Problem solving
CONTEXT
- The teacher education student is in the first year of a Master of Teaching degree.
- The teacher education student is completing his second teaching placement.
- This school is a large, partially selective academic secondary school in a suburban area.
- This Year 9 Maths lesson sequence focuses on formulae and problem solving.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
EVIDENCE ANNOTATION
The teacher education student demonstrates 2.5.1 ‘Graduate achieved’ through:
- Developing lesson plans and accompanying observation notes about lesson content and structure that demonstrate knowledge, understanding and/or teaching strategies to support students’ literacy and numeracy achievements.
- Developing a new unit of work (based on the school’s program) for Year 9 Maths on formulae and problem solving with an explicit focus on both literacy and numeracy.
- Planning for and explicitly teaching technical mathematical language (such as ‘linear equation’, ‘quadratic equation’ and ‘pronumeral/variable’).
- Supporting numeracy through the development of problem-solving schema and including real-life examples such as using algebraic equations for the number of cents in x dollars.
G: The goal for this teacher education student is 2.5.1.
R: The teacher education student has achieved 2.5.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate exceeds’ for 2.5.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help him achieve this goal?
G: To know and understand literacy and numeracy teaching strategies and their applications in teaching areas and to move up on the 2.5.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 2.5.1? Refer to recent feedback you have received.
O: What specific actions could you take to improve your knowledge and understanding of literacy and numeracy teaching strategies and their applications in teaching areas?
- Could you use strategies to support students’ literacy development, such as explicitly teaching and checking understanding of key words around a topic?
- Could you use strategies to support students’ numeracy development and connect numeracy to everyday life, such as integrating real-life maths questions into lessons?
- Could you work collaboratively with support teachers such as EAL/D teachers to meet students’ literacy and numeracy needs?
- Could you learn from discussions or observations at your school about how literacy and numeracy support is integrated into all subject areas (not just English and Maths)?
W: What is your next step in improving your knowledge and understanding of literacy and numeracy teaching strategies and their applications in teaching areas? Try to formulate a specific goal.