make it count and indigenous learners

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Connect with maths Indigenous* Webinar 28 August 2014 Caty Morris mic.aamt.edu.au

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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

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Page 1: Make it count and Indigenous Learners

Connect with maths Indigenous*Webinar

28 August 2014Caty Morris

mic.aamt.edu.au

Page 2: Make it count and Indigenous Learners

mic.aamt.edu.au1. What's on the

site

2. What are the big messages

3. Ways to use the site

Page 3: Make it count and Indigenous Learners

1.Are you a primary teacher?2.Are you a secondary teacher?3.Other?

Quick survey:

Page 4: Make it count and Indigenous Learners

1. What’s on the site

8 clusters of schools• Focus• Cluster findings • Units of learning• Inspiring stories

FindingsResourcesHow to use site

Page 5: Make it count and Indigenous Learners

8 clusters

• Focus• Cluster findings • Units of learning• Inspiring stories

Page 6: Make it count and Indigenous Learners

Cluster findings

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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.

Page 8: Make it count and Indigenous Learners

Resources

Page 9: Make it count and Indigenous Learners

Q & A

In the chat box:

1.Any of this new to you?2.What would be the most useful?

Page 10: Make it count and Indigenous Learners

2. The big messages

Page 11: Make it count and Indigenous Learners

Collective responsibility for improving maths

outcomes of Indigenous learners

1.Professional development

5.Pedagogical leadership

2.Professional community

3.Collective struggle

4. Relational

trust

Adapted from Whalan’s Model of teachers’ collective responsibility for student learning

A model for teacher collective responsibility to improve maths learning outcomes of Indigenous students

Page 12: Make it count and Indigenous Learners

maths education

cultural responsiveness

1.Professional development

Page 13: Make it count and Indigenous Learners

maths education

cultural responsiveness

Make it

count

1.Professional development

Page 14: Make it count and Indigenous Learners

1.Professional development

Layers of professional learning

Page 15: Make it count and Indigenous Learners

TeachersCommunityAboriginal education assistantsLeadersCritical friends

2.Professional community

3.Collective struggle

4. Relational

trust

Page 16: Make it count and Indigenous Learners

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

Page 17: Make it count and Indigenous Learners

social

culturalacademic

responsivemaths

pedagogy

identity

sustaining

Responsive mathematics pedagogy

justice

Page 18: Make it count and Indigenous Learners

Cluster findings - aitslS1: 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

Page 19: Make it count and Indigenous Learners

Q & A

Do any of the cluster findings apply to your situation?

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3. Ways to use the site

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Want to change your spots?

1. on your own2. small group3. professional

learning community4. whole school5. partnership/cluster

of schools

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StoriesUse 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?

Page 23: Make it count and Indigenous Learners

Units of learningThe 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.

Page 24: Make it count and Indigenous Learners

1.Professional development

Which layer applies to you?

Page 25: Make it count and Indigenous Learners

Professional engagement6. 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.

Page 26: Make it count and Indigenous Learners

Questions or comments

Page 27: Make it count and Indigenous Learners

atsimanational.ning.comCaty Morris

[email protected]

ATSIMA National ConferenceCreating connections & growing understanding

http://bit.ly/1nVXbNf