Maths+Feedback

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** 1. Structure and organisation** Progress of Learning Map p21,22 The overview gives a clear picture of progress. In the key learnings section, it would be useful to keep the headings eg KGP 1 **__Shapes and Objects__** grasp and explore shapes and objects
 * **Expectations - What we expect feedback about** || **Please provide feedback on**

The key learnings on the progress map p21,22 are sometimes different to the key learnings listed under each band level KGP 3.1, 3.3 p 21- p28 Band 1.1, 1.2 p21-p31

pg 25-43 I Like the outcome box at the top stating previous and next outcome. A useful planning and assessment tool. I like Knowledge and Skills + Working Mathematically presentation.

** 2. Use of language**

p31 -3D is slipping into the objects section Band 1 - not used in Band 2.

Is there a reason for discussing 2 dimensional v 3 dimensional when explicitly teaching? Will the idea of 2D and 3D be completely removed and replaced with shapes and objects?

p36 isometric and orthogonal views - language is unfamiliar to me

p32 Objects and shapes - students are using everyday languange to describe features, however formal language is introduced in Lines and angles ie parallel, horizontal, vertical. The use of formal languange in band 2 is continued, but only in regard to perpedicular lines. Use of language regarding Lines and Angles in not mentioned at all in Band 3 (elaborations) (see note regarding mathematical terms below)

**3. ** **How well documents address the following concerns shared by users:**  ·   Outcomes and indicators too broad, lacks detail The outcomes are difficult to read as they address all Key Learnings in two or three sentences. As I read just through the outcomes from KGP 1 onwards I can see progression but it is still unclear the difference between eg a student operating at Band 1 and one at Band 2. However, when I read the Key Learnings it is much clearer what a student is required to do at each Band level but the relationship between the levels does not explicitly show the progression. **· ** //  **Inconsistent connection between outcomes and indicators** The links between Outcomes and Key Learnings seem to vary. KGP 2 - Orientation of Shapes - is this regarding Transformations or is it regarding Lines and Angles KGP 3- similar The Key Learnings regarding Lines and Angles seemed 'added in' especially the way this area is addressed in the outcome. Confusion particularly in KGPs and Band 1. (see p28, KGP 3.2 and p 26 KGP 2.2) //     **· ** // **Steps of achievement are too big** There is a higher expectation regarding Angles in Band 3, yet the geometric language is not made explicit in this section. ie Key Learning seems like more required than old NTCF, but elaboration section is the same //     ·  // **Use of indicators is confusing, too broad and do not cover the area of learning** I think the 'elaborations' are good in general p37 SS3.2 seems a bit brief- more examples of geometric language expected. The leap from here to the language used in Band 4 is quite large //     ·  // **Sequence of outcomes and indicators, gaps in some areas** Mathematical Language - perhaps a chart or an addition of a 'key terms' section which makes explicit vocab - what band level are terms are introduced?? //     ·  // **Lack of specific examples for indicators** p 36 Outcomes - Will 'formal definitions' be provided in a glossary? '..with attention to geometric properties' - more specific examples needed //     ·  // **Organisation of indicators confusing** No //     ·  // **Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs** The division of Elaborations into knowledge and Skills and Working mathematically solves this issue. //     ·  // **Difficult to use the document to make judgments about evidence of learning** At this point, it is the same in regards to making judgements about learning, although the elaborations are much easier to read. Assessment tasks with samples that demonstate evidence of learning from different band levels will assist. //     ·  // **Too subjective and open to interpretation** Much clearer // **4** ** . Teaching and Assessing Support materials that complement this area of learning.** Add these resources to the Maths Resources page. The link is lcoated on the left hand side navigation bar       || 

Level 2 Piloters: Verification - Feedback Expectations - due 5 August (Wk 3)
**1. The ** **National Statement of Learning for Maths** needs to be incorporated in the renewed NTCF. Compare the National Statement of Learning for Learning Technology to this document and highlight the following: · Location of national statements in the NTCF document · “Levelness” of the NTCF in relation to Year 3, 5, 7 and 9 expected levels in the National Statements **2.** **Check that there are Elaborations for each of the Key Learning statements** ·  scope and sequence of key understandings and skills students need to demonstrate · learning area meta-language teachers need to know and understand ** 4. Check the language use for Outcomes, Key Learnings is targeted at a general audience** (student, educators, parents, community) and language of Elaborations is targeted at educators and is learning area specific ** 5. Check the developmental sequence of Key Learnings using** · evidence of student learning that has been moderated in your workplace ** 6. Suggest text or sources for text, for the Overview, that will inform teachers about Maths and intended use in designing for and assessing learning.** ** 7. Suggest teaching support materials that are commonly used by yourself, staff at your school to support the teaching and learning of writing**. Add these resources to the Maths Resources page. The link is lcoated on the left hand side navigation bar.
 * 3. Check the elaborations sufficiently make explicit the following: **

Level 3 Piloters: Designing for Learning - Feedback Expectations - due 1 September (Wk 7)
Designing for Learning - 8 Learning Management Questions || // ** * **How did you use the NTCF Mathemathics area of learning? // // ** * **When using the renewed NTCF Mathematics what helped you to answer the Learning Management Questions and plan for learning? // // ** * **When using the renewed NTCF Mathematics what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning? // // * What are your suggestions for overcoming this barrier? // // ** * ** What changes have you made to planning and programming as a result of using the renewed NTCF? //// ** * **What helped you make these changes? //  ** * **  // Are you collaborating with others to use the Learning Management Questions and the renewed NTCF Mathematics? If yes, how are you collaborating with other educators to participate in this pilot? // // ** * **Are you planning or actually making major changes to how you design for learning as a result of being involved in piloting? If yes, what do these look like? // ||
 * **Expectations of Level 3 Piloters** ||  Using the 8 Learning Management Questions you will design a unit of work, program, or learning sequence. The questions will lead you in when to use the renewed NTCF.  [[file:Learning Design Questions.doc]]
 * **Expectations - What we expect feedback about** ||  Provide oral feedback on MP3 players or written feedback in response to these stimulus questions:  //  * How did you use the 8 Learning Management Questions to design for learning? //

Level 4 Piloters: Gathering Evidence and Making Judgements of Student Learning - due 30 September (end of Wk 10).
** 1. ** **Gathering Evidence of Learning:** Within a current learning sequence or unit of work identify where you have planned to gather evidence of student learning that will either / both 1) inform you of further teaching and learning needs and 2) be used to make judgments about progress and achievement. **2. ** **Making Judgments** – Use current methods (rubrics, marking guides, teacher professional knowledge) to sort the students evidence of learning into groups that show similar demonstrations of learning ** 3. ** **Making Judgments** - Choose 1 sample from each of these groups that best represents the learning of this group AND samples that were difficult to group. **4.** **Making Judgments** - Using the current NTCF outcomes and indicators to 1) identify the NTCF level of the evidence 2) annotate the evidence and 3) record this judgment.   ** 5.  Making Judgments ** - Repeat Step 4 using the renewed NTCF Mathematics area of learning.   **6.**  **Feedback and Reporting -** Provide feedback to the learners about their progress against the expected outcomes.   ** 7. **    **Teaching and Learning** - Identify next teaching and learning opportunities for these samples, record this and attach to the samples.   ** 8.  ** **Compare and contrast the outcome and process** of using the two different NTCF Mathematics areas of learning.  || //   ·     // How did using the renewed NTCF Mathematics section help you plan for gathering evidence or making judgments? //   ·     // When using the renewed NTCF Mathematics what was a barrier/ challenge/ issue to you in making judgments about student learning? //  ·    // What are your suggestions for overcoming this barrier? //  ·     // What changes have you made to gathering evidence or making judgments as a result of being involved in this pilot? //  ·     // What helped you make these changes? //  ·     // Are you collaborating with others to using the renewed NTCF Mathematics to make judgments? If yes, how are you collaborating with other educators? //  ·     // Are you planning or actually making major changes to how you gather evidence and make judgments as a result of being involved in piloting? If yes, what do these look like? ||
 * **Expectations of Level 4 Piloters** ||  You will compare the use the current and renewed NTCF Mathematics area of learning to make judgments about student learning and indicate next steps in teaching and learning.
 * **Expectations - What we expect feedback about** || ** * **How did you use the NTCF Mathematics area of learning