ESH 250 Lecture Notes - Lecture 7: Australian Curriculum, Smart Criteria
9 Jun 2018
School
Department
Course
Professor
Reading
---For%further%information%about%tasks%and%the%5%Practices%read:%Smith%&%
Stein article or%book%PDF
---Siemon et%al.,%(2015) Chapter%7 -Assessing%and%Reporting
---Department%of%Education.%(2014). Good%teaching Curriculum%mapping%and%
planning
---Australian%Curriculum:%Mathematics
---The Marston%article:Developing%a%framework%for%the%selection%of%picture%
books%to%promote%early%mathematical%development%(2010)
---Can%we%really%count%on%Frank? (Marston,%Muir%&%Livy,%2013).
•
Introduction
You%should%have%achieved%the%following%learning%outcomes:
---Identify%the%key%components%to%consider%when%planning%to%teach%
mathematical%concepts
---Identify%what%the%5%practices%are%(Smith%&%Stein,%2011)
---Be%familiar%with%SMART%objectives%and%how%to%write%them
---How%to%differentiate%tasks%through%the%use%of%enabling%and%extending%
prompts
---Develop%and%awareness%and%appreciation%of%the%benefits%of%linking%
children's%literature%with%mathematics
•
5/Practices
---Anticipating%
---Monitoring%
---Selecting%
---Sequencing
---Connecting%
(Smith%&%Stein,%2011)
•
Anticipating
---Planning%for%‘teachable%moments’
---Knowing%your%subject%and%the%difficulties%students%might%encounter%
---Experience,%research%and%reflection%
---Highlighting%possible%misconceptions%in%planning
Monitoring
---Paying%close%attention%to%students’mathematical%thinking%and%solution%
strategies%as%they%work%on%task%
---Can%assist%through%creating%a%list%of%possible%solutions%before%lesson%
(anticipating)%
---Questioning%–more%than%observing
Selection/and/Sequencing
Connecting
---Drawing%connections%between%students’solutions%and%the%key%
mathematical%ideas%
---Goal%is%to%have%student%presentations%build%on%one%another%to%develop%
powerful%mathematical%ideas%
---More%than%just%sharing
Other/Considerations
---Reflection%phase%
---Assessment%
---Observation%(notes)%
---Self-evaluation
•
LECTURE:/Planning/a/Mathematics/Lesson
Approach/to/Math/Lessons
The%most%widely%adopted%approach%to%mathematics%lessons%involves%three%
lesson%phases:
---An%introductory%phase%involving%the%whole%class
---A%phase%involving%focused%teaching%of%a%particular%concept,%skill%or%
knowledge
---A%final%phase%involving%the%whole%class%in%sharing%and%reflection%on%the%
learning
•
SMART/Objectives
---Specific: Does%it%specifically%state%what%the%students%will%be%able%to%do%at%
the%completion%of%the%lesson?%At%the%end%of%this%lesson,%students%will…
---Measurable: Does%it%demonstrate%concrete,%measurable%criteria% for%
assessing%if%the%objective%is%met?%[N.B.%Avoid%terms%such%as%understand/know]
---Achievable: Is%the%goal%both%challenging%enough%that%students%are%
progressing%but%within%range%of%their%supported%ability?
---Relevant: Does%the%objective%link%appropriately%to%the%curriculum/syllabus%-
and%at%the%appropriate%year%level?
---Timely: Can%it%be%achieved%in%the%time%frame%planned?
•
Children's/Literature/and/Mathematics
Why%link%children's%literature%and%mathematics?
---to%learn%mathematical%concepts%and%skills
---provide%a%meaningful%context%for%learning%mathematics
---facilitate%the%use%and%development%of%mathematical%language%and%
communication
---support%mathematical%problem%solving,%reasoning%and%thinking
---provide%a%rich%view%of%the%nature%of%mathematics
---facilitate%positive%attitudes%towards%mathematics
----help%children%integrate%mathematics%with%literature
•
A%book's%mathematics%should%be:
---correct%and%accurate
---effectively%presented
---worthy%of%being%learned
---visible%to%the%reader
---be%able%to%present%an%appropriate%view%of%mathematics
OTHER/NOTES
Week$7-Planning$for$Mathematics$Teaching
Wednesday,% 2%August%2017
12:09%am
Document Summary
--for further information about tasks and the 5 practices read: smith & --siemon et al. , (2015) chapter 7 - assessing and reporting. --the marston article: developing a framework for the selection of picture books to promote early mathematical development (2010) --can we really count on frank? (marston, muir & livy, 2013). You should have achieved the following learning outcomes: --identify the key components to consider when planning to teach mathematical concepts. --identify what the 5 practices are (smith & stein, 2011) --be familiar with smart objectives and how to write them. --how to differentiate tasks through the use of enabling and extending prompts. --develop and awareness and appreciation of the benefits of linking children"s literature with mathematics. --knowing your subject and the difficulties students might encounter. --paying close attention to students" mathematical thinking and solution strategies as they work on task. --can assist through creating a list of possible solutions before lesson (anticipating)
