The implementation of a Misconception Task has a positive effect on the students’ Mathematics achievement. By reversing the role of students from one of passively being told of their mistakes by the teachers to one of proactively seeking out their committed mistakes, the Task can enrich the students’ learning of Mathematics thus, leading to their improved Mathematics achievement.  However, the Task did not cause an immediate improvement in the students’ self-efficacies scores.

Date: 30 June 2023 (Fri)

Mode of Delivery: Face-to-face workshop

Registration: Search for the course code MA-000317 in OPAL2.0, or by clicking on the link here.

This workshop focuses on the use of Hattie and Timperley’s model of feedback in mathematics. Participants will gain insights into three types of feedback and four levels at which feedback operates.  Students found lessons more enjoyable when a variety of feed-up strategies were used to introduce lesson objectives and success criteria. They also perceived correcting mistakes as making progress and not as failures when suitable feedback techniques were applied at the appropriate levels. Teachers shared that applying the model built competence in differentiated instruction as feedback was tailored to the needs of the learner. 

Date: 14 July 2023 (Fri)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code MA-000320 in OPAL2.0, or by clicking on the link here.

Based on one of the principles of Differentiated Instruction (DI), namely ‘respectful task’, the project team chose an instructional strategy, Choice Board, to promote DI in their classes. Choice Board is a graphic organiser that comprises a number of questions that help students learn or practise a concept, while giving them a choice. In addition to empowering students to choose the way they want to learn a particular concept, it also supports them to develop in their zone of proximal development through the scaffolds provided. In keeping up with time and technology, the team would share how they have progressed from a pen-and-paper Choice Board activity to incorporate online platforms such as Google Jamboard, Google Slides and QR Code in the subsequent Choice Board activities. 

Date: 7 March 2023 (Tue)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code MA-000318 in OPAL2.0, or by clicking on the link here.

With the implementation of Blended Learning (BL) and the use of Personal Learning Devices (PLDs), teachers are encouraged to enhance students' self-directed learning through the use of BL.

The mathematics lesson package was anchored on the use of the Complex Adaptive Blending Learning System (CABLS) and the Community of Inquiry (Col) frameworks. Lessons carried out involved collaborative learning yet were able to meet individual students’ diverse needs through the use of Playlist Model, that motivated students to progress at their own pace.

At the end of this workshop, teachers will gain ideas about how to use the Playlist (sequential) Model, Assessment for Learning (AfL), Differentiated Instruction (DI), and have the opportunity to explore ways in which they could adapt these teaching and learning strategies in their own classrooms.

Date: 31 March 2023 (Fri)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code MA-000313 in OPAL2.0, or by clicking on the link here.

Textbooks are a vast resource in teaching and learning. They are valuable for encouraging in-depth learning in mathematics. To facilitate this, teachers may adjust the task to respond to differences in student readiness. The Equaliser (Tomlinson, 1999) is a tool that teachers can use to visualise the adjustments that can be made to facilitate Differentiated Instruction. 

Date: 21 April 2023 (Fri)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code MA-000310 in OPAL2.0, or by clicking on the link here.