both add your ideas if you want. I hope you don't think I was offended by your feedback, I really appreciate it, you get so many great ideas from other students so thank you, I've e-x-t-e-n-d-e-d the intro a little anyway haha, I'll post it later todayHave a good one, hope you are all staying dry from ITa kristy
Fiona:
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Sunday 2am Plan 
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Fiona:
Sunday morning 1:53am - Aaaaaaggghhhh! Can you believe the time? You probably can! I actually had an all-nighter the night before last too!
Kristi - absolutely no offence taken concerning the '2' instead of '3' courses - I was just 'setting the record straight' in a fun kinda way - ha ha :) Bit of an aside from all the serious stuff! Thanks for uploading the Assessment details - I will attach these to the final Word document for submission. Since it is one of the (a) - (f) components, I think this would be expected. Thanks for your work on this. It would be great if you could see to the 'Feedback' section as offered - thanks :)
Kristy - I didn't think your work on the Potential Learning Issues was in the least bit 'rough', as you put it :( I actually thought it was great, but just added the suggestions because you wanted some feedback. I think you made an excellent start, and look forward to seeing your finished piece :) I haven't reviewed your Term Plan changes yet, but thanks for getting back to me on that. I like the fact that you mentioned adding to the 'adjustments' column ... the more I think about this, the more I think we DO need to add some statements in here. I know in past courses students have tried to get away with general statements to kind of opt out of having to complete certain columns in planning, and it hasn't gone down really well with lecturers. As I mentioned earlier, there are some things LMs can pretty much take for granted will be a part of any classroom makeup - in terms of extra support that will be needed by some students (I don't think that made much sense, but I'm sure you get the gist!!!) I have put a heap of stuff in Week 1 'Adjustments for needs of learners' column, being our review of FY concepts week. I will take a look at your newest Term Plan in the morning (haha ... the later morning I mean - say around 7am instead of staying on here much past 2am - silly me :P) I will add your 'adjustments for the needs of learners' into the final term plan tomorrow.
Okay, I have had my 2am rave, and am off to beddy-byes for a few hours. I'm starting to shake! Talk soon.
By the way:
- I will do the Unit Overview (or whatever it is called) in the morning.
- I still have to do my LEP and Individual Reflection too.
- Also, I am on a bit of a roll with streamlining the Resources columns, and only have 2 or 3 weeks left to do. I do appreciate what you did on this Kristy, but I just want to keep the formatting (headings etc.) the same throughout, so am making some adjustments - I hope you won't mind that too much. It may look quite different, but I am keeping what you wrote and adding other stuff I think of too.
- I have completed the M & G lessons in latter weeks.
will post my latest term plan above :)
Sunday morning 1:53am - Aaaaaaggghhhh! Can you believe the time? You probably can! I actually had an all-nighter the night before last too!
Kristi - absolutely no offence taken concerning the '2' instead of '3' courses - I was just 'setting the record straight' in a fun kinda way - ha ha :) Bit of an aside from all the serious stuff! Thanks for uploading the Assessment details - I will attach these to the final Word document for submission. Since it is one of the (a) - (f) components, I think this would be expected. Thanks for your work on this. It would be great if you could see to the 'Feedback' section as offered - thanks :)
Kristy - I didn't think your work on the Potential Learning Issues was in the least bit 'rough', as you put it :( I actually thought it was great, but just added the suggestions because you wanted some feedback. I think you made an excellent start, and look forward to seeing your finished piece :) I haven't reviewed your Term Plan changes yet, but thanks for getting back to me on that. I like the fact that you mentioned adding to the 'adjustments' column ... the more I think about this, the more I think we DO need to add some statements in here. I know in past courses students have tried to get away with general statements to kind of opt out of having to complete certain columns in planning, and it hasn't gone down really well with lecturers. As I mentioned earlier, there are some things LMs can pretty much take for granted will be a part of any classroom makeup - in terms of extra support that will be needed by some students (I don't think that made much sense, but I'm sure you get the gist!!!) I have put a heap of stuff in Week 1 'Adjustments for needs of learners' column, being our review of FY concepts week. I will take a look at your newest Term Plan in the morning (haha ... the later morning I mean - say around 7am instead of staying on here much past 2am - silly me :P) I will add your 'adjustments for the needs of learners' into the final term plan tomorrow.
Okay, I have had my 2am rave, and am off to beddy-byes for a few hours. I'm starting to shake! Talk soon.
By the way:
- I will do the Unit Overview (or whatever it is called) in the morning.
- I still have to do my LEP and Individual Reflection too.
- Also, I am on a bit of a roll with streamlining the Resources columns, and only have 2 or 3 weeks left to do. I do appreciate what you did on this Kristy, but I just want to keep the formatting (headings etc.) the same throughout, so am making some adjustments - I hope you won't mind that too much. It may look quite different, but I am keeping what you wrote and adding other stuff I think of too.
- I have completed the M & G lessons in latter weeks.
will post my latest term plan above :)
Kristi:
Fiona here is some details I have added to week 10 assessment in the term plan. I have highlighted in green to make it easy for you to see. I's 8:30pm Saturday
Also here the task sheets for our assessment task and some additional ones that are part of summative assessment tasks. I think if we just put them in an appendix, that will be fine, if that's ok with you.
Clever Counting - detailed assessment task and rubrics
What's your number Game show
Shape Find
Order numbers in skip counting patterns
Measurement Assessment - Weight
Will see what else I have. Hope this helps. Please let me know if there is something else you need me to do.
Happy to do the feedback details if no one is doing that section yet. Have to write me justification too yet. lol
Fiona here is some details I have added to week 10 assessment in the term plan. I have highlighted in green to make it easy for you to see. I's 8:30pm Saturday
Also here the task sheets for our assessment task and some additional ones that are part of summative assessment tasks. I think if we just put them in an appendix, that will be fine, if that's ok with you.
Clever Counting - detailed assessment task and rubrics
What's your number Game show
Shape Find
Order numbers in skip counting patterns
Measurement Assessment - Weight
Will see what else I have. Hope this helps. Please let me know if there is something else you need me to do.
Happy to do the feedback details if no one is doing that section yet. Have to write me justification too yet. lol
Kristi:
Fiona and Kristy it's looking really great. Fiona would it be better if I upload all the assessment task sheets for the summative assessments and we add it as an appendix in case the links don't work? Let me know specifically what else I can do as I'm not sure who is doing what and I'm getting lost in all of the documents, I don want to ensure I have done my fair quota of work.. Kristy the implications for learners is looking good, I also think Fiona has added some great detail here. If you want me to have a go at finishing I let me know.
Fiona I will amend my sheet to include the 3. Sorry if I offended you. Will upload a new copy of mine again.
Keep up the good work girls'.
Kristi
Fiona and Kristy it's looking really great. Fiona would it be better if I upload all the assessment task sheets for the summative assessments and we add it as an appendix in case the links don't work? Let me know specifically what else I can do as I'm not sure who is doing what and I'm getting lost in all of the documents, I don want to ensure I have done my fair quota of work.. Kristy the implications for learners is looking good, I also think Fiona has added some great detail here. If you want me to have a go at finishing I let me know.
Fiona I will amend my sheet to include the 3. Sorry if I offended you. Will upload a new copy of mine again.
Keep up the good work girls'.
Kristi
Fiona:
Hi Kristy,
It's so hard to get the balance between carrying on and checking in to see what other group members are doing, hey? I have also looked at Week 8 M & G and built on what you originally put in there. So this is attached. I plan to do the same with remainder of term - I haven't yet had a chance to see yours and have to go out for a couple of hours now ... hope I haven't trod on any toes :) Take a look if you can. Thanks, Fiona
Term Plan as at Saturday 2pm Fiona
Hi Kristy,
It's so hard to get the balance between carrying on and checking in to see what other group members are doing, hey? I have also looked at Week 8 M & G and built on what you originally put in there. So this is attached. I plan to do the same with remainder of term - I haven't yet had a chance to see yours and have to go out for a couple of hours now ... hope I haven't trod on any toes :) Take a look if you can. Thanks, Fiona
Term Plan as at Saturday 2pm Fiona
Fiona:
I've added to the adjustments column for each week and I've put in a couple of ideas into measurement in week 8 for revision- nothing flash but at least its something, Thanks for the feedback on the learning issues, I knew I was rough I just didn't want to keep going with out your ok, ill add your ideas and post it ASAP, nearly there!!
Kristy's addition to the term plan
I've added to the adjustments column for each week and I've put in a couple of ideas into measurement in week 8 for revision- nothing flash but at least its something, Thanks for the feedback on the learning issues, I knew I was rough I just didn't want to keep going with out your ok, ill add your ideas and post it ASAP, nearly there!!
Kristy's addition to the term plan
Fiona:
Kristy, could you give me a general idea of the sections you worked on in the Term Plan so that I can pinpoint the changes you made. Just the box headings will do - ta :) This is just so I don't miss your changes in this HUGE document, and seem like I am ignoring something you've already done. Thanks.
Goodmorning, Kristi. I just wanted to mention that I am doing 3 courses (you said in your peer review thingy that I am doing 2). Minor technicality in this context, really - but major impact in my life and on my sanity (the difference between 2 and 3 courses, I mean) ........ I'm sure you know what I mean Miss I'm-doing-5-courses-super-lady haha:) Talk soon. Fiona :)
Kristy, could you give me a general idea of the sections you worked on in the Term Plan so that I can pinpoint the changes you made. Just the box headings will do - ta :) This is just so I don't miss your changes in this HUGE document, and seem like I am ignoring something you've already done. Thanks.
Goodmorning, Kristi. I just wanted to mention that I am doing 3 courses (you said in your peer review thingy that I am doing 2). Minor technicality in this context, really - but major impact in my life and on my sanity (the difference between 2 and 3 courses, I mean) ........ I'm sure you know what I mean Miss I'm-doing-5-courses-super-lady haha:) Talk soon. Fiona :)
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Fiona - Saturday 10:53am:
NOW HERE IT IS - going to upload latest term plan, colour coded and all, in next column as a file ... COLOUR CODINGS: Blue (done) White (needs completion) Yellow Highlighted (needs some attention) Going to cross reference our changes to term plan as I go, Kristy :) Thanks. |
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Fiona:
JUST WAIT ... forgot to do the colour coding mentioned below. Will be back in a few minutes with new link!
JUST WAIT ... forgot to do the colour coding mentioned below. Will be back in a few minutes with new link!
Fiona:
Saturday 10:36am (getting specific now, aren't I?) Kristy, here is the TERM PLAN again - hopefully this link will work.
Saturday 10:36am (getting specific now, aren't I?) Kristy, here is the TERM PLAN again - hopefully this link will work.
Fiona - Saturday 10:30am:
Kristy - regarding your summary of potential learning issues, I think you are well on the right track.
To help in the introduction, where you touch on the ‘complex world’ and being able to ‘communicate their mathematical thinking in everyday situations’ … you could perhaps emphasise that the first and foremost / overarching ‘potential learning issue’ (PLI) is that teachers fail to create an environment conducive to the development of ‘mathematical dispositions’ (p.11 Seimon text) and ‘conceptual understanding’ (p. 21). That the teacher being the ‘one voice’ and teaching mathematical skills in isolation (and out of context) creates an environment in which many further PLIs can then develop. Then outline and expand on the PLIs as you have started to do, from Booker J
Also within the Intro, where you have mentioned being able to understand and communicate mathematical thinking in everyday situations, I would also mention their being able to ‘apply’ it.
So:
UNDERSTAND - Seimon et al., p.21 ‘conceptual understanding’ p.9 ‘mathematical disposition’
COMMUNICATE - Seimon pp. 9-21; p.21 ‘Classrooms now seen as collaborative communities …’
APPLY - Seimon pp. 9 for ‘mathematical disposition’ and …
- Seimon pp20-21 - abiliity to MATHEMATISE ‘to make sense of the world using mathematics through modelling and problem solving, rather than regurgitate a set of arid facts and procedures.’
These are only expanding on the ideas you already have within the intro – I’m good at E-x-p-a-n-d-i-n-g !!! haha! But the ideas mentioned will help to set the scene in terms of – if the teacher fails to utilise the correct pedagogy and does not orchestrate an ‘engaging, purposeful learning environment … (see p.21 Seimon et al.,)’ that supports and promotes the development of a mathematical disposition, conceptual understanding, and the ability to ‘mathematise’ - then they are setting the kids up for a whole host of PLIs – it’s like providing a garden bed for the seeds of PLIs to grow and flourish in – which is not what we want.
Then follow on with specific learning issues, as you have … (Booker J our friend)
Ideas for conclusion - p.21 “We can no longer justify the sage on the stage approach, where the teacher is seen as the font of all wisdom, where power differentials are routinely exercised and one voice, the teacher’s voice, dominates the discourse”. Could recap the importance of social constructivist approach to teaching and learning of mathematics – collaboration and discussions in which learners share their mathematical thinking and clear up misconceptions is paramount to avoiding, or at least minimising, PLIs. During such interactions, teachers listen to discussions and directly question students to gain insight into their thinking and, in doing so, identify PLIs …. In this way, learners’ misconceptions and teachers’ incorrect pedagogy can be revealed and dealt with, to maximise development of mathematical dispositions within students and ability to mathematise effectively for the best outcomes in everyday situations in life.
That ok? All in all – you are on the right track – just thought I’d throw in some more food for thought. I’ll get on with my stuff now - haha
Fiona J
Kristy - regarding your summary of potential learning issues, I think you are well on the right track.
To help in the introduction, where you touch on the ‘complex world’ and being able to ‘communicate their mathematical thinking in everyday situations’ … you could perhaps emphasise that the first and foremost / overarching ‘potential learning issue’ (PLI) is that teachers fail to create an environment conducive to the development of ‘mathematical dispositions’ (p.11 Seimon text) and ‘conceptual understanding’ (p. 21). That the teacher being the ‘one voice’ and teaching mathematical skills in isolation (and out of context) creates an environment in which many further PLIs can then develop. Then outline and expand on the PLIs as you have started to do, from Booker J
Also within the Intro, where you have mentioned being able to understand and communicate mathematical thinking in everyday situations, I would also mention their being able to ‘apply’ it.
So:
UNDERSTAND - Seimon et al., p.21 ‘conceptual understanding’ p.9 ‘mathematical disposition’
COMMUNICATE - Seimon pp. 9-21; p.21 ‘Classrooms now seen as collaborative communities …’
APPLY - Seimon pp. 9 for ‘mathematical disposition’ and …
- Seimon pp20-21 - abiliity to MATHEMATISE ‘to make sense of the world using mathematics through modelling and problem solving, rather than regurgitate a set of arid facts and procedures.’
These are only expanding on the ideas you already have within the intro – I’m good at E-x-p-a-n-d-i-n-g !!! haha! But the ideas mentioned will help to set the scene in terms of – if the teacher fails to utilise the correct pedagogy and does not orchestrate an ‘engaging, purposeful learning environment … (see p.21 Seimon et al.,)’ that supports and promotes the development of a mathematical disposition, conceptual understanding, and the ability to ‘mathematise’ - then they are setting the kids up for a whole host of PLIs – it’s like providing a garden bed for the seeds of PLIs to grow and flourish in – which is not what we want.
Then follow on with specific learning issues, as you have … (Booker J our friend)
Ideas for conclusion - p.21 “We can no longer justify the sage on the stage approach, where the teacher is seen as the font of all wisdom, where power differentials are routinely exercised and one voice, the teacher’s voice, dominates the discourse”. Could recap the importance of social constructivist approach to teaching and learning of mathematics – collaboration and discussions in which learners share their mathematical thinking and clear up misconceptions is paramount to avoiding, or at least minimising, PLIs. During such interactions, teachers listen to discussions and directly question students to gain insight into their thinking and, in doing so, identify PLIs …. In this way, learners’ misconceptions and teachers’ incorrect pedagogy can be revealed and dealt with, to maximise development of mathematical dispositions within students and ability to mathematise effectively for the best outcomes in everyday situations in life.
That ok? All in all – you are on the right track – just thought I’d throw in some more food for thought. I’ll get on with my stuff now - haha
Fiona J
Kristy: Saturday
Fiona the link isn't working on your latest term plan, you and I have had the same idea this morning it seems, I've added a few bits and pieces more to the term plan, I hope its ok and you haven't already done it, check it and let me know anyway. have you looked at the learning issues yet? have a good day :) Kristy
Fiona the link isn't working on your latest term plan, you and I have had the same idea this morning it seems, I've added a few bits and pieces more to the term plan, I hope its ok and you haven't already done it, check it and let me know anyway. have you looked at the learning issues yet? have a good day :) Kristy
Fiona - Saturday 10am:
Hi Kristi and Kristy,
Here is the latest TERM PLAN as at Saturday 9:16am - probably same as I posted at midnight last night, but starting fresh today to cover all remaining elements - so here it is again….
All boxes shaded BLUE are done.
All boxes remaining WHITE need to be completed.
Yellow highlights are part-completed or need some element of attention.
My plan for today and tomorrow:
Fiona J
Hi Kristi and Kristy,
Here is the latest TERM PLAN as at Saturday 9:16am - probably same as I posted at midnight last night, but starting fresh today to cover all remaining elements - so here it is again….
All boxes shaded BLUE are done.
All boxes remaining WHITE need to be completed.
Yellow highlights are part-completed or need some element of attention.
My plan for today and tomorrow:
- Take a look at last couple of lessons to
finalise content and formatting.
- Write the Unit Outline (front page).
- Look at remaining formatting in highlighted
areas, including Resources just to streamline it throughout the document (i.e.
same headings, spacing, font size etc.).
- Check it all over for flow/ consistency/cohesion.
- Write Week 2 LEP
- Write Individual reflection
- Complete peer criteria rubric thingy
Fiona J
Kristy:
just wondering if anyone has had a chance to check out the summary of potential learning issues I have started? just want to get the ok before I continue with it in case I'm on the wrong track? I really need to have that part finished today as well as the term plan- I haven't even started my individual justification yet! yikes!!
just wondering if anyone has had a chance to check out the summary of potential learning issues I have started? just want to get the ok before I continue with it in case I'm on the wrong track? I really need to have that part finished today as well as the term plan- I haven't even started my individual justification yet! yikes!!
Fiona:
Hi Kristy and Kristi,
It's Friday 6:25pm. Here is the latest compiled TERM PLAN to work with. Please let me know if I have missed anything you have prepared. We are getting there! Kristy, I have your resources and lessons still highlighted in yellow just for formatting purposes; I will streamline it to other sections. Thankyou for putting the info in there. Thanks for providing the Week 10 Assessment info Kristi - I have also put that in now. There is a link in Week 6 that won't work for me however :( That's great that you are researching the Potential Learning issues, Kristy - you must have read my mind ... I thought you would be the one for that! I haven't had a chance to look yet, but will do so after a rest and a bite to eat.
I still need to do the remainder of the formatting, the unit overview, and my LEP. Not to mention my individual reflection and the peer review thingy. I am still thinking about the additional support column in the term plan. I think we should definitely make note, as you recommended Kristi, that it is early days and this can be established along the way ... but if there is time, it is not too difficult to make up a few potential support issues that are likely to be required in any class situation. Just wait ... once Kristy gets her head wrapped around the Potential Learning Issues section to follow the planning, we will have to tie her down to stop her writing stuff in there - haha :)
Be back in touch soon,
Fiona :)
P.S. I do apologise if I have missed anything so far ... it's really quite tricky collaborating like this, but we are definitely getting there - yay!
Hi Kristy and Kristi,
It's Friday 6:25pm. Here is the latest compiled TERM PLAN to work with. Please let me know if I have missed anything you have prepared. We are getting there! Kristy, I have your resources and lessons still highlighted in yellow just for formatting purposes; I will streamline it to other sections. Thankyou for putting the info in there. Thanks for providing the Week 10 Assessment info Kristi - I have also put that in now. There is a link in Week 6 that won't work for me however :( That's great that you are researching the Potential Learning issues, Kristy - you must have read my mind ... I thought you would be the one for that! I haven't had a chance to look yet, but will do so after a rest and a bite to eat.
I still need to do the remainder of the formatting, the unit overview, and my LEP. Not to mention my individual reflection and the peer review thingy. I am still thinking about the additional support column in the term plan. I think we should definitely make note, as you recommended Kristi, that it is early days and this can be established along the way ... but if there is time, it is not too difficult to make up a few potential support issues that are likely to be required in any class situation. Just wait ... once Kristy gets her head wrapped around the Potential Learning Issues section to follow the planning, we will have to tie her down to stop her writing stuff in there - haha :)
Be back in touch soon,
Fiona :)
P.S. I do apologise if I have missed anything so far ... it's really quite tricky collaborating like this, but we are definitely getting there - yay!
Kristy:
Ladies, I have made a start on the potential learning issues: I hope I'm on the right track with it, I thought I'd share with you my ideas then you can tell me if this is what you were both thinking as well before I do anymore.
so I'm taking all my info from Booker.......because we have a mutual agreement that that book is great! ;) I'm going through our term plan and putting all the potential difficulties into a table- so ill have number and algebra: potential issues with single digit numbers, then two digit numbers etc then once all our number and algebra is done ill move on to measurement and then shape, does this make sense?
once I've finished we can all add our ideas for teaching strategies/resources plus if their may be additional issues we think of.
if you are both happy, please let me know ASAP and ill aim to finish it tomorrow
cheers
Kristy
summary of potential learning issues
Ladies, I have made a start on the potential learning issues: I hope I'm on the right track with it, I thought I'd share with you my ideas then you can tell me if this is what you were both thinking as well before I do anymore.
so I'm taking all my info from Booker.......because we have a mutual agreement that that book is great! ;) I'm going through our term plan and putting all the potential difficulties into a table- so ill have number and algebra: potential issues with single digit numbers, then two digit numbers etc then once all our number and algebra is done ill move on to measurement and then shape, does this make sense?
once I've finished we can all add our ideas for teaching strategies/resources plus if their may be additional issues we think of.
if you are both happy, please let me know ASAP and ill aim to finish it tomorrow
cheers
Kristy
summary of potential learning issues
Kristi:
Kristy I think that sounds fine, as you have said we don't know our students abilities but at least we have provided some consideration of the types of adjustments we would need to make as Learning managers within the classroom. Also I think Fiona is going to add all of the additional info we add here and construct one final copy for us to view. I don't have much more to add at this point until we see our latest version. I have some thinks to do this afternoon for other assignments so will check in again later. I think we are on the right track here.
Kristy I think that sounds fine, as you have said we don't know our students abilities but at least we have provided some consideration of the types of adjustments we would need to make as Learning managers within the classroom. Also I think Fiona is going to add all of the additional info we add here and construct one final copy for us to view. I don't have much more to add at this point until we see our latest version. I have some thinks to do this afternoon for other assignments so will check in again later. I think we are on the right track here.
Kristy:
Kristi, thanks for checking about the adjustments column, I'm thinking if I hyperlink the table into each week for reference and maybe add that a teacher aide would be required throughout the lesson to support below average or struggling students? as I added in week 3 we don't really know of any adjustments because the whole thing is hypothetical......confusing!
Fiona do you have the most recent copy of the term plan for us to add to? I've just noticed Kristi's below doesn't have the resources I added last night and I'm not sure what's been done and what still needs to be done.
I agree it's best we each upload all documents just to be on the safe side- we also need to add the extension request I.d I think to the cover page
Kristi, thanks for checking about the adjustments column, I'm thinking if I hyperlink the table into each week for reference and maybe add that a teacher aide would be required throughout the lesson to support below average or struggling students? as I added in week 3 we don't really know of any adjustments because the whole thing is hypothetical......confusing!
Fiona do you have the most recent copy of the term plan for us to add to? I've just noticed Kristi's below doesn't have the resources I added last night and I'm not sure what's been done and what still needs to be done.
I agree it's best we each upload all documents just to be on the safe side- we also need to add the extension request I.d I think to the cover page
Kristi:
Hey Fiona, sorry this plan has week 10 assessment details added. Sorry It's 11:30am.
I have requested an extension...yesterday actually and have not had any response yet....
Hey Fiona, sorry this plan has week 10 assessment details added. Sorry It's 11:30am.
I have requested an extension...yesterday actually and have not had any response yet....
Fiona:
Not yet, Kristi. Perhaps we should just fill in the extension request in case ... that's what I will do, personally, now :) Thanks for the term plan - will open and incorporate your new info into the final term plan now. Also, thanks Kristy for doing weeks 5 - 9 resources and adding a some more lessons in the latter weeks for M & G. It's surpising how long resources take, isn't it?(bit like referencing). I will also cut and paste your new info into the final term plan. Then post an update here on the Discussion Board.
Not yet, Kristi. Perhaps we should just fill in the extension request in case ... that's what I will do, personally, now :) Thanks for the term plan - will open and incorporate your new info into the final term plan now. Also, thanks Kristy for doing weeks 5 - 9 resources and adding a some more lessons in the latter weeks for M & G. It's surpising how long resources take, isn't it?(bit like referencing). I will also cut and paste your new info into the final term plan. Then post an update here on the Discussion Board.
Kristi:
This is the additions to the term plan as of 10am Friday . I have finalised the assessment plan in the term plan... please let me know if you think anything else is required here. I have made adjustments to week 4for resources section too as required and included the assessment details in week 6 and 10 as required. I have hyperlinked the assessment task in week six in the resources column too. I've spoken to some friends doing this course internally about the adjustments column in our term plan, and what they included, they have just detailed that these adjustments can be noted in the weekly and lesson plans, as being a term one plan these may not be evident yet. This makes sense to me as the Lm would continue to make changes to this on a weekly basis. I did hyperlink my adjustments template into this column in week 4 and maybe that's what we add to the column for our term plan and suggest that weekly planning will reflect these consideration in more detail during the term of work? What are your thoughts?
This is the additions to the term plan as of 10am Friday . I have finalised the assessment plan in the term plan... please let me know if you think anything else is required here. I have made adjustments to week 4for resources section too as required and included the assessment details in week 6 and 10 as required. I have hyperlinked the assessment task in week six in the resources column too. I've spoken to some friends doing this course internally about the adjustments column in our term plan, and what they included, they have just detailed that these adjustments can be noted in the weekly and lesson plans, as being a term one plan these may not be evident yet. This makes sense to me as the Lm would continue to make changes to this on a weekly basis. I did hyperlink my adjustments template into this column in week 4 and maybe that's what we add to the column for our term plan and suggest that weekly planning will reflect these consideration in more detail during the term of work? What are your thoughts?
Kristi
Fiona have you been given an answer by Reyna in regards to our extension requests???
Fiona have you been given an answer by Reyna in regards to our extension requests???
Fiona:
Thanks Kristi. Here is the latest TERM PLAN as at Friday 8:30am. I have completed a few more sections - expanded on your start Kristy, in the Bridging Content, Links to other Learning Areas, and Ways to Monitor Learning and Assessment :)
Thanks Kristi. Here is the latest TERM PLAN as at Friday 8:30am. I have completed a few more sections - expanded on your start Kristy, in the Bridging Content, Links to other Learning Areas, and Ways to Monitor Learning and Assessment :)
Kristi:
thanks Fiona for the update. The Term plan is coming along great, I know you have spent a considerable amount of work on it. I really liked your weekly plan too. It's really thorough, and the week has a great flow from lesson to lesson with great opportunities for review of content and for teacher to assessment learning. I think we have all created some excellent planning documents which when combined has ensured our term plan is creative and contains lots of pedagogical strategies to enhance student learning
thanks Fiona for the update. The Term plan is coming along great, I know you have spent a considerable amount of work on it. I really liked your weekly plan too. It's really thorough, and the week has a great flow from lesson to lesson with great opportunities for review of content and for teacher to assessment learning. I think we have all created some excellent planning documents which when combined has ensured our term plan is creative and contains lots of pedagogical strategies to enhance student learning
Fiona:
Hi Kristy and Kristi,
Kristy, thank you for working on the other sections in the Term Plan - I still have to catch up with everything you have written, which I will be doing during the following steps. And, Kristi, you have done a wonderful job with the assessment. Also, both of your Weekly Plans and LEPs look great. I have finished my Weekly Plan now (it's on the Final Documents' Page), but still have to do my LEP. We have an extension, I think, until Monday - good thinking, Kristy! I have emailed Reyna to ask if both Kristi and I need to complete the request as well, or if your request suffices for all of us.
After catching up on all the discussion etc., here is where I think we are at:
(1). I am going to cut and paste both Kristy's and Kristi's additional term plan work into the original term plan (now, if I can stay awake), so that all three group members' work is combined.
(2). All completed (done and dusted) sections will be returned to a white background.
(3). All sections requiring further work will be shaded purple.
(4). I will upload the combined document so far to the Weebly - probably here in the Discussion because it won't technically be a 'Final' document at that stage.
(5). We will allocate remaining tasks (those in purple), and complete these ASAP.
(6). Once you have finished the allocated outstanding tasks, upload your latest copy of he Term Plan with your name in the file name, and I will cut and paste your new work into the FINAL TERM PLAN (yay!)
(6). I will upload the FINAL TERM PLAN to the 'Final Documents' page set up by Kristy.
(7). Next, we need to view each others' Weekly Plans and LEPs and make any suggestions to streamline these (Reyna wants to see evidence here that we have consulted with one another on this). Then we will make any necessary adjustments.
(8). Upload FINAL WEEKLY PLANS and LEPs to 'Final Documents' page.
(9). We need to finalise the 'Assessment' and 'Summary of Potential Learning Issues', and upload these to the 'Final Documents' page. I realise some of this is already finished, but haven't read all the way through yet ... will get a better picture of these when all info so far is combined as outlined above.
The Inclusive Curriculum info looks very useful, Kristi. Sorry for not getting back to you both earlier today - I was entrenched in my Weekly Plan. Kristy, we will have to check again about whether we each submit or just one - I don't think it would hurt for us all to submit. So - at this stage it's really just a matter getting each document finalised and uploaded to the 'Final Documents' page, so that each of us has a copy of the final documents :)
Will leave it at that for now and get cutting and pasting :)
Thanks for your hard work - Fiona :)
Hi Kristy and Kristi,
Kristy, thank you for working on the other sections in the Term Plan - I still have to catch up with everything you have written, which I will be doing during the following steps. And, Kristi, you have done a wonderful job with the assessment. Also, both of your Weekly Plans and LEPs look great. I have finished my Weekly Plan now (it's on the Final Documents' Page), but still have to do my LEP. We have an extension, I think, until Monday - good thinking, Kristy! I have emailed Reyna to ask if both Kristi and I need to complete the request as well, or if your request suffices for all of us.
After catching up on all the discussion etc., here is where I think we are at:
(1). I am going to cut and paste both Kristy's and Kristi's additional term plan work into the original term plan (now, if I can stay awake), so that all three group members' work is combined.
(2). All completed (done and dusted) sections will be returned to a white background.
(3). All sections requiring further work will be shaded purple.
(4). I will upload the combined document so far to the Weebly - probably here in the Discussion because it won't technically be a 'Final' document at that stage.
(5). We will allocate remaining tasks (those in purple), and complete these ASAP.
(6). Once you have finished the allocated outstanding tasks, upload your latest copy of he Term Plan with your name in the file name, and I will cut and paste your new work into the FINAL TERM PLAN (yay!)
(6). I will upload the FINAL TERM PLAN to the 'Final Documents' page set up by Kristy.
(7). Next, we need to view each others' Weekly Plans and LEPs and make any suggestions to streamline these (Reyna wants to see evidence here that we have consulted with one another on this). Then we will make any necessary adjustments.
(8). Upload FINAL WEEKLY PLANS and LEPs to 'Final Documents' page.
(9). We need to finalise the 'Assessment' and 'Summary of Potential Learning Issues', and upload these to the 'Final Documents' page. I realise some of this is already finished, but haven't read all the way through yet ... will get a better picture of these when all info so far is combined as outlined above.
The Inclusive Curriculum info looks very useful, Kristi. Sorry for not getting back to you both earlier today - I was entrenched in my Weekly Plan. Kristy, we will have to check again about whether we each submit or just one - I don't think it would hurt for us all to submit. So - at this stage it's really just a matter getting each document finalised and uploaded to the 'Final Documents' page, so that each of us has a copy of the final documents :)
Will leave it at that for now and get cutting and pasting :)
Thanks for your hard work - Fiona :)
Kristy:
Fiona, I listened to Tuesday's tute and was under the impression we each uploaded all of the documents separately, didn't she say something about last year one person was going to submit but then went on holidays and forgot so the whole group failed! not that I think that would happen, but I'm sure she said we each upload everything: cover with link, term plan, 3 weekly plans, 3 LEPs, assessment, learning issues, justification, criteria, that was why I thought the extra page would help.....we could just add completed work? I might be wrong tho, it is a little confusing as there are so many different documents
Kristy
Fiona, I listened to Tuesday's tute and was under the impression we each uploaded all of the documents separately, didn't she say something about last year one person was going to submit but then went on holidays and forgot so the whole group failed! not that I think that would happen, but I'm sure she said we each upload everything: cover with link, term plan, 3 weekly plans, 3 LEPs, assessment, learning issues, justification, criteria, that was why I thought the extra page would help.....we could just add completed work? I might be wrong tho, it is a little confusing as there are so many different documents
Kristy
Kristy:
term plan still not finished, but have done most of the resources up until week 10, it looks messy because of formatting but we can 'pretty it up' when its done. there is not as much info as the first 4 weeks but I think simple dot points is enough, teachers will add their own flair to it when they do their LEPs I would imagine
term plan still not finished, but have done most of the resources up until week 10, it looks messy because of formatting but we can 'pretty it up' when its done. there is not as much info as the first 4 weeks but I think simple dot points is enough, teachers will add their own flair to it when they do their LEPs I would imagine
Fiona Gately:
Hi Girls,
I attended the tutorial on Tuesday, and came to understand how Reyna intends for the submission to be made. Apparently there has been some confusion within other groups, but this is how we should do it ...
Finish unfinished items.
Upload finished items to this page.
Cross-check and compile all aspects of the submission ... have we all planned in same manner? If not, make any necessary adjustments to streamline submission.
Have one person compile finalised items into ONE Word Document - I don't mind doing this, because I know the spacing etc. used in the Term and Week Planning documents well :)
The ONE Word Document to be uploaded to Moodle for our submission will include the following:
Cover page with group names, including a LINK to Weebly (this is all Reyna wants in terms of our Weebly)
Term Plan
Three Weekly Plans
Three LEPs
Assessment Plan (One detailed assessment plan that includes both formative and summative assessment. The assessment plan should be supported with a 'classroom-ready' task sheet, or equivalent assessment documentation, for distribution to primary students, and details concerning what constitutes evidence of student understanding).
Summary of Potential Learning Issues (for the concepts to be learned throughout the term. The summary should draw on appropriate literature which is referenced, clearly and succinctly describe the issue/challenge, its likely origin, how a classroom teacher would diagnose the learning issue, and strategies/resources for remediation.(have notes from Tuesday's tute on this for you Kristy - will forward)
I am now going to read your recent discussion items and check out your great work ... just wanted to clarify this - according to what Reyna would like :)
Hi Girls,
I attended the tutorial on Tuesday, and came to understand how Reyna intends for the submission to be made. Apparently there has been some confusion within other groups, but this is how we should do it ...
Finish unfinished items.
Upload finished items to this page.
Cross-check and compile all aspects of the submission ... have we all planned in same manner? If not, make any necessary adjustments to streamline submission.
Have one person compile finalised items into ONE Word Document - I don't mind doing this, because I know the spacing etc. used in the Term and Week Planning documents well :)
The ONE Word Document to be uploaded to Moodle for our submission will include the following:
Cover page with group names, including a LINK to Weebly (this is all Reyna wants in terms of our Weebly)
Term Plan
Three Weekly Plans
Three LEPs
Assessment Plan (One detailed assessment plan that includes both formative and summative assessment. The assessment plan should be supported with a 'classroom-ready' task sheet, or equivalent assessment documentation, for distribution to primary students, and details concerning what constitutes evidence of student understanding).
Summary of Potential Learning Issues (for the concepts to be learned throughout the term. The summary should draw on appropriate literature which is referenced, clearly and succinctly describe the issue/challenge, its likely origin, how a classroom teacher would diagnose the learning issue, and strategies/resources for remediation.(have notes from Tuesday's tute on this for you Kristy - will forward)
I am now going to read your recent discussion items and check out your great work ... just wanted to clarify this - according to what Reyna would like :)
Kristi:
Thanks for input Kristy! See if the document on differentiation I added below helps with the learning issue section, as I think this information would be great in a table... it should include inclusive practices and also misconceptions that may arise during the unit of work. Hope this info helps start with.
Fiona: here is the latest copy of what I have added to the unit plan in regards to assessment. It is 4pm on Thursday 10th!!! Do you think I needs to be more detailed??? can you let me know. Last summative task for week 10 is not yet finished. working through that now.
Thanks for input Kristy! See if the document on differentiation I added below helps with the learning issue section, as I think this information would be great in a table... it should include inclusive practices and also misconceptions that may arise during the unit of work. Hope this info helps start with.
Fiona: here is the latest copy of what I have added to the unit plan in regards to assessment. It is 4pm on Thursday 10th!!! Do you think I needs to be more detailed??? can you let me know. Last summative task for week 10 is not yet finished. working through that now.
Kristy:
I have added an extra page called final documents, I thought I might make it easier to see what is totally finished. also has anyone started the summary of learning issues? let me know because I will start it today if you want
Kristy
Kristi the assessment looks great, and your weekly plan and LEP do as well :Kristy:)
I have added an extra page called final documents, I thought I might make it easier to see what is totally finished. also has anyone started the summary of learning issues? let me know because I will start it today if you want
Kristy
Kristi the assessment looks great, and your weekly plan and LEP do as well :Kristy:)
Kristi:
ok I have added assessment details to term plan although not completed. Just wanting feedback... It's 2.10 pm lol
ok I have added assessment details to term plan although not completed. Just wanting feedback... It's 2.10 pm lol
Kristi:
Hey Fiona, the assessment task I have added below is for week 6 lesson Are you happy with that? If so I will add the Teaching and Learning sequence for both of those lessons in week 6 and 10 within the term plan. I will add it at the end when completed, I think we may get confused otherwise. I know it's a big task so don't stress. I appreciate the effort. Just trying to complete the assessment details for our term plan now.... will also copy and paste that in later this afternoon. I will upload my justification tomorrow, as I haven't finished it yet, Not sure how you are all going with that. I am hoping you both liked my weekly and lesson plans. I was happy with them.
Hey Fiona, the assessment task I have added below is for week 6 lesson Are you happy with that? If so I will add the Teaching and Learning sequence for both of those lessons in week 6 and 10 within the term plan. I will add it at the end when completed, I think we may get confused otherwise. I know it's a big task so don't stress. I appreciate the effort. Just trying to complete the assessment details for our term plan now.... will also copy and paste that in later this afternoon. I will upload my justification tomorrow, as I haven't finished it yet, Not sure how you are all going with that. I am hoping you both liked my weekly and lesson plans. I was happy with them.
Kristy:
latest term plan 10/04, 12.30pm -still not yet finished. Kristi could you please have a look at weeks 6 and 10, assessment lessons, then I'm ok to do the rest. Maybe just keep adding it here with the date/time so we are all working on the latest copy?
latest term plan 10/04, 12.30pm -still not yet finished. Kristi could you please have a look at weeks 6 and 10, assessment lessons, then I'm ok to do the rest. Maybe just keep adding it here with the date/time so we are all working on the latest copy?
Kristi Again!!!: Sorry Girls can you confirm for me... are we uploading our link to this site tomorrow as our assessment or a word document? I am happy to upload this link to a word document if you both feel the same way? Will need to add tabs for our contribution rubrics Reyna sent us to complete.
Kristi:
here is a copy of a summative assessment task to be used after completing the first four (or even five as a mid term assessment) weeks of the unit of work. I have included the task, a rubrics for marking, what evidence will show (linking to curriculum) and teaching considerations for implementation. this will be one task. I will finish our Assessment for the term plan and cut and paste into our finished Term plan when its upload (Fiona hope that's ok). Can you let me know what else needs to be included in this assessment example, or if you would like anything else to it.
here is a copy of a summative assessment task to be used after completing the first four (or even five as a mid term assessment) weeks of the unit of work. I have included the task, a rubrics for marking, what evidence will show (linking to curriculum) and teaching considerations for implementation. this will be one task. I will finish our Assessment for the term plan and cut and paste into our finished Term plan when its upload (Fiona hope that's ok). Can you let me know what else needs to be included in this assessment example, or if you would like anything else to it.
Kristi: Girls we haven't discussed differentiation strategies, however I have done up a template we could include in our term plan to demonstrate our understanding of inclusive curriculum. Anyway see what you think, just thinking of what else we needed.
Kristi: Girls here is my updated weekly plan. I have almost finished lesson plan which focuses on the first lesson of the week. Please let me know what you thoughts are. Are we uploading a single doc or the link to this web site as our assessment? Here is my lesson plan for the first lesson of week 4.
Kristi:
Hello Girls, please don't panic, I have had a huge week with 3 assignments due. I am almost finished weekly and lesson plan. Will upload tonight or in the morning. Will finalise the Assessment details for our term plan. Do I just copy and paste that in to our latest version??? I like the resources you have both selected and will incorporate them into my own planning so that Reyna can see we have considered how students have been given opportunities to consolidate their skills in manipulating materials. Also can you confirm how many assessment pieces I should be including... a revision weekly of that weeks concept, a mid term and end of term??? Thinking we still need a written (cut and paste) task and a hands on activity/game where teacher observes the student able to apply their understanding of concepts at the end of the term so maybe two assessment opportunities at the end plus one in the middle, and obviously the weekly assessment of that weeks concept.
Let me know what you think. It's down to the wire!!!!
Hello Girls, please don't panic, I have had a huge week with 3 assignments due. I am almost finished weekly and lesson plan. Will upload tonight or in the morning. Will finalise the Assessment details for our term plan. Do I just copy and paste that in to our latest version??? I like the resources you have both selected and will incorporate them into my own planning so that Reyna can see we have considered how students have been given opportunities to consolidate their skills in manipulating materials. Also can you confirm how many assessment pieces I should be including... a revision weekly of that weeks concept, a mid term and end of term??? Thinking we still need a written (cut and paste) task and a hands on activity/game where teacher observes the student able to apply their understanding of concepts at the end of the term so maybe two assessment opportunities at the end plus one in the middle, and obviously the weekly assessment of that weeks concept.
Let me know what you think. It's down to the wire!!!!
Fiona:
Here is an update of my Weekly Plan ... I work slowly :( Will keep at it and take a look at yours too, Kristy. Reyna emphasised last night during the tute that we should not think we will be marked separately for our weekly plans (e.g. that's Kristy's, that's Kristi's and that's Fiona's) - and that we should all check each others' and make suggestions so it is a combined submission. Will get some more done, and look at yours before getting back on here. Hopefully finish my weekly plan soon. I always get caught up making resources - you will see several links in my weekly plan so far. Not sure if these are actually required, but it helps me to get it all straight and make sure I have planned reasonably well. Just a workaholic I think haha :)
Just had a quick scan, Kristy ... looking good - I will change my whiteboard abbreviation to match yours (IWB) :) Teacher aides as a resource too - of course!!! Maybe even parent helpers (I can dream)
Here is an update of my Weekly Plan ... I work slowly :( Will keep at it and take a look at yours too, Kristy. Reyna emphasised last night during the tute that we should not think we will be marked separately for our weekly plans (e.g. that's Kristy's, that's Kristi's and that's Fiona's) - and that we should all check each others' and make suggestions so it is a combined submission. Will get some more done, and look at yours before getting back on here. Hopefully finish my weekly plan soon. I always get caught up making resources - you will see several links in my weekly plan so far. Not sure if these are actually required, but it helps me to get it all straight and make sure I have planned reasonably well. Just a workaholic I think haha :)
Just had a quick scan, Kristy ... looking good - I will change my whiteboard abbreviation to match yours (IWB) :) Teacher aides as a resource too - of course!!! Maybe even parent helpers (I can dream)
Kristy:
here's a copy of my term plan and LEP......so far. I still need to work on the resources, do we need to show examples of all resources? will I need to create any work templates for example?
weekly plan with resources appendix
LEP
Kristy
here's a copy of my term plan and LEP......so far. I still need to work on the resources, do we need to show examples of all resources? will I need to create any work templates for example?
weekly plan with resources appendix
LEP
Kristy
Fiona:
Hi again! Sounds great Kristy. Here is my Weekly Plan. It is only in ideas form at present, but I will be working on it tonight to put it into complete thoughts and steps, and in a presentable format. At this stage it's just a rough outline, but I have included some of the reasoning behind my decisions. It should be completed tonight or early tomorrow. I have to dash out for the second time today, now, worse luck! But will be back later to finish it off. I will also look at yours then, Kristy. I don't think it matters at all which lesson we choose - pick your fave :)
Hi again! Sounds great Kristy. Here is my Weekly Plan. It is only in ideas form at present, but I will be working on it tonight to put it into complete thoughts and steps, and in a presentable format. At this stage it's just a rough outline, but I have included some of the reasoning behind my decisions. It should be completed tonight or early tomorrow. I have to dash out for the second time today, now, worse luck! But will be back later to finish it off. I will also look at yours then, Kristy. I don't think it matters at all which lesson we choose - pick your fave :)
Hi all,
I've pretty much finished my weekly plan, I just need to double check it aligns with Fiona's term plan, I'm sure it does though, so it just needs a tidy up. I will post this along with my individual LEP tomorrow (does it matter which lesson we do? I suppose not) then I'm happy to have a go at finishing some of the weeks on the term plan if you like? I'll just save it to my computer, add my bits then upload it again here, would that work? let me know what you think
Kristy
I've pretty much finished my weekly plan, I just need to double check it aligns with Fiona's term plan, I'm sure it does though, so it just needs a tidy up. I will post this along with my individual LEP tomorrow (does it matter which lesson we do? I suppose not) then I'm happy to have a go at finishing some of the weeks on the term plan if you like? I'll just save it to my computer, add my bits then upload it again here, would that work? let me know what you think
Kristy
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Fiona Gately:
Hi ladies! It's Tuesday morning 08/04/14. The TERM PLAN is almost finished. There are some notes in unfinished areas for us all to consider. Opposite is the link to the latest version of the term plan, as at Tuesday morning (08/04/13) 9am. Just saw your note, Kristy. Sounding really good. I shall endeavour to have my weekly plan at least roughly constructed by the end of today. There are some other areas that you might like to complete within the term plan - see notes in this latest link. Thanks :) P.S. Don't worry - we have all been busy! You're fine! |
Fiona Gately:
Just a little aside:
Here is a link to a site with very cute free printables Not necessarily for this task, but just for general reference :) Although I am thinking about using some of the resources (e.g. the crocodile number line will be a desktop resource for learners in my weekly plan and lesson plan). | ||
Kristi:
Hi girls,
My apologies for my absence over the last week: work, family, computer meltdown and other assignments are all making this one of the toughest terms yet! anyway I'm free as a bird this week and can devote all my time into getting this task finished! Fiona the unit overview looks fantastic-wow what a lot of work I really didn't realise how much was involved in it, so thankyou so much for taking the initiative to get that done. I'm happy to have a crack at the rest that needs completing if you would like me to. I like the weekly plan you have put up also, I'll just use the same one I think- if that's ok with you. Please just let me know if there is anything else in particular you want me to do- just delegate and I'll get it done haha. anyway I'm working on my weekly plan today and will post it for you to view ASAP
cheers Kristy
this is how I'm thinking my weekly plan will look:
Monday- tens frames- representing to ten
Tuesday- tens frames- full frames + multiples of ten
Wednesday- skip counting by ten- introduce bundling sticks
Thursday- height and length
Friday- exploring 2D shapes
taken from Fiona's term plan , pretty much they are all new concepts other than revising counting forward and backwards and reviewing ordinal numbers. I think I'm ok to go ahead I would just like to see what Fiona plans for her lesson on measurement before I do mine. How long are you thinking the lessons go for? 1 hour I was thinking
Hi girls,
My apologies for my absence over the last week: work, family, computer meltdown and other assignments are all making this one of the toughest terms yet! anyway I'm free as a bird this week and can devote all my time into getting this task finished! Fiona the unit overview looks fantastic-wow what a lot of work I really didn't realise how much was involved in it, so thankyou so much for taking the initiative to get that done. I'm happy to have a crack at the rest that needs completing if you would like me to. I like the weekly plan you have put up also, I'll just use the same one I think- if that's ok with you. Please just let me know if there is anything else in particular you want me to do- just delegate and I'll get it done haha. anyway I'm working on my weekly plan today and will post it for you to view ASAP
cheers Kristy
this is how I'm thinking my weekly plan will look:
Monday- tens frames- representing to ten
Tuesday- tens frames- full frames + multiples of ten
Wednesday- skip counting by ten- introduce bundling sticks
Thursday- height and length
Friday- exploring 2D shapes
taken from Fiona's term plan , pretty much they are all new concepts other than revising counting forward and backwards and reviewing ordinal numbers. I think I'm ok to go ahead I would just like to see what Fiona plans for her lesson on measurement before I do mine. How long are you thinking the lessons go for? 1 hour I was thinking
Fiona Gately:
Tuesday 8am: Here is a Weekly Plan template I have created and am using. It is based on examples of past students' work provide by Reyna (emailed to me), and including the information fields required. The latest term plan is below for you to see what your week involves (just to recap: Fiona Week 2; Kristy Week 3; Kristi Week 4). I will complete and tidy up the last few weeks of the 'teaching strategies and learning experiences' column in the term plan as soon as I can. If anyone would like to give the yellow highlighted boxes in the Term Plan a go, I would appreciate this as I have other assessments on the go at the moment and I am a bit sick at the moment also :( There are suggestions in there for content. Thanks, Fiona :)
Tuesday 8am: Here is a Weekly Plan template I have created and am using. It is based on examples of past students' work provide by Reyna (emailed to me), and including the information fields required. The latest term plan is below for you to see what your week involves (just to recap: Fiona Week 2; Kristy Week 3; Kristi Week 4). I will complete and tidy up the last few weeks of the 'teaching strategies and learning experiences' column in the term plan as soon as I can. If anyone would like to give the yellow highlighted boxes in the Term Plan a go, I would appreciate this as I have other assessments on the go at the moment and I am a bit sick at the moment also :( There are suggestions in there for content. Thanks, Fiona :)
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Fiona Gately:
LATEST TERM PLAN Sunday 7pm - nearly there! Just trying to decide what to include in M & G in later weeks ... any suggestions that build on previous weeks? I have made some notes there, but would like to know what you think. Kristy, I really want to weave your shapes poster idea throughout, so will work on that in terms of kids taking their photos. And I also like Kristi's bead bracelet idea for ten concept, so will look at how to incorporate that in there too (but this will be in week 3, so depends on you Kristy - will wait until your week plan is finished). There are some suggestions from my daughter, Hope (who is now in her 5th year teaching and did her BLM through CQU also)regarding the sections not yet completed (e.g. bridging content and assessment). |
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TERM PLAN as at 4:30 pm Saturday 29/03/14
Kristi, I have re-jigged Week 4 as mentioned, so am posting this update now. Do you still want to do this week as initially mentioned? Take no notice of Weeks 5 onward yet as I am re-jigging them to flow better. Thanks. |
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HOLD ON, KRISTI!
On moving along to refine Week 5 in the Term Plan, I have found that this really is very similar to Week 4, and the only real difference is the incorporation of the place value chart while using bundling sticks to understand tens and ones numbers. I will post an updated Term Plan later today with the changes in Week 4.
If you were wanting to get moving on this today, you could take my week - Week 2 - and I could do Week 4. Just let me know what suits.
Thanks, Fiona :)
On moving along to refine Week 5 in the Term Plan, I have found that this really is very similar to Week 4, and the only real difference is the incorporation of the place value chart while using bundling sticks to understand tens and ones numbers. I will post an updated Term Plan later today with the changes in Week 4.
If you were wanting to get moving on this today, you could take my week - Week 2 - and I could do Week 4. Just let me know what suits.
Thanks, Fiona :)
Fiona Gately:
1pm Friday 28/03/14 Link to the LATEST TERM PLAN is below this message ...
At this point, Kristy would you mind taking the two pages for Week 3 and running with that to do the Weekly Plan for Week 3? And Kristi, would you mind taking the two pages of Week 4 from the Term Plan and using these to prepare the Weekly Plan for Week 4? Fiona will do the Week 2 Weekly Plan , if the above is agreeable. We can also then proceed to do our individual LEPs (I each).
Important! Because we are all working separately at this stage, I think it will be best if we can work as closely as we can to the order detailed in the Term Plan when preparing our Weekly Plans. Then, once we have completed our Weekly Plans, we can see if the Term plan would benefit from a few more details like the names of the games and activities that we each prepare(?). This way all plans should align. Hope that suits. Thanks very much ladies!
As for the rest of the Term Plan - you will notice that I am still finalising details from Week 5 onward. Will finish this ASAP so that we can look at the Assessment and anything else we have to do. I agree with Kristi's thoughts after seeing her colleague's planning, that we should try to incorporate weekly informal assessment. (This would be really important so that as LM's we can continually be aware of where each student is 'at', and make adequate and ongoing provision for them to reach their learning potential within the given timeframe and so far as it depends on us as their teachers).
I am not planning to leave the template greyed out ... this is just my way of knowing the elements I am reasonably finished with. The yellow areas need to be completed also, but may be better to do these details after the entire plan is complete so that it all ties in together. Will probably handball these to you soon :) Currently putting a weekly plan template together based on details Reyna outlined in an email and at Collaborate Session on Tuesday. Will post this up when done so you can do your weekly Plans. There is a link to the LEP template on Moodle.
1pm Friday 28/03/14 Link to the LATEST TERM PLAN is below this message ...
At this point, Kristy would you mind taking the two pages for Week 3 and running with that to do the Weekly Plan for Week 3? And Kristi, would you mind taking the two pages of Week 4 from the Term Plan and using these to prepare the Weekly Plan for Week 4? Fiona will do the Week 2 Weekly Plan , if the above is agreeable. We can also then proceed to do our individual LEPs (I each).
Important! Because we are all working separately at this stage, I think it will be best if we can work as closely as we can to the order detailed in the Term Plan when preparing our Weekly Plans. Then, once we have completed our Weekly Plans, we can see if the Term plan would benefit from a few more details like the names of the games and activities that we each prepare(?). This way all plans should align. Hope that suits. Thanks very much ladies!
As for the rest of the Term Plan - you will notice that I am still finalising details from Week 5 onward. Will finish this ASAP so that we can look at the Assessment and anything else we have to do. I agree with Kristi's thoughts after seeing her colleague's planning, that we should try to incorporate weekly informal assessment. (This would be really important so that as LM's we can continually be aware of where each student is 'at', and make adequate and ongoing provision for them to reach their learning potential within the given timeframe and so far as it depends on us as their teachers).
I am not planning to leave the template greyed out ... this is just my way of knowing the elements I am reasonably finished with. The yellow areas need to be completed also, but may be better to do these details after the entire plan is complete so that it all ties in together. Will probably handball these to you soon :) Currently putting a weekly plan template together based on details Reyna outlined in an email and at Collaborate Session on Tuesday. Will post this up when done so you can do your weekly Plans. There is a link to the LEP template on Moodle.
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LATEST VERSION of Term Plan ...
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7pm Thursday 27/03/14 term plan update ... and going back in! Will keep posting updates periodically. Fiona :)
| term_plan_as_at_7pm_thursday_270314.dot |
Fiona:
Here is an updated version of the term plan ...
p.s it will change over the course of today (Thursday) as I am doing more work on it now. Will post an updated version later. If you happen to log on today and want the latest version, let me know by text 0428 759664 :)
Here is an updated version of the term plan ...
p.s it will change over the course of today (Thursday) as I am doing more work on it now. Will post an updated version later. If you happen to log on today and want the latest version, let me know by text 0428 759664 :)
| term_plan_in_progress_260314.dot |
Fiona:
Here is the Term Plan so far - still working on it, so don't worry if you don't see all ideas in there yet; I am weaving it slowly! Should get a bit faster now as I am getting into the swing of it. Still plenty to do though.
Here is the Term Plan so far - still working on it, so don't worry if you don't see all ideas in there yet; I am weaving it slowly! Should get a bit faster now as I am getting into the swing of it. Still plenty to do though.
| term_plan_in_progress_fg__250314.dot |
Hi again, Got a bit excited when I started reading your contributions, so didn't read right through to Week 10 before responding (below). I see now your ideas re assessment. Seems we are on the same page re weekly assessment and the end of term ideas are great - we will work with these! Thanks! Fiona :)
Fiona Gately
Hi Ladies,
Was that your summary, Kristy? Or yours, Kristi? Whoever's - thankyou for taking the time to read my monstrous term plan on the 'Weeks' page and summarising it so beautifully. And thank you both for your extra ideas/contributions toward this. Knowing you approve of this sequence will make it easier to move forward now with the official Term Plan. I would like to have a go at putting this together in the template today, if you both don't mind? I'm not sure how I will go, but will post it when done. I am getting a bit anxious about it, and won't be able to focus on other courses until this is a little further underway :P
Once this is complete, we can each take a week and do our individual planning for our chosen week and lesson. I think building assessment into each week would be a good idea as it is important to ensure that students are grasping the fundamentals 'along the way' so as to prevent, where possible, individuals getting 'left behind' as each topic builds on the other. Mostly I would envisage this as collecting work samples and observing students' active participation in rotations/group work. I think how to assess effectively will become evident as we plan the weeks and activities more thoroughly.
Will post my version of Term Plan in the template later today - hopefully!
:) Fiona
Hi Ladies,
Was that your summary, Kristy? Or yours, Kristi? Whoever's - thankyou for taking the time to read my monstrous term plan on the 'Weeks' page and summarising it so beautifully. And thank you both for your extra ideas/contributions toward this. Knowing you approve of this sequence will make it easier to move forward now with the official Term Plan. I would like to have a go at putting this together in the template today, if you both don't mind? I'm not sure how I will go, but will post it when done. I am getting a bit anxious about it, and won't be able to focus on other courses until this is a little further underway :P
Once this is complete, we can each take a week and do our individual planning for our chosen week and lesson. I think building assessment into each week would be a good idea as it is important to ensure that students are grasping the fundamentals 'along the way' so as to prevent, where possible, individuals getting 'left behind' as each topic builds on the other. Mostly I would envisage this as collecting work samples and observing students' active participation in rotations/group work. I think how to assess effectively will become evident as we plan the weeks and activities more thoroughly.
Will post my version of Term Plan in the template later today - hopefully!
:) Fiona
girls this is all looking great I think and would be the way to go with our term plan, the sequence makes sense and I think is very age appropriate.
so, at the end of this term students will be able to:
match number words, symbols and objects
understand and use 10 frames
confidently count forwards and backwards from any starting point to 100
use number lines to count in ones and tens
identify one more and one less
understand ten ones equals one ten
skip count in 10s
begin to understand two digit numbers and place value charts
begin to understand teen numbers
compare, sequence and order 2 digit numbers
plus measurement and shape:
how do we put this into the unit plan as a group?
so, at the end of this term students will be able to:
match number words, symbols and objects
understand and use 10 frames
confidently count forwards and backwards from any starting point to 100
use number lines to count in ones and tens
identify one more and one less
understand ten ones equals one ten
skip count in 10s
begin to understand two digit numbers and place value charts
begin to understand teen numbers
compare, sequence and order 2 digit numbers
plus measurement and shape:
how do we put this into the unit plan as a group?
Kristi Bourke:
I have read all of the info everyone has now added. Some great considerations. As I have only taught higher grades, I will need to take your advise in terms of pace of the unit and introduction of key concepts, although I can see the clear links to ACARA you have worked with. I will have a look further and add more ideas as I go. We need to really nut out this term plan so we can each move onto weekly and lesson plans. Happy to do whatever week you have allocated me. I have added some details below based on your thoughts. Yes the pace and content is certainly much slower than what I had originally added. I did meet and look through a fellow teacher's year 1 term plan for maths for this year, and I can see lots of links between what I noted and what you have added below. A huge amount of her assessment is done weekly, and also a large portion is done as collaborative and rotation tasks. What are your thoughts. Keep up the great work
I have read all of the info everyone has now added. Some great considerations. As I have only taught higher grades, I will need to take your advise in terms of pace of the unit and introduction of key concepts, although I can see the clear links to ACARA you have worked with. I will have a look further and add more ideas as I go. We need to really nut out this term plan so we can each move onto weekly and lesson plans. Happy to do whatever week you have allocated me. I have added some details below based on your thoughts. Yes the pace and content is certainly much slower than what I had originally added. I did meet and look through a fellow teacher's year 1 term plan for maths for this year, and I can see lots of links between what I noted and what you have added below. A huge amount of her assessment is done weekly, and also a large portion is done as collaborative and rotation tasks. What are your thoughts. Keep up the great work
Kristi Bourke:
I have read all of the info everyone has now added. Some great considerations. As I have only taught higher
grades, I will need to take your advise in terms of pace of the unit and introduction of key concepts, although I can see the clear links to ACARA you have worked with. I will have a look further and add more ideas as I go. We need to really nut out this term plan so we can each move onto weekly and lesson plans. Happy to do whatever week you have allocated me. I have added some details below based on your thoughts. Yes the pace and content is certainly much slower than what I had originally added. I did meet and look through a
fellow teacher's year 1 term plan for maths for this year, and I can see lots of links between what I noted and what you have added below. A huge amount of her assessment is done weekly, and also a large portion is done as collaborative and rotation tasks. What are your thoughts. Keep up the great work
I have read all of the info everyone has now added. Some great considerations. As I have only taught higher
grades, I will need to take your advise in terms of pace of the unit and introduction of key concepts, although I can see the clear links to ACARA you have worked with. I will have a look further and add more ideas as I go. We need to really nut out this term plan so we can each move onto weekly and lesson plans. Happy to do whatever week you have allocated me. I have added some details below based on your thoughts. Yes the pace and content is certainly much slower than what I had originally added. I did meet and look through a
fellow teacher's year 1 term plan for maths for this year, and I can see lots of links between what I noted and what you have added below. A huge amount of her assessment is done weekly, and also a large portion is done as collaborative and rotation tasks. What are your thoughts. Keep up the great work
Meeting Notes from 19/3/14:
Following our meeting on Wednesday night, we have agreed on 8 elaborations to focus our planning around. These are now listed on the new 'Weeks' page, which we will be using to formulate our Term Plan through identifying concepts to be delivered from Weeks 1 to 10. We each have a column to add our ideas for each week, side-by-side. On this page there is also a link to the document I added below 'Order for developing number concepts'. If we can base our weekly plans on this sequence, we will all be 'on the same page' so to speak. I believe the sequence summarised in this document is relevant and based on an authoritative source - our Booler et al. text from Numeracy in the Classroom. It would be good to show that we are using what we learned during that course.
At which point within the Booker et al. sequence we start and finish for the term, is up to each of us to decide - based on what we think they already know and on what we think they can realistically learn in the space of one term. Kristy and I agreed that we would pretty much be starting at the beginning of the sequence, because FY does not offer a lot of formal mathematics and it would be important to build their mathematical knowledge on a solid foundation. For example, students may arrive in Year 1 knowing how to count objects up to 10, but these numbers should be presented in a ten-frame (a structured pattern through which numbers can be seen to build upon one another) to assist further learning of larger numbers. We also agreed that Week 1 would be a revision week during which the LM could perform diagnostic testing to gauge what students already know and the learning needs of the cohort. This might include informal rotations/games during which the LM can work within small groups to determine levels of understanding. We didn't decide how far through the sequence we would proceed during Term 1 - this should unfold as we plan through from Week 1. Once we have our ideas down, we can merge these and then each choose a week to focus on and plan for, and each complete one LEP from within our week. Kristy and I thought our focus weeks might be Weeks 2,3,4 since week 1 will be a revision/diagnostic week.
The other important thing to do is to incorporate the delivery of the two elaborations selected from the Measurement & Geometry strand. Referring to Booker will ensure we are all 'on the same page' once again and minimise the task of merging ideas. We felt that these would work in well with the N & A elaborations and build on prior knowledge developed in FY.
Hope this all makes sense.
Fiona :)
Following our meeting on Wednesday night, we have agreed on 8 elaborations to focus our planning around. These are now listed on the new 'Weeks' page, which we will be using to formulate our Term Plan through identifying concepts to be delivered from Weeks 1 to 10. We each have a column to add our ideas for each week, side-by-side. On this page there is also a link to the document I added below 'Order for developing number concepts'. If we can base our weekly plans on this sequence, we will all be 'on the same page' so to speak. I believe the sequence summarised in this document is relevant and based on an authoritative source - our Booler et al. text from Numeracy in the Classroom. It would be good to show that we are using what we learned during that course.
At which point within the Booker et al. sequence we start and finish for the term, is up to each of us to decide - based on what we think they already know and on what we think they can realistically learn in the space of one term. Kristy and I agreed that we would pretty much be starting at the beginning of the sequence, because FY does not offer a lot of formal mathematics and it would be important to build their mathematical knowledge on a solid foundation. For example, students may arrive in Year 1 knowing how to count objects up to 10, but these numbers should be presented in a ten-frame (a structured pattern through which numbers can be seen to build upon one another) to assist further learning of larger numbers. We also agreed that Week 1 would be a revision week during which the LM could perform diagnostic testing to gauge what students already know and the learning needs of the cohort. This might include informal rotations/games during which the LM can work within small groups to determine levels of understanding. We didn't decide how far through the sequence we would proceed during Term 1 - this should unfold as we plan through from Week 1. Once we have our ideas down, we can merge these and then each choose a week to focus on and plan for, and each complete one LEP from within our week. Kristy and I thought our focus weeks might be Weeks 2,3,4 since week 1 will be a revision/diagnostic week.
The other important thing to do is to incorporate the delivery of the two elaborations selected from the Measurement & Geometry strand. Referring to Booker will ensure we are all 'on the same page' once again and minimise the task of merging ideas. We felt that these would work in well with the N & A elaborations and build on prior knowledge developed in FY.
Hope this all makes sense.
Fiona :)
Fiona Gately:
Following the previous discussion item, here is my document with the Booker et al sequence for developing number concepts with links to AC CDs and elaborations ORDER FOR DEVELOPING NUMBER CONCEPTS with links to AC elaborations.
Following the previous discussion item, here is my document with the Booker et al sequence for developing number concepts with links to AC CDs and elaborations ORDER FOR DEVELOPING NUMBER CONCEPTS with links to AC elaborations.
Fiona Gately:
Hi Girls,
Thank you both so much for your ideas. Kristi, I can see and appreciate the logic in the way you have sequenced the topics in your 12 Lessons. I am also so impressed at how you just 'get it done' - you obviously think with great clarity and are very organised! However, if the content in your 12 Lessons is to be covered in the first three weeks of Year 1, I think the pace is a bit fast for Year 1 students. Kristy, I have also leaned heavily toward considering ‘what learners already know’ and not delivering more than they can cope with at once. So, I looked over the Year 1 descriptors you included in your planning. But then I realised that you and I had identified a different set of CDs and elaborations. I think Kristi has based her plans on my list but, as you will read further on, I think mine will need adjusting. Looking between both planning ideas (Kristi’s and Kristy’s), I could see your trains of thought. But I also started getting very confused! So, being me, I decided to go back to ‘the beginning!’ Ha,ha - old habits die hard!
In line with this, I have spent the better part of two days (yes, I am slow!) reading Booker et al., 2010 (our text from Numeracy in the Classroom) to establish the ORDER FOR DEVELOPING NUMBER CONCEPTS. I believe Reyna is VERY in favour of the processes outlined in this text, and I think they make a lot of sense too. So, I think we should take a look at this sequence when making the final decision about which Curriculum CDs and Elaborations to focus on first. In light of this information, I know my selections will need to be modified anyway.
The other thing I believe we should take into consideration is that the CDs are quite broad. Even though we have been advised to divide the elaborations up among the 4 terms, I don’t think the entire skill outlined in a CD will necessarily be covered in the one term. We all talked about and agreed upon this earlier, that the degree of difficulty would increase throughout the year. I still think this holds true. Therefore, some content descriptors will need to be revisited or more difficult content covered in conjunction with other content further on throughout the year. But for now, we need to consider what portions of the descriptors we choose are likely to be grasped by our Term 1 students based on their prior knowledge and how much they can absorb in the given timeframes (i.e. the term, the week, the lesson).
Here’s how I think we need to approach this in the most authentic way:
(1) Look at Booker’s sequence in conjunction with the AC.
(2) Decide which parts of Booker's sequence have been covered in Foundation Year, and where our Year 1 students are up to now.
(3) Find the CDs and Elaborations in the Year 1 curriculum that best fit with the place in the learning sequence our Year 1 students are at.
This is to be sure we are addressing concepts in the correct order so that they are grasping important basic mathematical knowledge.
(4) Consider what portions of our selected CDs and elaborations will be covered in Term 1, according to students’ prior knowledge and scope for understanding in this early phase of Year 1.
(5) Set the assessment tasks.
(6) Schedule the learning over the 10 weeks.
(7) Choose the three weeks to plan more in-depth for (see below)
(8) Plan 1 LEP foreach week (1 each)
I am thinking the first week of Term 1 Year 1 should be spent revising prior learning from Foundation Year. This might include whole class revision and informal small group rotations. This would allow the Learning Manager (LM) to determine the level of skill the learning cohort has already developed, and the particular learning needs of the group and/or individual members of the group. If we scheduled revision into our Term planner for Week 1, perhaps we could then choose to focus on Weeks 2, 3 and 4. This way, we have acknowledged the need to establish where our kids are at (in our Term Plan), but will be demonstrating our ability to plan for delivery of Year 1 content (in our Weekly Plans).
The short version of all this is that we should decide on Year 1 CDs and Elaborations that best line up with the stage in the Booker sequence for developing number concepts that our Year 1 students are at. I really think that if we don’t get that right, our planning won’t flow or be authentic and, in the real context, it would be all downhill from there. After that, refer to (3) to (8) above J
Looking forward to meeting tonight,
Fiona
Sorry ladies - this is the only way I can get my head around it all! I'm going to try to re-select CDs and elaborations before our meeting, but not sure how far I will get on my own. It would be good if we could finalise CDs and elabs tonight and decide what we can teach and assess students on at this level, this will give us a clearer path forward.
Hi Girls,
Thank you both so much for your ideas. Kristi, I can see and appreciate the logic in the way you have sequenced the topics in your 12 Lessons. I am also so impressed at how you just 'get it done' - you obviously think with great clarity and are very organised! However, if the content in your 12 Lessons is to be covered in the first three weeks of Year 1, I think the pace is a bit fast for Year 1 students. Kristy, I have also leaned heavily toward considering ‘what learners already know’ and not delivering more than they can cope with at once. So, I looked over the Year 1 descriptors you included in your planning. But then I realised that you and I had identified a different set of CDs and elaborations. I think Kristi has based her plans on my list but, as you will read further on, I think mine will need adjusting. Looking between both planning ideas (Kristi’s and Kristy’s), I could see your trains of thought. But I also started getting very confused! So, being me, I decided to go back to ‘the beginning!’ Ha,ha - old habits die hard!
In line with this, I have spent the better part of two days (yes, I am slow!) reading Booker et al., 2010 (our text from Numeracy in the Classroom) to establish the ORDER FOR DEVELOPING NUMBER CONCEPTS. I believe Reyna is VERY in favour of the processes outlined in this text, and I think they make a lot of sense too. So, I think we should take a look at this sequence when making the final decision about which Curriculum CDs and Elaborations to focus on first. In light of this information, I know my selections will need to be modified anyway.
The other thing I believe we should take into consideration is that the CDs are quite broad. Even though we have been advised to divide the elaborations up among the 4 terms, I don’t think the entire skill outlined in a CD will necessarily be covered in the one term. We all talked about and agreed upon this earlier, that the degree of difficulty would increase throughout the year. I still think this holds true. Therefore, some content descriptors will need to be revisited or more difficult content covered in conjunction with other content further on throughout the year. But for now, we need to consider what portions of the descriptors we choose are likely to be grasped by our Term 1 students based on their prior knowledge and how much they can absorb in the given timeframes (i.e. the term, the week, the lesson).
Here’s how I think we need to approach this in the most authentic way:
(1) Look at Booker’s sequence in conjunction with the AC.
(2) Decide which parts of Booker's sequence have been covered in Foundation Year, and where our Year 1 students are up to now.
(3) Find the CDs and Elaborations in the Year 1 curriculum that best fit with the place in the learning sequence our Year 1 students are at.
This is to be sure we are addressing concepts in the correct order so that they are grasping important basic mathematical knowledge.
(4) Consider what portions of our selected CDs and elaborations will be covered in Term 1, according to students’ prior knowledge and scope for understanding in this early phase of Year 1.
(5) Set the assessment tasks.
(6) Schedule the learning over the 10 weeks.
(7) Choose the three weeks to plan more in-depth for (see below)
(8) Plan 1 LEP foreach week (1 each)
I am thinking the first week of Term 1 Year 1 should be spent revising prior learning from Foundation Year. This might include whole class revision and informal small group rotations. This would allow the Learning Manager (LM) to determine the level of skill the learning cohort has already developed, and the particular learning needs of the group and/or individual members of the group. If we scheduled revision into our Term planner for Week 1, perhaps we could then choose to focus on Weeks 2, 3 and 4. This way, we have acknowledged the need to establish where our kids are at (in our Term Plan), but will be demonstrating our ability to plan for delivery of Year 1 content (in our Weekly Plans).
The short version of all this is that we should decide on Year 1 CDs and Elaborations that best line up with the stage in the Booker sequence for developing number concepts that our Year 1 students are at. I really think that if we don’t get that right, our planning won’t flow or be authentic and, in the real context, it would be all downhill from there. After that, refer to (3) to (8) above J
Looking forward to meeting tonight,
Fiona
Sorry ladies - this is the only way I can get my head around it all! I'm going to try to re-select CDs and elaborations before our meeting, but not sure how far I will get on my own. It would be good if we could finalise CDs and elabs tonight and decide what we can teach and assess students on at this level, this will give us a clearer path forward.
Kristi, I agree observations would be great for teachers to use throughout the term, particularly being term 1, year 1. Everything looks great and I've also added my ideas. As I've discussed on the planning page I was thinking maybe if we decided what we would want the students to have achieved by the end of term 1 ( skip counting, number lines to 20 etc) then plan our assessment tasks, weeks and lessons around that?
Kristi Bourke:
Hello girls. I have started to put together a sequence of lessons for our term based on the descriptors and elaborations we have selected so far. This is just a guide and I would love your feedback. I have started looking at week 1 - 3, and as such the sequence of lessons is for that so far. I have highlighted in the third week two assessment tools that we could use, and I have developed a task sheet and rubrics. I think maybe a observation checklist would be a great resource for the teacher to use during the term. As we have discussed the beginning of this term looks at number and algebra, number sense and place and so I have started here. Would appreciate your feedback and ideas. The files I have uploaded to our planning page.
Hello girls. I have started to put together a sequence of lessons for our term based on the descriptors and elaborations we have selected so far. This is just a guide and I would love your feedback. I have started looking at week 1 - 3, and as such the sequence of lessons is for that so far. I have highlighted in the third week two assessment tools that we could use, and I have developed a task sheet and rubrics. I think maybe a observation checklist would be a great resource for the teacher to use during the term. As we have discussed the beginning of this term looks at number and algebra, number sense and place and so I have started here. Would appreciate your feedback and ideas. The files I have uploaded to our planning page.
Fiona and Kristy: what day will we meet on Collaborate?
Kristi Bourke:
Girls have added some details onto a term plan in our planning tab for you to have a look at, please let me know what your thoughts are.
Thanks Kristi Bourke
Girls have added some details onto a term plan in our planning tab for you to have a look at, please let me know what your thoughts are.
Thanks Kristi Bourke
Hi Kristy and Kristi - Just received clarification from Reyna about the '25 content statements' referred to in last night's tutorial. We are to choose 4 Content Descriptions and 6 - 7 elaborations. I won't modify the 7 elaborations I posted earlier today, but chat about these on Collaborate when we arrange to meet and you have both decided on what you think :)
Kristi Bourke:
I think its a good idea to use the templates attached to the Assessment task. Fiona, I also agree that most terms develop one overarching strand (with smaller emphasis on the others) which is what I was suggesting in an earlier conversation. Your statements of learning in the planning are a great foundation for term 1 learning, so lets move on from there. Good job.
I think its a good idea to use the templates attached to the Assessment task. Fiona, I also agree that most terms develop one overarching strand (with smaller emphasis on the others) which is what I was suggesting in an earlier conversation. Your statements of learning in the planning are a great foundation for term 1 learning, so lets move on from there. Good job.
Fiona Gately:
Term Planning: So, during last night's tutorial, Reyna explained that it is very literally a case of counting up the 'content statements', then dividing them up relatively evenly between the terms. She indicated that if there is an imbalance in the number of statements, you would allocate less to Term 4 as it is the end of the year, students are tiring, and more revision might be conducted at this time. She suggested there are 25 'statements' (this seems to refer to 'elaborations') in Year 1 and that you might choose 7 for term 1, and 6 for each of the remaining terms. How you choose the specific statements to address is left to your discretion, however you might focus more on Number and Algebra in Term 1 to develop basic numeracy skills, and leave the likes of Measurement and Geometry until Term 2. She explained that although Curriculum appears to be dictated, teachers have a lot of influence in how it is taught and when it is taught throughout the year. Since we are focussing on Term 1, I agree that our main focus will be Number and Algebra. With this new advice, I have placed a list of 'curriculum statements' that I believe would be best addressed in Term 1 on the Planning Page.
Assessment Planning: So, Reyna has suggested that we do, in fact, use backward planning for this task (way to go, Kristy!). This will involve: (i) deciding what concept or skill we want our students to be able to demonstrate at the end of the Term; (ii) choosing the curriculum statements that will support the development of this knowledge and/or skill; (iii) planning lessons to support the development of this knowledge and or skill. I have specific notes from the tutorial on 'ways to monitor learning' and 'feedback for students' (elements within the template). Basically, it is important to plan for feedback at strategic points to assist students' learning progress. This would include formative assessment as you teach - anecdotal notes, work samples, 1:1 discussions with students, teacher: group discussions - How did you do this? What were you thinking? What are the algorithms you used? An example Reyna gave was that in Week 1, students might form groups and create a poster to explain what they have learned and elect a speaker to talk on their behalf (encourages collaborative learning and discussion, so social construction of knowledge). She said formative assessment takes longer than a pen and paper test, but tells so much more. She said you could plan a pen and paper test for mid-term (week 5). Both spoken and written feedback is very important. Whatever assessment task we plan, it must be able to show the level of skill the students have developed, from a fragile understanding to a deep understanding of the concept/s covered.
Templates to use: For the LEPs, Reyna has stated that we HAVE TO use the LEP template linked to the Assessment Task 1 task sheet available via the 'Assessment 1' tab on Moodle. She also has a link there to the QSA Unit Template that I suggested and linked to our website. Reyna said 'Unit' is basically QSA's version of 'Term'. She spent most of last night's tutorial explaining how to complete every item on this template, so I'm guessing this is the one she really wants us to use. It is quite straight forward really and I took heaps of notes on this regarding what she is expecting to see. links to both templates on Planning Page.
Term Planning: So, during last night's tutorial, Reyna explained that it is very literally a case of counting up the 'content statements', then dividing them up relatively evenly between the terms. She indicated that if there is an imbalance in the number of statements, you would allocate less to Term 4 as it is the end of the year, students are tiring, and more revision might be conducted at this time. She suggested there are 25 'statements' (this seems to refer to 'elaborations') in Year 1 and that you might choose 7 for term 1, and 6 for each of the remaining terms. How you choose the specific statements to address is left to your discretion, however you might focus more on Number and Algebra in Term 1 to develop basic numeracy skills, and leave the likes of Measurement and Geometry until Term 2. She explained that although Curriculum appears to be dictated, teachers have a lot of influence in how it is taught and when it is taught throughout the year. Since we are focussing on Term 1, I agree that our main focus will be Number and Algebra. With this new advice, I have placed a list of 'curriculum statements' that I believe would be best addressed in Term 1 on the Planning Page.
Assessment Planning: So, Reyna has suggested that we do, in fact, use backward planning for this task (way to go, Kristy!). This will involve: (i) deciding what concept or skill we want our students to be able to demonstrate at the end of the Term; (ii) choosing the curriculum statements that will support the development of this knowledge and/or skill; (iii) planning lessons to support the development of this knowledge and or skill. I have specific notes from the tutorial on 'ways to monitor learning' and 'feedback for students' (elements within the template). Basically, it is important to plan for feedback at strategic points to assist students' learning progress. This would include formative assessment as you teach - anecdotal notes, work samples, 1:1 discussions with students, teacher: group discussions - How did you do this? What were you thinking? What are the algorithms you used? An example Reyna gave was that in Week 1, students might form groups and create a poster to explain what they have learned and elect a speaker to talk on their behalf (encourages collaborative learning and discussion, so social construction of knowledge). She said formative assessment takes longer than a pen and paper test, but tells so much more. She said you could plan a pen and paper test for mid-term (week 5). Both spoken and written feedback is very important. Whatever assessment task we plan, it must be able to show the level of skill the students have developed, from a fragile understanding to a deep understanding of the concept/s covered.
Templates to use: For the LEPs, Reyna has stated that we HAVE TO use the LEP template linked to the Assessment Task 1 task sheet available via the 'Assessment 1' tab on Moodle. She also has a link there to the QSA Unit Template that I suggested and linked to our website. Reyna said 'Unit' is basically QSA's version of 'Term'. She spent most of last night's tutorial explaining how to complete every item on this template, so I'm guessing this is the one she really wants us to use. It is quite straight forward really and I took heaps of notes on this regarding what she is expecting to see. links to both templates on Planning Page.
Fiona and Kristy, I don't mind which end we start, further in the year, students have some richer prior knowledge, particularly in terms of number sense, and therefore can explore further concepts, but since the planning is based on what they know and where they are going, happy to do either. Term 1 it is then.
Fiona Gately:
Wow! What a great tute tonight. We are very on track I believe, but I personally now have a clearer view of the way forward. Took HEAPS of notes, but out of time to discuss these right now. Undoubtedly will have something to contribute tomorrow! Can't keep me quiet :P
Just a quick note for Kristi ... Kristy suggested tonight that we do Term 1 rather than Term 3. I am very happy to focus on Term 1. What do you think, Kristi?
Wow! What a great tute tonight. We are very on track I believe, but I personally now have a clearer view of the way forward. Took HEAPS of notes, but out of time to discuss these right now. Undoubtedly will have something to contribute tomorrow! Can't keep me quiet :P
Just a quick note for Kristi ... Kristy suggested tonight that we do Term 1 rather than Term 3. I am very happy to focus on Term 1. What do you think, Kristi?
Hi Kristi,
Just before we continue, could you please clarify what you have said about 'selecting a Strand' ? I may have missed something, but I thought we actually would be combining ALL strands (holistically, as you have mentioned) because our planning is for one whole Term, then 3 weeks, and then for 3 LEPs. I certainly agree that Number and Algebra is central to the success of the other strands, and that most planning would involve content descriptors from within this strand. Thanks, Fiona:)
Just before we continue, could you please clarify what you have said about 'selecting a Strand' ? I may have missed something, but I thought we actually would be combining ALL strands (holistically, as you have mentioned) because our planning is for one whole Term, then 3 weeks, and then for 3 LEPs. I certainly agree that Number and Algebra is central to the success of the other strands, and that most planning would involve content descriptors from within this strand. Thanks, Fiona:)
Hey Girls... I like the template idea as this quickly allows us to see the links and connections between the different CD that are made over the term of planning. I appreciate that Fiona has made connections to the thought of backward design and I would agree that after we select our Strand from ACARA we think about what learning will take place in terms of learning objectives, and think about the types of assessment (tools) we would think appropriate and will allow our students the opportunity to demonstrate what they know and understand, and also whether what they know in terms of concepts, can they apply to real situations. All of my practicum experiences have been within a catholic education setting, and interestingly our planning over a term differs to the Education Queensland setting. The planning I have used over a term (in yr 7) moves between all strands, with a focus on the interlinking aspects of Number and Algebra and how it relates to geometry and measurement, and also statistics and probability. One day a week is used specifically as an investigation day where key concepts developed during that week are used to problem solve and apply their knowledge to a real world situation. I think this would be hugely beneficial within the yr one setting too. I will upload a term plan for you to view, just as a point of reference and comparison of what we already have. C2C planning documentation works heavily within one strand at one time, so the focus for a unit (5 weeks) may be only within number and algebra but my personal belief in mathematics planning is around the holistic learning and therefore an approach to planning that is encompassing all areas during the term. In terms of assessment ideas, C2C has a assessment checklist process, and I think this a good addition to the resources teachers use during the unit of work. So other than selecting a strand, lets think about the how of assessing and the why which will hopefully allow us insight into where we introduce our assessment. It may also be helpful to include a section within our term plan for the area of differentiation, and how this reflects within our term planning.
I really think Number and Algebra is the strand most obviously connected (interrelated with the other strands) and therefore is the one I'd like to focus heavily on, although there are great opportunities to link this to other parts of the curriculum. Perhaps if each focus on an introduction week, developing fluency (content concepts) and consolidating sections within a term, we will ensure we highlight important aspects of each of these phases of the term?
I really think Number and Algebra is the strand most obviously connected (interrelated with the other strands) and therefore is the one I'd like to focus heavily on, although there are great opportunities to link this to other parts of the curriculum. Perhaps if each focus on an introduction week, developing fluency (content concepts) and consolidating sections within a term, we will ensure we highlight important aspects of each of these phases of the term?
Fiona Gately:
Kristy, your point "I think everything is pretty much covered each term" supports the conclusion I have come to over the last couple of days while trying to decide which 'TERM/S' to allocate the various curriculum content to in the table. It really is not at all a matter of discretely teaching 'this curriculum content’ in one term and 'that curriculum content' in another, is it? I agree that ALL content will most likely be covered each term, but with varying degrees of difficulty as students' mathematical knowledge becomes more sophisticated.
I found it particularly interesting when you said, "I wasn't quite sure about the ACM links section tho, It would depend on what the actual lesson is that you are teaching as to what it covers wouldn't it?" One of the great things I am finding about the collaboration process is that it helps us to see things from different perspectives. From this particular comment, I started thinking that perhaps you and I are demonstrating different approaches to planning. A quick read on this topic revealed that ‘teaching programs can be approached in several different ways, each of which has implications for curriculum design’ and ‘Each differs with respect to when issues related to input, process, and outcomes, are addressed’ (Richards, J. 2013, p.5). This paper discusses three different design approaches, two of which I think relate to our styles. These are:
BACKWARD DESIGN ‘… starts from a specification of learning outcomes and decisions on methodology and syllabus are developed from the learning outcomes’ (Richards, J. 2013, p.5). In your example, Kristy, this appeared evident in: (i) first deciding on the focus concept (fractions and decimals), and (ii) then identifying related content descriptors that might also be covered (Number and place value - Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts).
FORWARD DESIGN ‘… starts with syllabus planning, moves to methodology, and is followed by assessment of learning outcomes’ (Richards, J. 2013, p.5). In my planning this is evident through: (i) initially examining the curriculum to link content descriptors around common concepts, and (ii) then deciding on the concept to be taught. In the forward design approach to planning ‘resolving issues of syllabus content and sequencing are essential starting points’ (Richards, J. 2013, p.5). This would explain my approach, in suggesting that we link and sequence the various elements of the curriculum before preparing plans. This would be my starting point - a place from which I could create a sequential set of learning experience plans with the intention to build progressively on prior knowledge and develop students’ mathematical dispositions. This approach has a lot to do with my particular style of thought processing - as previously noted, I think in a very linear/sequential manner.
But there is more than one way to approach this task! From what I can tell, they both result in basically the same product, just arrived at from opposite ends of the process! You made the same link I would have in your example. In in the table it would just be ‘copyng’ and ‘pasting’ the code from the number and place value content descriptor into the ACM LINKS column in the fractions and decimals content descriptor. Whatever end we are coming from, it is useful to know which content descriptors relate to others, so I think this could be a useful document to have, once completed. I will upload my response when I’ve had time to complete it – as soon as possible J
Reference: Richards, J. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. Retrieved March 11, 2014, from http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-Language-Teaching.pdf
Kristy, your point "I think everything is pretty much covered each term" supports the conclusion I have come to over the last couple of days while trying to decide which 'TERM/S' to allocate the various curriculum content to in the table. It really is not at all a matter of discretely teaching 'this curriculum content’ in one term and 'that curriculum content' in another, is it? I agree that ALL content will most likely be covered each term, but with varying degrees of difficulty as students' mathematical knowledge becomes more sophisticated.
I found it particularly interesting when you said, "I wasn't quite sure about the ACM links section tho, It would depend on what the actual lesson is that you are teaching as to what it covers wouldn't it?" One of the great things I am finding about the collaboration process is that it helps us to see things from different perspectives. From this particular comment, I started thinking that perhaps you and I are demonstrating different approaches to planning. A quick read on this topic revealed that ‘teaching programs can be approached in several different ways, each of which has implications for curriculum design’ and ‘Each differs with respect to when issues related to input, process, and outcomes, are addressed’ (Richards, J. 2013, p.5). This paper discusses three different design approaches, two of which I think relate to our styles. These are:
BACKWARD DESIGN ‘… starts from a specification of learning outcomes and decisions on methodology and syllabus are developed from the learning outcomes’ (Richards, J. 2013, p.5). In your example, Kristy, this appeared evident in: (i) first deciding on the focus concept (fractions and decimals), and (ii) then identifying related content descriptors that might also be covered (Number and place value - Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts).
FORWARD DESIGN ‘… starts with syllabus planning, moves to methodology, and is followed by assessment of learning outcomes’ (Richards, J. 2013, p.5). In my planning this is evident through: (i) initially examining the curriculum to link content descriptors around common concepts, and (ii) then deciding on the concept to be taught. In the forward design approach to planning ‘resolving issues of syllabus content and sequencing are essential starting points’ (Richards, J. 2013, p.5). This would explain my approach, in suggesting that we link and sequence the various elements of the curriculum before preparing plans. This would be my starting point - a place from which I could create a sequential set of learning experience plans with the intention to build progressively on prior knowledge and develop students’ mathematical dispositions. This approach has a lot to do with my particular style of thought processing - as previously noted, I think in a very linear/sequential manner.
But there is more than one way to approach this task! From what I can tell, they both result in basically the same product, just arrived at from opposite ends of the process! You made the same link I would have in your example. In in the table it would just be ‘copyng’ and ‘pasting’ the code from the number and place value content descriptor into the ACM LINKS column in the fractions and decimals content descriptor. Whatever end we are coming from, it is useful to know which content descriptors relate to others, so I think this could be a useful document to have, once completed. I will upload my response when I’ve had time to complete it – as soon as possible J
Reference: Richards, J. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. Retrieved March 11, 2014, from http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-Language-Teaching.pdf
Kristy Egan:
Kristy's planning table
I've added where I think everything fits into the year- this is from what I observed during my prac, but basically I think everything is pretty much covered each term- the teachers just plan to suit the learners so in term 1 the number lines might just be to 10 but by term 4 they will be doing them to 100. similarly with problems in term 1 materials such as unifix cubes and simple number stories may be introduced, term 2 they might start looking at rainbow facts and doubles facts, term three doubles plus 1 etc etc . I wasn't quite sure about the ACM links section tho, It would depend on what the actual lesson is that you are teaching as to what it covers wouldn't it? so if I was planning a lesson on fractions and decimals I might also cover -number and place value- Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) depending on what I had planned for that particular lesson- or am I on the wrong track?
Kristy's planning table
I've added where I think everything fits into the year- this is from what I observed during my prac, but basically I think everything is pretty much covered each term- the teachers just plan to suit the learners so in term 1 the number lines might just be to 10 but by term 4 they will be doing them to 100. similarly with problems in term 1 materials such as unifix cubes and simple number stories may be introduced, term 2 they might start looking at rainbow facts and doubles facts, term three doubles plus 1 etc etc . I wasn't quite sure about the ACM links section tho, It would depend on what the actual lesson is that you are teaching as to what it covers wouldn't it? so if I was planning a lesson on fractions and decimals I might also cover -number and place value- Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) depending on what I had planned for that particular lesson- or am I on the wrong track?
Kristy Egan:
Fiona the table is a great idea for us all to add to, This way we can visualise each others thinking easily, then it will just be a matter of combining them so we are happy with everything. I taught year 1 when I completed my prac, I'll add a very rough table of how my mentor teacher and I organised our planning, this isn't the one we used its just a quick one I put together to see if it would help at all. we only did the first 5 weeks, however I've added my thoughts on what the remaining 5 weeks may look like- you can see that all strands are covered throughout the term. I'm not sure if it will help at all but it may give us a bit of an idea. The template you added from the QSA website, are we expected to use this one? It's easy enough to follow but it has an awful lot in it that I'm not sure it is all necessary for this assignment, can we make our own and use this as a guide?
Fiona the table is a great idea for us all to add to, This way we can visualise each others thinking easily, then it will just be a matter of combining them so we are happy with everything. I taught year 1 when I completed my prac, I'll add a very rough table of how my mentor teacher and I organised our planning, this isn't the one we used its just a quick one I put together to see if it would help at all. we only did the first 5 weeks, however I've added my thoughts on what the remaining 5 weeks may look like- you can see that all strands are covered throughout the term. I'm not sure if it will help at all but it may give us a bit of an idea. The template you added from the QSA website, are we expected to use this one? It's easy enough to follow but it has an awful lot in it that I'm not sure it is all necessary for this assignment, can we make our own and use this as a guide?
Fiona Gately:
I feel like I should apologise for adding so much 'stuff' to this site. Sorry if I am a pain! Anyway ... here's my latest:
IDENTIFY ACM LINKS TO ASSIST PLANNING Important: Choose 'SAVE AS" to avoid formatting issues. I have developed this document to assist with our planning. It is a table that outlines all Strands, Sub-Strands, Content Descriptors (CDs) with their AC Codes, and Elaborations. I have added 2 further columns:
1. ACM LINKS - for each tabled Content Descriptor, scan through the other CDs in the table to find complimentary CDs. Simply 'copy' and 'paste' the coloured code from the complimentary CD into the column provided next to the CD it relates to.
2. TERM/S - think about the sequence for learning of the various concepts, and decide which Term it might be covered in as mathematical knowledge becomes more sophisticated over the course of the year. Type 1/2/3/4 or a combination of these (if it will be covered more often) into the TERM/S column.
Once this is done, we should be able to develop a sequence for teaching all CDs using the terms identified in the TERMS column. This will give us a good idea of what we would actually need to teach in our chosen term. Then we can develop the focus Term Plan, three Weekly Pans, and our individual LEPs. What do you think?
I feel like I should apologise for adding so much 'stuff' to this site. Sorry if I am a pain! Anyway ... here's my latest:
IDENTIFY ACM LINKS TO ASSIST PLANNING Important: Choose 'SAVE AS" to avoid formatting issues. I have developed this document to assist with our planning. It is a table that outlines all Strands, Sub-Strands, Content Descriptors (CDs) with their AC Codes, and Elaborations. I have added 2 further columns:
1. ACM LINKS - for each tabled Content Descriptor, scan through the other CDs in the table to find complimentary CDs. Simply 'copy' and 'paste' the coloured code from the complimentary CD into the column provided next to the CD it relates to.
2. TERM/S - think about the sequence for learning of the various concepts, and decide which Term it might be covered in as mathematical knowledge becomes more sophisticated over the course of the year. Type 1/2/3/4 or a combination of these (if it will be covered more often) into the TERM/S column.
Once this is done, we should be able to develop a sequence for teaching all CDs using the terms identified in the TERMS column. This will give us a good idea of what we would actually need to teach in our chosen term. Then we can develop the focus Term Plan, three Weekly Pans, and our individual LEPs. What do you think?
Fiona Gately:
ASSESSMENT CHECKLIST I have created this checklist by linking the assessment criteria to the various elements of the submission. Don't be daunted by this - just look at the section that relates to the portion of the assessment we are working on :P
ASSESSMENT CHECKLIST I have created this checklist by linking the assessment criteria to the various elements of the submission. Don't be daunted by this - just look at the section that relates to the portion of the assessment we are working on :P
Fiona Gately:
MY IDEAS ON HOW WE COULD PROCEED:
Believe it or not, although I have had a bit to say, I have been focussing my thooughts mostly on coming up with the planning we have to submit. Having re-read the task sheet and criteria again, I have been reminded that this collaboration is just as much what we are being assessed on. So ... here's some more! (Oh, yay! :P)
I really think we need to give some consideration to how the curriculum would be covered within the full year in order to know how much to include in one term. But then, once we have made decisions about what will be included in the term, we could discuss - as you did with your prac teacher, Kristy - how many lessons would be allocated for each concept/topic over the term, and then within which weeks. This would basically give us our Term Plan and our Weekly Plans. From here, we could decide which three week period we would like to focus on. I think sequential weeks would be best. Then we could each develop a LEP - one lesson from each week.
But I think to fulfil the collaboration element of the assessment task, we will need to jointly discuss on this website our ideas about what will be taught at all three levels of planning. That's not to say that we can't give it individual thought - in fact, I think the way to do this would be to map out our individual ideas of how the curriculum might fit into the year, term, weeks and lessons, upload these as individual documents to the website, and then comment on each other's proposals.
This would certainly give us insight into each other's thinking, and is the only way I can think of getting it done without actually being face-to-face and 'talking' to each other. Sounds like a lot of work, but (i) what uni assessment doesn't involve lots of work? and (ii) it's something we will eventually have to do anyway. I am an extremely linear/ sequential thinker. However, I am open to suggestions :)
MY IDEAS ON HOW WE COULD PROCEED:
Believe it or not, although I have had a bit to say, I have been focussing my thooughts mostly on coming up with the planning we have to submit. Having re-read the task sheet and criteria again, I have been reminded that this collaboration is just as much what we are being assessed on. So ... here's some more! (Oh, yay! :P)
I really think we need to give some consideration to how the curriculum would be covered within the full year in order to know how much to include in one term. But then, once we have made decisions about what will be included in the term, we could discuss - as you did with your prac teacher, Kristy - how many lessons would be allocated for each concept/topic over the term, and then within which weeks. This would basically give us our Term Plan and our Weekly Plans. From here, we could decide which three week period we would like to focus on. I think sequential weeks would be best. Then we could each develop a LEP - one lesson from each week.
But I think to fulfil the collaboration element of the assessment task, we will need to jointly discuss on this website our ideas about what will be taught at all three levels of planning. That's not to say that we can't give it individual thought - in fact, I think the way to do this would be to map out our individual ideas of how the curriculum might fit into the year, term, weeks and lessons, upload these as individual documents to the website, and then comment on each other's proposals.
This would certainly give us insight into each other's thinking, and is the only way I can think of getting it done without actually being face-to-face and 'talking' to each other. Sounds like a lot of work, but (i) what uni assessment doesn't involve lots of work? and (ii) it's something we will eventually have to do anyway. I am an extremely linear/ sequential thinker. However, I am open to suggestions :)
Fiona Gately:
WHAT WE HAVE TO SUBMIT: ONE term plan, THREE weekly plans, THREE lesson plans (1 each, minimum 30 minute duration). We also need to produce ONE detailed assessment plan (including formative and summative assessments) (and supported by a 'classroom ready' task sheet). Also, ONE summary of potential learning issues (for concepts taught throughout the entire TERM). Finally, we each have to prepare our individual justifications.
WHAT WE HAVE TO SUBMIT: ONE term plan, THREE weekly plans, THREE lesson plans (1 each, minimum 30 minute duration). We also need to produce ONE detailed assessment plan (including formative and summative assessments) (and supported by a 'classroom ready' task sheet). Also, ONE summary of potential learning issues (for concepts taught throughout the entire TERM). Finally, we each have to prepare our individual justifications.
Fiona Gately:
Thanks for this feedback, Kristy. Great discussion too! Regarding the template, I just find it takes about 15 seconds to open, so I wait for it. This might be different for you - who can explain the ways of technology in such matters?! Ha, ha! It opens in Word, so you may have to open Word to retrieve it (?) I'm sure you have found the template by now on the QSA website. However, to be sure we are looking at the same one ( there are quite a few templates there), here is another link to try: PLANNING TEMPLATE
Yes, one's first attempt at analysing the curriculum with a view to 'implementing' it rather than just becoming familiar with its content can be confusing. It has been quite daunting for me to try to discern what to teach, when to teach it , and in conjunction with what else.
What Year Level did you do your prac in last year, Kristy? No, you weren't waffling on! I have always dreaded group work, but I am learning how good it is to have people share what they think and ask questions. It makes me organise my thoughts better when I have to communicate them to others. I will share what I think in relation to your questions above in separate text boxes with discussion headings so that we can refer back more easily if we want to :)
Thanks for this feedback, Kristy. Great discussion too! Regarding the template, I just find it takes about 15 seconds to open, so I wait for it. This might be different for you - who can explain the ways of technology in such matters?! Ha, ha! It opens in Word, so you may have to open Word to retrieve it (?) I'm sure you have found the template by now on the QSA website. However, to be sure we are looking at the same one ( there are quite a few templates there), here is another link to try: PLANNING TEMPLATE
Yes, one's first attempt at analysing the curriculum with a view to 'implementing' it rather than just becoming familiar with its content can be confusing. It has been quite daunting for me to try to discern what to teach, when to teach it , and in conjunction with what else.
What Year Level did you do your prac in last year, Kristy? No, you weren't waffling on! I have always dreaded group work, but I am learning how good it is to have people share what they think and ask questions. It makes me organise my thoughts better when I have to communicate them to others. I will share what I think in relation to your questions above in separate text boxes with discussion headings so that we can refer back more easily if we want to :)
Kristy Egan:
Hi girls,
Fiona the website looks FANTASTIC!! so clever and way easier than a wiki. So I've been going over the task description and having a good look at ACARA, it's very easy to get confused about where to begin. Last year during my prac work I did a bit of planning and teaching maths the teacher and I sat down together and looked over her 5 week planning and she then decided which lessons I would do. I thought I'd share it as it gives a bit of an idea of including a range of content descriptions.
11 lessons: fractions and decimals & number and place value
2 lessons: data representation and interpretation
4 lessons: chance
8 lessons: number and place value
so all that wasn't covered was: money and financial
patterns and algebra
measurement and geometry- using units of measurement
shape
location and transformation
would you include them or use the remaining 5 weeks to reinforce what has already been taught? also we began a lot of lessons with a rapid recall so even though we were doing a lesson on place value we would begin with a brief warm up on shapes.
question: do we choose what term we are planning for? if so I'm thinking term 3 would be good?
just checking I am understanding the task description correctly-
- we first plan for the term
- then we each choose a week from within that term (are these sequential?)
- we then each complete 1 lesson plan from planned week
- together we decide on the assessment?
hmmm not sure if I'm making any sense at all or are just totally waffling on....
Kristy
Hi girls,
Fiona the website looks FANTASTIC!! so clever and way easier than a wiki. So I've been going over the task description and having a good look at ACARA, it's very easy to get confused about where to begin. Last year during my prac work I did a bit of planning and teaching maths the teacher and I sat down together and looked over her 5 week planning and she then decided which lessons I would do. I thought I'd share it as it gives a bit of an idea of including a range of content descriptions.
11 lessons: fractions and decimals & number and place value
2 lessons: data representation and interpretation
4 lessons: chance
8 lessons: number and place value
so all that wasn't covered was: money and financial
patterns and algebra
measurement and geometry- using units of measurement
shape
location and transformation
would you include them or use the remaining 5 weeks to reinforce what has already been taught? also we began a lot of lessons with a rapid recall so even though we were doing a lesson on place value we would begin with a brief warm up on shapes.
question: do we choose what term we are planning for? if so I'm thinking term 3 would be good?
just checking I am understanding the task description correctly-
- we first plan for the term
- then we each choose a week from within that term (are these sequential?)
- we then each complete 1 lesson plan from planned week
- together we decide on the assessment?
hmmm not sure if I'm making any sense at all or are just totally waffling on....
Kristy
Fiona- I cant seem to open the template link, I'll go and check out the QSA website anyway
Fiona Gately:
Template suggestion: I will post a template I found on the QSA website a few days ago to the 'Curriculum' Page on this website. The fields are set specifically for the AC: Mathematics, so it provides important prompts for us to consider all relevant facts in our planning. I particularly like page 4 which requires the following information: ‘Relevant prior curriculum’, ‘Curriculum working towards’, ‘Bridging content’, and ‘Links to other learning areas’. Although it is currently a ‘unit overview’, it would not be difficult to make a few changes to the front page to make it suitable as a weekly planning document. With some further consideration, it may even suit for our term planning?
Planning: I agree with you, Kristi. We should discuss which content descriptors to examine. I think it will be very important to consider how content descriptors within and among the three Strands and several Sub-strands interrelate. In reality, time is scarce in the classroom, and it would be important to simultaneously cover related concepts in the same lessons. More importantly, this approach would better facilitate our students’ development of a ‘mathematical disposition’ rather than learning concepts or skills in isolation (Siemon et al, 2011, p.11).
As one quick example of content descriptors crossing over, within the NUMBER & ALGEBRA STRAND, ‘skip counting’ is included in both the number& place value sub-strand (skip count by twos, fives and tens starting from zero) and in the patterns and algebra sub-strand (investigate and describe number patterns formed by skip counting). But then there are links further afield and it becomes more complex when links between content descriptors are not only within a Sub-strand but across the Strands.
Aaaagh! I really want to get my head around this before choosing the content descriptors to focus on in our assessment. I am going to spend some time making these connections and documenting them as simply as possible, so we know which content descriptors to cover together in the same LEPs. I hope you won’t mind me taking a little time to do this.
What we will also need to consider is how many concepts we could/ would realistically cover with students in the three weeks that our plans will outline. That is, within 3 weeks of a 40 week school year. Hopefully once the links are made between the content descriptors this might become a bit clearer. Am I making sense at all? Don't forget to check out the TEMPLATE I have posted to the 'Curriculum' Page! Let me know what you think :)
Template suggestion: I will post a template I found on the QSA website a few days ago to the 'Curriculum' Page on this website. The fields are set specifically for the AC: Mathematics, so it provides important prompts for us to consider all relevant facts in our planning. I particularly like page 4 which requires the following information: ‘Relevant prior curriculum’, ‘Curriculum working towards’, ‘Bridging content’, and ‘Links to other learning areas’. Although it is currently a ‘unit overview’, it would not be difficult to make a few changes to the front page to make it suitable as a weekly planning document. With some further consideration, it may even suit for our term planning?
Planning: I agree with you, Kristi. We should discuss which content descriptors to examine. I think it will be very important to consider how content descriptors within and among the three Strands and several Sub-strands interrelate. In reality, time is scarce in the classroom, and it would be important to simultaneously cover related concepts in the same lessons. More importantly, this approach would better facilitate our students’ development of a ‘mathematical disposition’ rather than learning concepts or skills in isolation (Siemon et al, 2011, p.11).
As one quick example of content descriptors crossing over, within the NUMBER & ALGEBRA STRAND, ‘skip counting’ is included in both the number& place value sub-strand (skip count by twos, fives and tens starting from zero) and in the patterns and algebra sub-strand (investigate and describe number patterns formed by skip counting). But then there are links further afield and it becomes more complex when links between content descriptors are not only within a Sub-strand but across the Strands.
Aaaagh! I really want to get my head around this before choosing the content descriptors to focus on in our assessment. I am going to spend some time making these connections and documenting them as simply as possible, so we know which content descriptors to cover together in the same LEPs. I hope you won’t mind me taking a little time to do this.
What we will also need to consider is how many concepts we could/ would realistically cover with students in the three weeks that our plans will outline. That is, within 3 weeks of a 40 week school year. Hopefully once the links are made between the content descriptors this might become a bit clearer. Am I making sense at all? Don't forget to check out the TEMPLATE I have posted to the 'Curriculum' Page! Let me know what you think :)
Fiona Gately:
OUR GROUP NOW CONSISTS OF: Kristi Bourke, Kristy Egan and Fiona Gately
WELCOME, Kristi. It is great to have you on board!
OUR GROUP NOW CONSISTS OF: Kristi Bourke, Kristy Egan and Fiona Gately
WELCOME, Kristi. It is great to have you on board!
Kristi:
Fiona, thank you for setting up our site! This looks great, very interactive, and as you have suggested, easy to navigate. This will be a great tool to use in the teaching environment, and encourages collaboration. I am happy to stick with Yr One as you suggest. I think we need to analyse and discuss then as a group which content descriptors with the curriculum documents we would like to examine, and also what templates we will use for term/weekly/lesson planning. This way each of us can continue to work independently and then contribute to our website as we evaluate what we create.
Fiona, thank you for setting up our site! This looks great, very interactive, and as you have suggested, easy to navigate. This will be a great tool to use in the teaching environment, and encourages collaboration. I am happy to stick with Yr One as you suggest. I think we need to analyse and discuss then as a group which content descriptors with the curriculum documents we would like to examine, and also what templates we will use for term/weekly/lesson planning. This way each of us can continue to work independently and then contribute to our website as we evaluate what we create.
Fiona Gately:
Hi Group! I have set up the website with the Pages and Links I think we will need: HOME (which sets the 'scene' for our collaborative planning), ASSESSMENT (with links to additional pages where I have uploaded Assessment Task 1 Details and Criteria Sheet for ready reference), CURRICULUM (with links directly to AC, and to my adapted views of the AC as per previous discussion item), DISCUSSION (this page), and PLANNING (where we can add our planning to linked pages for Term 1, and Weeks 1,2,3). Further links from Week 1,2, 3 to LEPs can be added when we get that far! I have also completed the page introductions and explanations. Well, that's a start anyway!
Hi Group! I have set up the website with the Pages and Links I think we will need: HOME (which sets the 'scene' for our collaborative planning), ASSESSMENT (with links to additional pages where I have uploaded Assessment Task 1 Details and Criteria Sheet for ready reference), CURRICULUM (with links directly to AC, and to my adapted views of the AC as per previous discussion item), DISCUSSION (this page), and PLANNING (where we can add our planning to linked pages for Term 1, and Weeks 1,2,3). Further links from Week 1,2, 3 to LEPs can be added when we get that far! I have also completed the page introductions and explanations. Well, that's a start anyway!
Fiona Gately:
I have created and uploaded an alternative layout for viewing the AUSTRALIAN CURRICULUM: MATHEMATICS - FLOW FROM FOUNDATION TO YEAR 2. Although it is available in column format via the AC online, I just found it distracting to have to scan up and down the columns between year levels to find the corresponding sub-strands and content descriptors. My version offers a more linear format, with descriptors lining up across the columns so that the preceding knowledge from the year before, the knowledge to be acquired throughout the current planning year, and the knowledge students will need to have by the following year are easily viewed across from one column to the next. If we decide to go with Year 1, this particular document will be useful because it already has Foundation Year on one side, Year 1 in the centre, and Year 2 on the other side. Would you be happy to plan for Year 1 for this assessment piece? I have also adapted the PROFICIENCY STRANDS - FLOW FROM FOUNDATION YEAR TO YEAR 2. Both documents are available via the highlighted links, or under the 'Curriculum' tab in the main menu.
I have created and uploaded an alternative layout for viewing the AUSTRALIAN CURRICULUM: MATHEMATICS - FLOW FROM FOUNDATION TO YEAR 2. Although it is available in column format via the AC online, I just found it distracting to have to scan up and down the columns between year levels to find the corresponding sub-strands and content descriptors. My version offers a more linear format, with descriptors lining up across the columns so that the preceding knowledge from the year before, the knowledge to be acquired throughout the current planning year, and the knowledge students will need to have by the following year are easily viewed across from one column to the next. If we decide to go with Year 1, this particular document will be useful because it already has Foundation Year on one side, Year 1 in the centre, and Year 2 on the other side. Would you be happy to plan for Year 1 for this assessment piece? I have also adapted the PROFICIENCY STRANDS - FLOW FROM FOUNDATION YEAR TO YEAR 2. Both documents are available via the highlighted links, or under the 'Curriculum' tab in the main menu.
Fiona Gately:
I have created this website for the preparation of our group Numeracy in Action - Assessment Task 1. Initially I set up a wiki, but I think this website will be easier to navigate and allow us more features for the effective presentation of our assessment. Please feel free to contribute to the overall layout of the site :)
I have created this website for the preparation of our group Numeracy in Action - Assessment Task 1. Initially I set up a wiki, but I think this website will be easier to navigate and allow us more features for the effective presentation of our assessment. Please feel free to contribute to the overall layout of the site :)
Please add your new discussion item to the TOP of the discussion page. Thank you!
