Make it count and Indigenous Learners
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The webinar on August 28, 2014, focused on improving mathematics learning outcomes for Indigenous students through collaborative efforts among teachers and educational leaders. Key themes included professional development, culturally responsive pedagogy, and the importance of engaging with Indigenous communities. The document also provided resources and inspiring stories to promote discussions and reflections among educators.
Make it count and Indigenous Learners
- 1. Connect with maths Indigenous* Webinar 28 August 2014 Caty Morris mic.aamt.edu.au
- 2. mic.aamt.edu.au 1. What's on the site 2. What are the big messages 3. Ways to use the site
- 3. Quick survey: 1.Are you a primary teacher? 2.Are you a secondary teacher? 3.Other?
- 4. 1. What’s on the site 8 clusters of schools • Focus • Cluster findings • Units of learning • Inspiring stories Findings Resources How to use site
- 5. 8 clusters • Focus • Cluster findings • Units of learning • Inspiring stories
- 7. Inspiring stories These stories – from the clusters, from educators, Aboriginal students, leaders and parents – tell their journeys, challenges, successes and will inspire educators. They are linked to the Cluster Findings.
- 8. Resources
- 9. Q & A In the chat box: 1.Any of this new to you? 2.What would be the most useful?
- 10. 2. The big messages
- 11. A model for teacher collective responsibility to improve maths learning outcomes of Indigenous students 1. Professional development Collective responsibility for improving maths outcomes of Indigenous learners 5. Pedagogical leadership 2. Professional community 3. Collective struggle 4. Relational trust Adapted from Whalan’s Model of teachers’ collective responsibility for student learning
- 12. maths education cultural responsiveness 1. Professional development
- 13. maths education Make it cultural responsiveness count 1. Professional development
- 14. 1. Professional development Layers of professional learning
- 15. Teachers Community Aboriginal education assistants Leaders Critical friends 2. Professional community 3. Collective struggle 4. Relational trust
- 16. 5. Pedagogical leadership 1. Best teaching of maths for Indigenous learners 2. Leading teaching & learning of maths 3. Developing self & others as maths leaders 4. Leading mathematics innovation & change 5. Managing mathematics education in the school 6. Engaging & working with the school community
- 17. Responsive mathematics pedagogy social responsive maths pedagogy identity sustaining academic cultural justice
- 18. Cluster findings - aitsl S1: Know Indigenous learners and know how they learn S2: Know the mathematics content and know the different ways to teach it effectively to Indigenous learners S3: Plan for and implement responsive mathematics pedagogy for Indigenous learners that is culturally, academically and socially inclusive S4: Create and maintain learning environments in which Indigenous learners feel safe and supported S5: Develop and use tools that assess both affective and cognitive learning outcomes specific to Indigenous learners, provide feedback, and report on student learning S6: Engage with colleagues in professional learning communities in ongoing, action oriented, professional learning. S7: Engage with Indigenous parents, families and community in two-way dialogue
- 19. Q & A Do any of the cluster findings apply to your situation?
- 20. 3. Ways to use the site
- 21. Want to change your spots? 1. on your own 2. small group 3. professional learning community 4. whole school 5. partnership/cluster of schools
- 22. Stories Use the INSPIRING STORIES & SIGNIFICANT EPISODES to promote discussions with your colleagues and in your learning communities. What can you learn from these people's experiences? Use them to help you think about your own experiences in the classroom and inform your teaching?
- 23. Units of learning The units of learning have been designed by teachers and/or Aboriginal educators. They give insights into creative and innovative ways of teaching mathematics that engages Indigenous - and non-Indigenous - learners. Identity the cluster focus you are most interested in working with then use the cluster units of learning to help you design your own.
- 24. 1. Professional development Which layer applies to you?
- 25. Professional engagement 6. Engage with colleagues in professional learning communities in ongoing, action oriented, professional learning and who are prepared to push the boundaries, move outside their comfort zone. Strive for collegial innovation in both Indigenous education and mathematics and numeracy education - be brave, be open, be collegial.
- 27. atsimanational.ning.com Caty Morris caty.morris@sa.gov.au ATSIMA National Conference Creating connections & growing understanding http://bit.ly/1nVXbNf
Editor's Notes
- #15: Layers of professional learning Layer 1 - the outer layers: professional learning that looks for ideas to teach the next day Layer 2 - the middle layers: professional learning programs that offer packages or Layer 3 - the inner layers: professional learning that is about deep pedagogic change or shift, changes a teacher’s thinking.
- #19: Standard 1: Know Indigenous learners and know how they learn: be aware, be connected, be sensitive. Standard 2: Know the mathematics content and know the different ways to teach it effectively to Indigenous learners: be a mathematician, be a learner, be coherent and creative. Standard 3: Plan for and implement responsive mathematics pedagogy for Indigenous learners that is culturally, academically and socially inclusive: be intentional, be responsive, be effective. All students will benefit. Standard 4: Create and maintain learning environments in which Indigenous learners feel safe and supported: be sensitive, be demanding, be supportive. Standard 5: Develop and use tools that assess both affective and cognitive learning outcomes specific to Indigenous learners, provide feedback, and report on student learning: be constructive, be clear, be flexible. Standard 6: Engage with colleagues in professional learning communities in ongoing, action oriented, professional learning. Standard 7: Engage with Indigenous parents, families and community in two-way dialogue: be a listener, be a learner, be an advocate, be a sharer of knowledge.
- #26: 6. Engage with colleagues in professional learning communities in ongoing, action oriented, professional learning and who are prepared to push the boundaries, move outside their comfort zone. Strive for collegial innovation in both Indigenous education and mathematics and numeracy education - be brave, be open, be collegial. Engage with colleagues 6.1 Have a focused, structured approach to what you want to achieve as a team and establish common core values and attitudes. 6.2 Share expertise between schools to grow and enrich professional learning communities. 6.3 Be both a mentor and a learner, as the act of giving and receiving feedback establishes safe, respectful relationships conducive to critical engagement and change. 6.4 Participate in action learning or research where you design, act, observe and reflect. This involves examining data to determine current progress and future planning. 6.5 Foster the openness and courage necessary for a school to adapt diverse models to your school’s unique model, based on common beliefs and values. Engage in professional learning 6.6 Focus on the development of critical self-reflection so you are more able to actively challenge deficit views and assumptions you and others may have about Indigenous learners and their communities. 6.7 Focus on a specific area of professional learning and collaborate through professional relationships on a common goal. 6.8 Develop pedagogy through site-based, whole-school, collegial, data-driven professional learning that builds on a strong established research base. For teachers, lesson observation and feedback is at the heart of sharing professional knowledge. 6.9 Engage critically with external resources to gauge their appropriateness and relevance for Indigenous learners and compatibility with your aspirations for pedagogical improvement.