Maths+Pilot

The **Renewed NTCF Mathematics - Spatial Sense strand** has resulted from the curriculum development work of Teaching Learning and Standards Numeracy Team led by Geoff Gillman, John Bradbury and Matt Skoss and expert mathematics teachers from NT schools.

Cate Dummett, Belinda Hoult, Jodie Pilkington, Joanne Pickering, Josie Roberts, Ann Richards, Katrina Hamlyn, Gay West, Katrina Baker, Donna Kimm, David Webb, Michael Knight, Bev O'Connell and Paul Howard for their contribution.
 * Acknowledgement goes to: **

This team has achieved this current product by:
 * Aligning current NTCF with the National Statements of Learning in Mathematics and identified gaps / strengths
 * Aligned the current NTCF Spatial Sense strand with two theoretical models (Structure of the Observed Learning Outcomes model - SOLO and Van Hieles stages of spatial reasoning)
 * Using student evidence based learning progress maps including First Steps Mathematics: Space, WA Progress Map, Vic VELS Progression Points


 * We welcome you to the pilot of the Mathematics Spatial Sense strand** and look forward to reading your contributions and conversations through this site.

Depending on the level of piloting you will be making "compulsory" contributions to this site, with all piloters sharing their response to the concerns question posted under the DISCUSSION tab located on the top of this page. Post your response on the wikispace after you have read or used the document.


 * =Piloting Team mates - add your name to the level of piloting you have opted for. = ||
 * Level1nnnn || Gayle Cann, Tania Kolomitsev, Catherine Johnson, Gayle Purdue, Sonya DeHamer, Kay Fitzpatrick, Denise Vincent, Cate Dummett ||
 * Level 2  ||  ||
 * Level 3  || Jenni Webber, Hennie Lovell, Marie Errington, Nuala Cullen, Suzann Maloney, Jan McCarthy ||
 * Level 4 ||  ||


 Level 1 &nnn Level 2 || **Early June:** R eceive materials and participate in orientation **Mid to late June**: Read and organise feedback  **<span style="color: rgb(244,86,21);">05 August **: Submit feedback  || Level 3 || <span style="color: rgb(244,86,21);">**Early June:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**Mid to late June**: <span style="color: rgb(0,0,0);">Use the material for designing a learning sequence, unit of work, program  **<span style="color: rgb(244,86,21);">01 September **: Submit feedback  || Level 4 || <span style="color: rgb(244,86,21);">**Early June:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**June - August**: <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,0);">Use the material for designing a learning sequence, unit of work, program   **<span style="color: rgb(244,86,21);">30 September **: Submit feedback  ||
 * =<span style="color: rgb(18,151,57);"><span style="color: rgb(17,187,53);">Piloting Timeline s = ||
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* Use of video and guidelines through MP3 player these will be available by the week beginning 2 June * Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || 1. Structure and organisation 2. Use of language 3. How well documents address the following concerns shared by users: · // Outcomes and indicators too broad, lacks detail // · // Inconsistent connection between outcomes and indicators // · // Steps of achievement are too big // · // Use of indicators is confusing, too broad and do not cover the area of learning // · // Sequence of outcomes and indicators, gaps in some areas // · // Lack of specific examples for indicators // · // Organisation of indicators confusing // · // Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs // · // Difficult to use the document to make judgments about evidence of learning // · // Too subjective and open to interpretation // 4. Teaching and Assessing Support materials that complement this area of learning  || Go to the DISCUSSION tab within LT Pilot page to post response to question //“When you think of the renewed NT Curriculum Framework Learning Mathematics area of learning what are your concerns?”//
 * **ERT allocation** || 1 day equivalent ||
 * **Orientation options** || * For face-to-face email gail.smith@nt.gov.au for dates and times
 * **Expectations - What we expect feedback about** || Please provide feedback on
 * **Expectations – How we expect feedback to be given** ||   **We ask that you first:**

//Note: Concerns can be positive and negative.// All original docs with your notes send to geoff.gillman@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and send to **geoff.gillman@nt.gov.au** or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg <span style="color: rgb(215,0,255);">Pilot_Maths_JohnSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. //   || <span style="color: rgb(17,89,176);">

<span style="color: rgb(17,89,176);">Level 2 Piloters: Verification
Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise     || Go to the DISCUSSION board within LT Pilot to post response to question //“When you think of the renewed NT Curriculum Framework Learning Technologies area of learning what are your concerns?”//
 * **ERT allocation** ||  1 day equivalent  ||
 * **Orientation options** ||  Face to Face email gail.smith@nt.gov.au for dates and times
 * **Expectations – How we expect feedback to be given** ||      **We ask that you first:**

//Note: Concerns can be positive and negative.// All original docs with your notes send to geoff.gillman@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and send to **geoff.gillman@nt.gov.au** or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg <span style="color: rgb(215,0,255);">Pilot_Maths_JohnSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. //     || 1.1 **The** **National Statement of Learning for Mathematics** needs to be incorporated in the renewed NTCF. Compare the National Statement of Learning for Mathematics 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 3. Check the elaborations sufficiently make explicit the following: · 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 Mathematics 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**
 * **Expectations – what to provide feedback on**  ||

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<span style="color: rgb(17,89,176);">Level 3 Piloters: Designing for Learning
Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || Designing for Learning - 8 Learning Management Questions Need to add a template here? || **We ask that you first:** Go to the DISCUSSION board within Maths Pilot to post response to question //“When you think of the renewed NT Curriculum Framework Maths area of learning what are your concerns?”//
 * **ERT allocation** ||  2 days  ||
 * **Orientation options** ||  For Face-to-Face sessions email gail.smith@nt.gov.au for dates and times   Use of video and guidelines through MP3 player these will be available by end of Term 2.
 * **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 and How we expect of feedback** ||  We ask that you provide feedback in the following ways:

//Note: Concerns can be positive and negative.// All original docs with your notes send to Geoff Gillman, TLSD, 1st Floor Harbour View or fax 8999 4200
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and send to geoff.gillman@nt.gov.au or Geoff Gillman, TLSD, 1st Floor Harbour View or fax 8999 4200 OR

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg <span style="color: rgb(215,0,255);">Pilot_LearningTechnology P1_JohnSmith feedback.doc AND/ OR   3.  Provide oral feedback using the MP3 players // a. //// How did you use the 8 Learning Management Questions to design for learning? // // b.  //// How did you use the NTCF Mathemathics area of learning? // // c.  //// When using the renewed NTCF Mathematics what helped you to answer the Learning Management Questions and plan for learning? // // d.  //// When using the renewed NTCF Mathematics what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning? // // e.  //// What are your suggestions for overcoming this barrier? // // f. //// What changes have you made to planning and programming as a result of using the renewed NTCF? // // g.  //// What helped you make these changes? // // h.  //// 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? // // i.  //// 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? // ||

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<span style="color: rgb(17,89,176);">Level 4 Piloters: Gathering Evidence and Making Judgements of Student Learning
Use of video and guidelines through MP3 player these will be available by the week beginning 2 June Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || 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.    9.  Send the compare and contrast, annotated evidence using current and renewed Mathematics section including judgments and next teaching and learning opportunities to mailto:**geoff.gillman@nt.gov.au**|**geoff.gillman@nt.gov.au** or Geoff Gillman, TLSD, 1st Floor Harbour View Building ||  1.  Track suggested changes in electronic document and send to geoff.gillman@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 as soon as you have used the NTCF Mathematics document. Also send annotated evidence of learning and suggestions for future teaching and learning.   **AND**   2.  Go to the DISCUSSION Board on this REVIEWIT and post response to question “//When you think of the renewed NT Curriculum Framework the Mathematics section of the renewed NTCF what are your concerns//?”    3.  Post the compare and contrast of using the current and renewed NTCF Mathematics areas of learning on to REVIEWIT wikispace.   AND   4.  Provide oral feedback on MP3 players or written feedback in response to these stimulus questions:    · //How did you use the NTCF Mathematics// //area 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? // ||
 * **ERT allocation** ||  2 days  ||
 * **Orientation options** ||  Face to Face email gail.smith@nt.gov.au for dates and times
 * **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 and How we expect of feedback** ||  We ask that you provide feedback in the following ways: