MAV18 Annual Conference  Thu 06 Dec 2018

 

Closing date for registrations is : 23/11/2018

Cancellation: While no refund can be issued you are allowed to transfer your registration to another individual. If you wish to do this you must contact MAV to arrange it.

 

The MAV18 Conference Committee is pleased to announce the MAV18 conference early bird is now open.

This year theme is Teachers Creating Impact.

At the heart of MAV’s Annual Conference are teachers. Each year over 1400 mathematics educators including teachers, academics, policy makers, curriculum experts and resource developers come together to share their collective expertise, experiences and ideas. That’s what makes our conference great! Learn from each other as we share best practice, new ideas and innovative approaches around how:

  • sharing action research and evidence is improving practice
  • technology can be used as a valuable tool to support teaching and learning
  • critical and creative thinking can be embedded into the classroom
  • networks and communities of practice can support excellence and improvement.
  • Join our MAV18 ‘Community of Practice’.

     

    Event Venue: La Trobe University

     

    MAV ABN: 34 004 892 755

    Pricing 1 Day 2 Day
    Member Cost Metro (Inc GST) $294 $587
    Member Cost Non Metro (Inc GST) $285 $579
    Non Member Cost (Inc GST) $381 $762
    Student Cost (Inc GST) $156 $313



    Options:

    Teachers Creating Impact (F to Y8)  (Presenter: Leonie Anstey)

    What are the skills and tools to develop teaching practices enabling all students to make learning progress? This presentation will focus teacher questioning techniques within learning tasks. You will develop skills and knowledge that will allow the students in your classroom to be clear about what they must learn to make progress and how they can demonstrate how they have learnt it.
    Leonie is an Educational Consultant in Instructional Leadership and Mathematics & Numeracy Education. She currently holds a Masters in Mathematics Education, based on research of the Skills and Knowledge for Mathematics Teacher Coaching. Leonie was a Principal in South Gippsland for 6 years and has worked as a Teacher/Principal Coach for 5 years. Leonie’s teaching background includes Senior Secondary (Mathematics/Physics), Primary and she has supported Pre-schools to implement challenging learning literacy/numeracy.
    In 2010, Leonie was presented with the prestigious Lindsay Thompson Fellowship for her work in raising mathematics achievement for middle years students across a network of schools. The fellowship focussed on Instructional Leadership at the school, district and country levels in America, Scandinavia and the United Kingdom.
    Leonie has presented at National and International conferences on Mathematics, Leadership and Thinking. Topics have included Professional Learning Teams, Questioning, Curriculum and Leadership practices.

    Further Details >

    Mathematics Capability Clusters (All Levels)  (Presenter: Rob Proffitt-White)

    When teachers are given time to immerse themselves in the right experiences, and school leaders are able to value, create and sustain the right conditions, then research can make the right impact and transform the way mathematics is taught.

    This cost neutral, state department project has evolved by identifying and remediating the problems of practice usually associated with scaling up evidence based professional learning. Endorsements and national awards have further strengthened the regional unity and urgency that investing in
    teachers is the right thing to do.

    “In my 25 years of experience it is rare to find such a large –scale transfer of research knowledge into practice within mathematics education”. Professor Merrilyn Goos, 2017.

    The project utilises a cluster model that promotes collective efficacy and teacher ownership through bringing together primary and secondary school teachers and leaders. Participants have time to design, try out, validate and plan the implementation of instructional tools and diagnostic cycles. The collaborative leverage from 28 high schools and 44 primary schools, is refining and aligning the right words and actions for highly effective teaching. This extensive network allows collegial reflection of both their own practices and analysis of their own student’s thinking.
    “Your resources are the most practical and comprehensive set of supports for the Australian Curriculum: Mathematics that I have ever seen. Certainly, this type of support is well in advance of anything in Victoria,” Professor Peter Sullivan, 2017.

    Rob has international experience in primary and secondary teaching and is currently a Principal Curriculum Advisor. He is a passionate and creative change maker. Rob has channelled his expertise into one of Queensland’s largest initiatives that is making a difference to thousands of students and winning the hearts and minds of teachers.

    Further Details >

    Minimising Teacher Planning time while Improving Student Outcomes  (Presenter: Bill Murray)

    The cloud-based Classroom Organiser topic/lesson planning and student tracking system will enable teachers to prepare every individual topic/lesson plan required for the year in a live document that can be updated in real time.The lesson plan will be accessible by teachers, students and parents in real time. The system will also track student progress in real time.

    Student assessments can be transferred to students and parents (using separate log-ins) within a few days of test completion.

    The system enhances student self-paced learning and encourages students to work through various levels of achievement.

    The system helps teachers to differentiate to meet individual student needs for consolidation or extension.

    The system will:

    Minimise lesson planning time (This is a considerable time saving for teachers)

    Engage students constructively in planning and organising their work in a self paced manner.

    Enable Teachers, students and parents to see student progress in REAL time. (Note that this is indicative and not prescriptive and does not involve a increasing teacher scrutiny of student work)

    Enable teachers and students to work collaboratively during a lesson to achieve the desired lesson outcomes to meet student needs. The lesson plans can be changed during a lesson and students will have access to these changes in real time.

    The system is free to use. To download : Go to classroomorganiser.com.au and register for a free download
    To login: Go to cro.classroomorganiser.com.au and login. You can use the password reset to enter a password that you wish to use,
    Email murray.william.w@edumail.vic.gov.au to receive a power point that will help you to set up and use the system.

    Further Details >

    Developing mathematicians through problem solving (All Levels)  (Presenter: Amie Albrecht)

    Five years ago I designed a course to develop problem-solving skills in pre-service maths teachers at the University of South Australia. We focus on mathematical processes, not any particular branch of mathematics. We learn and practice strategies for: getting started; attacking the problem (e.g., specialising and generalising, being systematic, forming and justifying conjectures); and reflecting on and extending our work. Classes are centred around carefully-chosen puzzles and activities, paired with explicit coaching in mathematical processes, metacognition and collaborative learning. In short, I aim to: develop students’ mathematical thinking skills so that they can tackle unfamiliar problems with confidence, help them experience the joy in asking and answering their own questions, and orient them towards the creative ways in which professional mathematicians like myself work.

    In this session we’ll look at the design and delivery of this course. We’ll sample some good problems for uncovering aspects of problem-solving, and talk about specific strategies for progressively developing oral presentation and mathematical writing skills. We’ll also tackle the thorny issue of assessment, including how to support students to undertake in-depth mathematical investigations of their own choosing.

    My goal is that you’ll find one or two specific ideas that will help in your current teaching or, if you have the opportunity, to inspire you to design your own problem-solving course.

    Further Details >

    STEM-focused engagement and impact: Capacity building through nation-wide and localised learning programs. (All Levels)  (Presenter: Tom Lowrie)

    The presentation outlines two professional learning programs that describe teacher impact across national and local programs. The first program, the Early Learning STEM Australia Pilot is a play-based learning program that includes a series of apps to explore STEM learning. The second program is a spatial reasoning intervention program implemented in primary- and secondary-school classrooms.

    Both programs included the professional development of teachers however the approaches required differed, with two models of teacher engagement developed. The first model, a national model, for teacher engagement reflected the needs of a large group of teachers across geographically and contextually different areas of Australia. This approach for approximately 300 teachers across 100 preschool sites included delivery of resources, communications and a Community of Practice online as well as limited face-to-face professional development. The second model, a localized model, was able to include more input from classroom teachers in order to develop an intervention program that abreast of local contexts and needs. This model relied more heavily on face-to-face engagement and the reinforcement of established local learning communities.

    Teachers will continue to develop understandings on:
    • Teacher impact in STEM-focused learning
    • Building teacher capacity through learning programs
    • Different models of professional learning
    • Research and professional learning for improving practice

    Further Details >

    Leaving nothing to chance: Achieving impact through Best Practice in Mathematics Education (F - Y6)  (Presenter: Tracey Muir)

    The quality of mathematics education in Australia is recognised internationally yet the impact of this research appears to be limited in terms of its influence and impact on Australian policy and practice. In 2015 I was part of a national research project team who conducted surveys and case studies in 52 Australian schools who were considered ‘successful’ in terms of improving students’ learning outcomes in mathematics. These schools left nothing to chance: they focused on developing mathematical excellence though a consistent approach to students’ learning, teachers’ skills in teaching mathematics, resources for teaching and teaching and learning mathematics, and a passion and enthusiasm for the enterprise of teaching mathematics. In this keynote, I will discuss the findings from the Best Practice in Mathematics Education project and identify the common characteristics that made these schools successful. I will also share insights from other research projects I have been involved in, including researching flipping the mathematics classroom, and discuss how research based evidence can inform and improve practice, leading to an impact on student outcomes.

    As a result of attending this presentation, participants will:
    • Gain understanding of what constitutes best practice in mathematics education
    • Identify the common characteristics of successful schools that have achieved high gains in student outcomes
    • Be informed of the findings from a range of research projects which all have a focus on improving student outcomes
    • Be provided with practical examples and suggestions of how they can implement research findings into their own schools and classes

    Further Details >

    Lifelong Impact: Playfulness and curiosity (F - Y10)  (Presenter: Matthew Skoss)

    My observations of early childhood teachers is that they quite naturally foster a strong culture of playfulness and curiosity in their classrooms. Parents expect it - Students revel in it - Teachers deliver it!

    As a community of teachers, we have to actively work to continue this classroom ethos on into the later years of students’ learning. Many barriers exist! With the relentless demands on classroom teachers, we have to work quite hard to ‘make space’ for ourselves and our students to engage with mathematical ideas that interest us, in a playful and curious way. Despite playfulness and curiosity being the essence of what mathematicians bring to a problem, I contend that ‘school and system demands’ pose many barriers to teachers and students behaving in a similar way.

    Using some interesting problems as a vehicle, this keynote will share some practical classroom and whole-school approaches that can be used to develop a sense of community between ourselves and amongst our students. In time, strategies relevant to your setting will nudge the disposition of your students towards their mathematics learning. As teachers, we hope to have an impact on their learning, drawing on the thinking and approaches that is in the DNA of mathematicians.

    Bring your playfulness and curiosity to bear on a problem or two. And before I forget, please bring your ‘iThing’ to participate in the ‘workflow’, to have an impact in your classroom.

    Further Details >

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