Using scaffolding pedagogy to provide mathematics success for aboriginal students
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The document summarizes the findings of a project using scaffolding pedagogy to improve mathematics outcomes for Aboriginal and Torres Strait Islander students from R-7. It involved: 1. Trialling sequenced math lessons, backwards planning, and developing teachers' content knowledge across 4 schools from 2011-2012. 2. Finding that a highly scaffolded approach improved students' math knowledge, skills, and confidence, especially for those who missed lessons or experienced trauma. 3. Implementing regular teacher observations and using an observation tool to strengthen pedagogy and ensure sustainability.
Using scaffolding pedagogy to provide mathematics success for aboriginal students
- 1. Make It Count Noarlunga Cluster Using Scaffolding pedagogy to provide mathematics success for Aboriginal and Torres Strait Islander students R-7
- 3. Noarlunga Cluster ! 2010 – 2 schools " Pedagogy " Maths content knowledge " Writing sequenced lessons ! Trusting the Count ! Place Value and ! Multiplicative Thinking " Backwards Planning " Determining an evidence tool ! 2011and 2012 – 4 schools " Collecting data " Trialling the sequenced lessons " Continuing writing lesson plans " Backwards Planning
- 4. Finding 4: A highly scaffolded teaching approach increases mathematical knowledge, skills and confidence for Aboriginal and Torres Strait Islander students particularly: ! If students have missed a lesson(s) ! If students have experienced trauma and related memory challenges. These are overcome by the revisiting of learning, predictable routines and explicit teaching ! As each lesson builds on prior learning.
- 5. Pedagogy ! What pedagogy was successful for Aboriginal learners? " Scaffolding ! What research is behind the pedagogy? " Vygotsky " Wertsch " Bruner and Wood " Bernstein " Willingham " Gray
- 6. Finding 1: Strong pedagogical practices need to be supported by deep content knowledge.
- 7. Deep Content Knowledge ! Big Ideas in Number – Di Siemon ! Learning sequence ! Planned using the Australian Curriculum Concepts need to be experienced, strategies need to be scaffolded and EVERYTHING needs to be discussed.
- 8. Finding 2: Students understanding and use of mathematical language increases when it is an explicitly taught part of every lesson
- 9. Language in Mathematics ! Moving from everyday to technical " Starting with ‘and’ and moving to addition, plus, the sum of… ! Providing students with a rich vocabulary from an early age
- 10. Language in Mathematics count how many backwards forwards sequence subitise collection addition add plus counting on share match sort copy continue make pattern same different difference take away subtract subtraction before after between enough compare more less most least few fewer fewest many enough altogether total order first second third last match pair group double one half halve
- 11. Finding 5: Questioning occurs on two levels in a lesson, at the end of a lesson in the ‘meaning making’ session and throughout the lesson. Planned, purposeful questioning provides teachers with real-time assessment information about each child’s understanding of the lesson content. This information is used to determine: ! if the learning goal was achieved, ! which students require further support or extension, ! whether the lesson needs to be retaught the following day or ! if a vital concept has been missed or misunderstood.
- 12. Language in Mathematics ! Questioning Scenario – Picture cards are flashed to represent different amounts (e.g. 5 bees) Adult: Child: Adult: Child: Adult: Child: Adult: Child: Adult: Child: Adult: Child: Adult: What did you see? Bees That’s right, they are bees. How many did we see? 5 Yes, how did you know it was 5? 3 up the top and 2 down the bottom Yes. 3 and 2 do make 5. Did anyone see anything different? I saw 4 and 1. Great. Anything else? I just saw 5 How did you know? It looks like a dice or I counted them or I just knew O.K. So we have seen lots of different ways to make the number 5 – 3 and 2, 4 and 1, 5 by itself. Who else saw 3 and 2? Let’s count them together.
- 13. Finding 3 A planned and defined learning goal ensures that: ! all students are aware of the desired lesson outcome and ! the teacher is accountable for delivering a lesson that will achieve the goal ! the teacher/students can check at the end of the lesson if the goal has been achieved
- 14. Lesson Sequence ! Low Order: Intro Activity ! Goal: Purpose of Lesson ! High Order: Scaffolding through Modelling ! Application: Using materials & recording ! Joint Conceptualising / Meaning Making: questioning for strategies used, checking for understanding / handover ! Backward Planning: Review teaching for the next step in the learning
- 15. Learning Goal and Low Order
- 16. Planning Numeracy Planner Big Idea: Language/vocab: Lesson Sequence Recap last lesson Low Order / Intro Activity (5-10mins) Goal / Purpose of lesson Make explicit to the students the purpose of the lesson, what they will know by the end and why. High Order / Modelling (10-15mins) Application (20 mins) Children set to task as teacher observes, assesses & scaffolds as needed. Joint conceptualising / meaning making (10 mins) Equipment/ Resources needed in lesson New Language introduced Stage 1 Week/Date: Focus/Goal of unit: Stage 2 Stage 3 Stage 4 Stage 5
- 17. Finding 6: The practice of scheduled, structured observations of teaching by both peers and leadership assists to strengthen and embed pedagogy which in turn deepens the learning for students. This is of vital importance in challenging schools with high staff turnover to ensure that programs are embedded and sustainable. The explicitness of the observation proforma strengthens teachers’ planning, enables backwards planning and promotes professional discussion.
- 18. Teacher Observation ! Peer and Leadership ! Rigorous ! Regular ! Observation Tool
- 19. Teacher Observation Teacher: Date: Year Level: Observer: Application Big Idea: Equipment: • Teacher mobile / roaming Maths Language: Lesson Sequence Learning Goal: • Clear goal articulated for whole lesson Behaviour Goal: • Clear goal articulated for whole lesson Low Order / Intro Activity • Students welcomed into mathematical discourse Comments • Provides scaffolds where required to further student understanding • Observation / anecdotal notes recorded Joint Conceptualising / Meaning Making • Students gathered and attention gained • Goal reiterated • Discussion of mathematical strategies • Students engaged in warm-up activity • Questioning techniques used to gauge understanding of task and concept • Positive student/teacher interactions • Handover occurs • Activity pitched at age appropriate level Backwards Planning for the next lesson: • Activity provides cognitive challenge • Relevant vocabulary and language used and reinforced consistently throughout High Order / Modelling • Draws on common knowledge from other lessons • Questioning techniques used to gauge understanding of task and concept • Modelling continued until there was shared understanding of task • Relevant vocabulary and language used and reinforced consistently throughout • Was there handover? • Which concepts did the students demonstrate an understanding of? • Which concepts require more focus / explicit teaching? • Were the goals of the lesson achieved?
- 20. Evidence Assessment Tool Relevant Students PATMaths Plus Online Testing All students Big Ideas in Number Diagnostic Tools All Indigenous students 2 x high ability students 2 x average ability students 2 x low ability students Mathematics and You – Student Perception Survey All students Anecdotal Evidence All students Journal All participating staff