Meeting the diverse needs of a class of students is often identified as a teacher’s most significant challenge. This presentation will focus on the work at several colleges, catering for students in Mathematics from Prep through Year 10. Through an action research process using student formative assessment data to drive instruction, significant gains are being observed. This process involves using multiple data sets, including data from authentic student work, alongside developmental progressions, to create multiple lesson types that explicitly differentiate learning experiences to cater for different cohorts of students within one class. Assessment tools used include common standardised assessments together with problem-based (5-Practices) lessons. Data gathered is triangulated to establish a students’ development level at a specific point in time. What teachers are discovering once having started on this journey is that it is impossible to revert to a traditional whole-class model of instruction.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|B-C-5||06/12/2018||11:00 am||01:20 pm||La Trobe University||
|G-H-3||07/12/2018||11:00 am||01:20 pm||La Trobe University||OPTION FULL|
Please try the forgotten password option using your current or old email address - you may already be on our system, otherwise create a new account.