Session 2
Workshop details
11:40 am - 12:35 pm
Embedded Files
WS 2A: Mathematics for the Trades
WS 2A: Mathematics for the Trades
Terrace Room
Terrace Room
Irene Bennet, Head of Mathematics and Statistics, Botany Downs Secondary College
In response to what employers want from students who are entering Trades, I designed a Level 2 Mathematics for Trades course this year.
In this workshop I will share how we implemented this unit standards course.
There will be time to share what your department is doing to provide for students who plan to do a Trade course when they leave school.
WS 2B: Middle Leaders addressing concerns of teaching quality
WS 2B: Middle Leaders addressing concerns of teaching quality
Banquet Room
Banquet Room
Gill Hanna, Director Social Sciences, Avondale College
We are well aware that poorly performing teachers directly affect student outcomes. As middle leaders it is expected that we will be among the first to address such issues. However, the task is never easy. Gill Hanna will lead a discussion on this topic and share her findings from research she undertook for a Masters thesis in Educational Leadership.
WS 2C: What could Mathematical Modelling look like in your classroom? Session 1
WS 2C: What could Mathematical Modelling look like in your classroom? Session 1
Waipuna Room
Waipuna Room
Kerri Spooner, Auckland University of Technology
This workshop is the start of a consultation process with Mathematics teachers concerning what they think mathematical modelling could look like in their classrooms. The modelling behaviours of a New Zealand real world modelling team and the potential authentic mathematical modelling behaviours of a secondary school student will be presented to Heads of Departments to start the discussion of what could be possible at secondary school.
WS 2D: Getting creative with NCEA assessment
WS 2D: Getting creative with NCEA assessment
Conference Room
Conference Room
Sally Van Praag
At Albany Senior High School we have been exploring how we can get creative with NCEA internal assessments for richer and more authentic experiences for the students. We have also been experimenting with ways we collect evidence and developed some assess-when-ready options to better cater for the individual differences of students in our classrooms. Join me to hear more about our successes and challenges and to spend some time thinking and sharing ideas about opportunities that you may have in your departments & schools.
WS 2E: Inquiry learning or explicit teaching – Boaler, Barton or both?
WS 2E: Inquiry learning or explicit teaching – Boaler, Barton or both?
Lagoon Room
Lagoon Room
Nicola Petty (Dr Nic), Creative Maths
Teachers want all their learners to be successful.
Philosophies around the teaching of mathematics can be viewed as inquiry vs explicit teaching. The New Zealand curriculum encourages an inquiry approach, and research by Boaler and others supports this. Bobbie and Jodie Hunter endeavour to help teachers develop mathematical inquiry communities. On the other hand, Cognitive Load Theory proposes that students’ working memories are being overcrowded by complicated contexts and the requirements to provide multiple strategies. Craig Barton is a keen proponent of explicit teaching.
In this workshop, Dr Nic Petty will outline the key ideas of the two approaches and draw on the experience and knowledge of the participants to explore the advantages and disadvantages of each. It is hoped that the outcome will include light and not just heat!
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