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Make it count and Indigenous Learners

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Make it Count: Maths and Indigenous Learners presented by Caty Morris
Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online

Publicada em: Educação
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Make it count and Indigenous Learners

  1. 1. Connect with maths Indigenous* Webinar 28 August 2014 Caty Morris mic.aamt.edu.au
  2. 2. mic.aamt.edu.au 1. What's on the site 2. What are the big messages 3. Ways to use the site
  3. 3. Quick survey: 1.Are you a primary teacher? 2.Are you a secondary teacher? 3.Other?
  4. 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. 5. 8 clusters • Focus • Cluster findings • Units of learning • Inspiring stories
  6. 6. Cluster findings
  7. 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. 8. Resources
  9. 9. Q & A In the chat box: 1.Any of this new to you? 2.What would be the most useful?
  10. 10. 2. The big messages
  11. 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. 12. maths education cultural responsiveness 1. Professional development
  13. 13. maths education Make it cultural responsiveness count 1. Professional development
  14. 14. 1. Professional development Layers of professional learning
  15. 15. Teachers Community Aboriginal education assistants Leaders Critical friends 2. Professional community 3. Collective struggle 4. Relational trust
  16. 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. 17. Responsive mathematics pedagogy social responsive maths pedagogy identity sustaining academic cultural justice
  18. 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. 19. Q & A Do any of the cluster findings apply to your situation?
  20. 20. 3. Ways to use the site
  21. 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. 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. 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. 24. 1. Professional development Which layer applies to you?
  25. 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.
  26. 26. Questions or comments
  27. 27. atsimanational.ning.com Caty Morris caty.morris@sa.gov.au ATSIMA National Conference Creating connections & growing understanding http://bit.ly/1nVXbNf