Blaxland road a ripple or a storm
Download
1 / 70

Blaxland Road: A ripple or a storm? - PowerPoint PPT Presentation


  • 58 Views
  • Uploaded on

Blaxland Road: A ripple or a storm?. 1992 MiNZC. 1996 TIMSS. 1997a Quality Teaching- Green Paper. 1999 Year 3 exploratory study. 1997b Maths & Science taskforce. Evaluation  Implementation  Policy. Ian Christensen Joanna Higgins Kathryn Irwin Gill Thomas

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Blaxland Road: A ripple or a storm?' - abiola


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Blaxland road a ripple or a storm

1992

MiNZC

1996

TIMSS

1997a

Quality Teaching- Green Paper

1999

Year 3 exploratory study

1997b

Maths & Science taskforce


Blaxland road a ripple or a storm

Evaluation  Implementation  Policy


Blaxland road a ripple or a storm

Ian Christensen

Joanna Higgins

Kathryn Irwin

Gill Thomas

Tony Trinick

Jenny Young-Loveridge

Murray Britt

Raewyn Carman

Fiona Ell

Ngarewa Hawera

Robyn Isaacson

Sashi Sharma

Brendan Stevenson

Andrew Tagg

Merilyn Taylor

Sandi Tait-McCutcheon

Maia Wakefield

Jenny Ward

Joanne Woodward

Donna Yates


Data base facts
Data base facts

461226 students

189 MB (2005-06)




How reliable are teachers judgements2
How reliable are teachers’ judgements?

Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether?

Student: 17

Teacher: How did you work that out?

Student: I know that nine plus nine is 18 and one less, so 17.


How reliable are teachers judgements3
How reliable are teachers’ judgements?

Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether?

Student: 17

Teacher: How did you work that out?

Student: I know that nine plus nine is 18 and one less, so 17.












Blaxland road a ripple or a storm

SNP 2006 final knowledge results (%)

Tagg & Thomas (Draft), 2007








Blaxland road a ripple or a storm

Teachers

Students


Blaxland road a ripple or a storm

Teacher knowledge and practices are the most immediate and most significant outcomes of any professional development effort. They also are the primary factor influencing the relationship between professional development and improvements in student learning.

Guskey, 2000, p.75




Blaxland road a ripple or a storm

You observe the following equation in Jane’s work: re-awakening.

Is she correct?

What is the possible reasoning behind her answer?

What, if any, is the key understanding she needs to develop to solve this problem?


Blaxland road a ripple or a storm

You observe the following equation in Jane’s work: re-awakening.

Is she correct?

No 48% (21)

Yes 39% (17)

No response 14% (6)


Blaxland road a ripple or a storm


Blaxland road a ripple or a storm

  • You observe the following equation in Jane’s work: re-awakening.

  • What, if any, is the key understanding she needs to develop to solve this problem?

    Correct 18% (8)

  • It’s asking “how many halves are there in 1 1/2?”

  • The question is asking “if 1 1/2 is a half what is the whole?”


Blaxland road a ripple or a storm

“Maths is no longer one of the things that would be missed if there was a visiting production or things like that.”


Blaxland road a ripple or a storm

Schools if there was a visiting production or things like that.”

Teachers

Students


Blaxland road a ripple or a storm

Schools will not not improve unless the administrators and teachers within them improve. But organizational and systemic changes are usually required to accommodate and facilitate these individual improvements.

Guskey, 2000, p.37


Blaxland road a ripple or a storm

New programs or innovations that are implemented well eventually are regarded as a natural part of practitioners’ repertoire of professional skills.

Guskey, 2000, p.39


Blaxland road a ripple or a storm

System eventually are regarded as a natural part of practitioners’ repertoire of professional skills.

Schools

Teachers

Students


Blaxland road a ripple or a storm

Other eventually are regarded as a natural part of practitioners’ repertoire of professional skills.

System

Schools

Teachers

Students


Blaxland road a ripple or a storm

As workplaces become more focused on workplace efficiency and quality, the importance of numeracy skills and knowledge is growing, as they have been shown to be a key factor in workplace success.

Parsons & Brynner, 2005



Blaxland road a ripple or a storm

Percentage of learners at the lowest progressions.stage in each learning progression


Blaxland road a ripple or a storm

Image removed progressions.


Blaxland road a ripple or a storm

Hi Andrew! I am a Mathematics Coach at *** Elementary School in Los Angeles, California and I am a huge fan of your website and curriculum! I have used many, many of the lessons, activities and assessments. However, I was wondering:

1. are there other teachers in the U.S. using nz maths? and 2. is there any way for me to order a copy of the student and teacher texts that you use?

I would very much appreciate your response.

Thanks very much,


Blaxland road a ripple or a storm

70% of site usage from overseas in Los Angeles, California and I am a huge fan of your website and curriculum! I have used many, many of the lessons, activities and assessments. However, I was wondering:

40% of site usage relates to Numeracy material

Approximately 50,000 unique visitors per month

Very roughly 10,000 international visitors to the Numeracy material per month


Blaxland road a ripple or a storm

Making the ripple a storm. in Los Angeles, California and I am a huge fan of your website and curriculum! I have used many, many of the lessons, activities and assessments. However, I was wondering:


Blaxland road a ripple or a storm

DENIAL AIN’T JUST A RIVER IN EGYPT. in Los Angeles, California and I am a huge fan of your website and curriculum! I have used many, many of the lessons, activities and assessments. However, I was wondering:

MARK TWAIN


Blaxland road a ripple or a storm

Number of peer reviewed articles dealing with climate change during the previous 10 years

928

Percentage of articles in doubt as to the cause of global warming.

0%

Number of articles in the popular press during the previous 14 years

636

Percentage of articles in doubt as to the cause of global warming.

53%



Blaxland road a ripple or a storm

Vince Wright: Numeracy Working Group Meeting (Feb 2000) during the previous 10 years

The years 2000 to 2005 were marked as those of the “Number Framework”. This was an attempt to clarify the early developmental stages of students’ learning in number. Much effort was made to ground the framework on research. The framework became the lynchpin for the professional development of teachers in mathematics.


Blaxland road a ripple or a storm

Experience now shows… during the previous 10 years

…that the framework was very detailed and cumbersome. Most teachers found it threatening and confusing. It neither inspired them or gave them confidence. In terms of student performance it was an abject failure.


Blaxland road a ripple or a storm

Experience now shows… during the previous 10 years

…that the framework was very detailed and cumbersome. Most teachers found it threatening and confusing. It neither inspired them or gave them confidence. In terms of student performance it was an abject failure.

or

…that the framework captured the complexity of students’ development in a simple way. It was a powerful synthesis of the research at that time. Teachers were able to see the relevance of it in their classroom practice. Experience has shown the development of a number framework was the single most important factor in New Zealand’s improved achievement in mathematics.