Vanderaa__A _s227412_ETL421_Assignment 2

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Assignment 2:
Reflecting on the Curriculum












April Vanderaa
S227412



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The aim of this paper is to redesign the activities outlined in Assignment 1 so as to improve
the overall numerate experience for my students. Using the Orientation, Complication,
Resolution (OCR) narrative framework provided by Martin and Rose (2008) I will reflect on
the context, activities and redirection posed in Assignment 1.

Orientation

As highlighted by Steen (2000, in Westwood, 2008, p. 6) Numeracy has no special content
of its own but inherits its content from its context. Therefore it is essential to start with the
context.

A. Vanderaa (Assignment 1, August 26, 2013, p. 2) identified the context as:
a year 2 class within a very low socioeconomic area in South Australia (SA)'s northern
suburbs. There is a huge variation of abilities in the class in all areas of learning; particularly
numeracy and literacy. There are several students who are from refugee, Indigenous and
single parent families. One student has been diagnosed with high functioning autism and
several others with suspected undiagnosed learning difficulties.
Aside from the recognition of a recent excursion the class had to a farm, the above is all
the detail provided about the context for Assignment 1. Lecturer feedback also highlighted
this: You need to consider giving a more complete context. It is a good start but needs more
detail. (S. Clarke, Lecturers feedback, September 12, 2013, p. 2)

To build on the context I will explore the four contextual layers - community, school,
classroom and individual - outlined in Assignment 1:



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Community
Swallowcliffe Schools is located in the northern suburb of Davoren Park. The Australian
Bureau of Statistics (ABS, 2008) highlights this suburb as one of the top three most
disadvantaged areas in Adelaide, with 17% of residents unemployed, 25% living in State
Housing, 21% have no vehicle and 58% having no internet connection. However it is
important to be aware that the statistics do not account for people who have not completed
the surveys. Many people within this community are illiterate and transient, as highlighted
by L. Docherty (Mentour feedback, September 19, 2013), these statistics are, therefore,
probably limited, and the community disadvantage is likely to be significantly greater.

School
The Swallowcliffe Schools Annual
Report (2012) highlights three core
values: Respect, Achievement and
Honesty, which are focused on both
in the classroom and the schoolyard.
It emphasises the curriculum priority as literacy- comprehension, numeracy is not
highlighted. There is a strong commitment to collaborative teaching and student voice as
well as community collaboration and/or partnerships. There are multiple programs that
support students with learning difficulties as well as Aboriginal and ESL students. (Annual
Report, 2012, p. 2).

The School Context Statement (2010, p. 3) highlights that
Over 80% of the students are School Card recipients, about 4% are of NESB [Non-
English speaking background], about 5% are Aboriginal and over 25% are on
Negotiated Curriculum Plans. The student population is characterised by high levels
of aggregate disadvantage due to poverty and a highly transient population.

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L. Docherty (Mentour feedback, September 19, 2013) emphasises [w]hen it comes to
attendance many of these families dont drive or have cars so in inclement weather, they
will not walk (raining/too hot). If one child is sick they often keep all children at home, etc.

Classroom
Unfortunately, this transient family lifestyle has a major impact on student learning and the
classroom environment as it creates gaps in their learning, which constantly changes the
class dynamic. Therefore the learning environment fluctuates, often daily. Students are
frequently dealing with issues at home that get brought into the classroom, and
consequently affect their behaviour.






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Individual
Some of the effects low-socioeconomic status (SES) can have on students and their home
life include: being more likely to have children at a younger age, use coercive discipline
strategies such as criticism, commands and physical punishment, parents often feel
powerless outside the home therefore may bring power and control into their home
environment, more likely to have single, divorced and/or blended families, influences of
drug and/or alcohol in the home, and so on (Berk, 2009, pp. 576-578). Therefore it is
important to be aware of each students individual contextual factors impacting upon their
learning, including but not limited to, the individual students highlighted with learning
difficulties (diagnosed and suspected), single and/or blended families and/or of Aboriginal
and/or NESB.

Reflection, Redirection and Redesign

The reflective approaches I have used have been limited as I am not currently on placement.
However, I have been able to reflect on experiences in the classroom from last years
placement, and obtain mentour feedback based on this context (above). Peer and lecturer
feedback have been invaluable to inform my learning and this assignment. I have become
aware through the explicit focus on reflection that I constantly engage in Schons (in Ewing,
2010) reflection in action. Later I highlight my reflective journey in recognising, through my
redirection and prior educational experiences, a shift from Van Manens technical to
hermeneutic knowing/reflection.

In preparation for Assignment 1 I had a light bulb moment (my redirection), when I
realised that I am an impatient problem solver (IMP). Dan Meyer (2010) discusses 5
symptoms of impatient problem solving: lack of initiative, lack of perseverance, lack of

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retention, aversion to word problems and an eagerness for formulas. These symptoms
are apparent for the majority of students within my context.

Textbook teaching often results in these 5 symptoms (Meyer, 2010). It is the teachers
role to transpose whats in the textbook to make it relevant to the students in their class,
[b]ut this is rarely sufficient because it misses out the very heart of teachingthe
interactions between teacher, learner and mathematics within the social milieu of the
classroom. (Mason & Johston-Wilder, 2006, p. 27). To avoid passing on IMP I will focus on
interactions/collaboration within my activites, which is consistent with the schools
commitment.

My redirection has informed the redesign of my activities and expansion of pedagogies
used, and in doing so I have shifted from awareness-in-action to awareness-in-discipline
(Zazkis, Sinclair and Liljedahl, 2009, p. 2). Ultimately as I demonstrate this shift through my
reflections and improved articulation of these choices, I am confident the overall numerate
experiences of my students will be enhanced.

Teaching Metaphor: a moment to reflect

At this stage I would like to liken my past
experiences of teaching and learning to knitting;
where the knitter uses two needles and a
pattern to transform the yarn into the planned
project. Often the knitter makes mistakes
through this process, particularly a novice
knitter, sometimes these mistakes are caught
and fixed at the time they occur, and other
times they are noticed later but the knitter is

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still able to go back and fix them before completing the project. Sometimes however the
mistake isnt noticed until the project is completed, if the mistake is noticed, the knitter
then has a choice: to try to hide it or allow the mistake to be a part of the finished product
and hopefully learn from it.

This teacher-centred approach has resulted in many challenges for me and my approaches
to learning- impatient problem solving, anxiety, a history of learner helplessness, and poor
study skills. Fortunately I have acquired a thirst for lifelong learning and a passion to make a
difference one ripple at a time.

While on placement last year in the above context, behaviour management and control in
the classroom occupied a lot of time and often flowed into teaching approaches. How can I
move away from this history of teacher-centred teaching?

As highlighted above, shifting from awareness-in-action to awareness-in-discipline is the
difference between just doing, which is likely to be directed by previous experiences, and
purposefully doing, where you are able to articulate your approach and why (Zazkis et al,
2009). Contemporary teaching research highlights reflective practice as essential in this
process (Lyons, Ford and Arthur-Kelly, 2011; Mason & Johnston-Wilder, 2006; Zazkis et al,
2009; National Numeracy Review Report (NNRR), 2008).

To view the complexities and messiness of my thoughts through reflecting upon the above
question, see my mindmap.





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Overlaying Pedagogies

The activities I planned in assignment 1 were to compare and measure different types of
yarn (made from different fibres) used for knitting/weaving and then to record and
collate the data onto a table/graph (A. Vanderaa, Assignment 1, 2013, pp. 6-7). I applied
the Learning by Design (LbyD) pedagogy overlapped with Mason and Johnston-Wilders
(2006, pp. 70-73) activity and action mathematical pedagogies.

It has been interesting to learn that while knitting has been removed from education
curriculum for many decades, aside from Waldorf education where it is included from
Reception (Eugene, 2009), that many teachers have begun to re-implement it into their
classrooms (Cohen, 2013; The Academic Grid, 2013). The finding that it is engaging and
improves student behaviour justifies my activities (F. Meadows, Mentour feedback, 2013,
September 19; The Academic Grid, 2013; Eugene, 2009; Cohen, 2013).

To encourage collaboration and deconstruct control in the classroom I will overlay the
above pedagogies using a decentralisation approach. This will support me to move away
from a teacher-centred approach as it centralises the content as oppose to the teacher
and/or student (May, 2011). This approach opens communication allowing teaching and
learning to be directed according to the needs and discoveries made by the group/s,
opening space for emerging possibility[/ies] (Davis, Sumara and Luce-Kapler, 2008, cited in
May, 2008). Additionally, decentralisation supports my redirection, encouraging students to
be/become patient problem solvers by letting them build and/or create the problem for
themselves, supporting my desired shift in awareness and Mason and Johnston-Wilders
(2006) do-talk-record framework, which the activity is framed.



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Dialogue: Lesson Play

Using Zazkis et als (2009) lesson play I will imagine a possible dialogue that could occur
during the first of the two activities. The focus will be on the development of mathematical
language as well as the Australian Curriculum content, year 2, measurement: length
(ACMMG037) and mass (ACMMG038).

The class have finished the story entitled Weaving a Rainbow and settled into their 4
groups ready to explore the different fibres and yarns presented. I walk to the group
exploring wool where the group is deciding which tool of measurement to start with:
Jess: Lets find out how much the wool weighs?
John: What do we use to find that?
Timmy picks up the scales and hands it to Jess
Me: What unit of measurement does the scales measure?
Julie: kilograms?
Jess looks down at the scales with the fleece in it and reads: grams? The scale says
grams.
Timmy: The fleece (restating the word he heard in the story) weighs 5grams.
Me: I wonder how long a piece of yarn weighing the same weight would be?
I walk away to allow the group time to explore this and the other tools of measurement. The
group measuring alpaca yarn. They have stretched the yarn the length of the classroom
several times.
James: Tori can you pass me the wheel ruler?
Tori hands it to James and James rolls it from the start of the yarn, one wall to the
next.

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Aiden has the metre ruler and has marked the end and start of the next
measurements with sticky tape on the floor.
James: The wheel turned 6 times.
Aiden: Ive measured 6 big rulers and 57 centimeters.
Me: Sounds like youve both measured the length to be approximately 6 metres or
657 centimetres. So both the trundle wheel and the metre ruler measure in metres
or 100 centimetres. How many times would you need to add this same length to or
how many multiples are there?
Tori counts the number of yarns side by side: 12 but then theres this extra bit thats
a bit shorter?
Me: Can you come up with a rule that would help you find out the total length?
James: this is too hard.
Aiden: you could at 657 centimetres 12 times and add the shorter length?
Me: James, I wonder if you and Tori can find an easier way? Aiden, adding is one way
you can find the total length, how about you and Lachlan try to find a solution to the
equation youve created?

The above is largely an ideal approach, considering the level of complexities present within
the classroom and possible behaviour challenges. However it demonstrates the use of
language at their level and my mirroring back what they say using mathematical language. A
further overlay of PISAs (2009, p. 105) mathematisation is evident up to step 4 of the cycle:
solving the mathematical problem. My high expectations that they can both come up with
their own problems and solve them are apparent. Ongoing reiteration of mathematical
language is essential to build meaning individually and collectively.

Questioning was used to provide direction, as well as maintain interest and momentum.
This is particularly important to ensure the activity is not too discovery focused without
adequate guidance and support (Westwood, 2008, p. 58).

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Redesigning the Activities

My initial plan for these activities was to have each group rotate so they can experiment
with each of the fibres and collate data on each as a group. However through engagement
with the above dialogue I wonder whether rotation may eliminate space for deep thinking
and exploration. This is consistent with D. Prescotts (Lecturer Feedback, 2013, September
18) suggested criterion from Maths? Why not?, Has there been enough time for my
students to consolidate their understanding and knowledge? This highlights a potential
barrier if sufficient time is not allocated to engage with measurement (Westwood, 2008).
However, as the activity is cross-curricular, incorporating English and Science as well as
history, it allows more time to be spent on all areas simultaneously. Perhaps the fibres can
be set up in a corner of the room for self-directed exploration in their own time?

For the second activity, bringing their findings back to the larger group and collating this
data together would allow extra time for deeper exploration in the first activity. It could also
provide opportunities to discuss variation of method and approach in their explorations, as
well as the different the problems encountered and how these were solved. The graph
could then be drawn on the Interactive Whiteboard: weight vs length of each fiber (J. Boath,
Peer feedback, 2013, October 14).

This brings to mind my redirection and D. Prescotts (Lecturer Feedback, 2013, September
18) question what additional maths skills do I need to support their learning? Through this
process I have realised that my aversion to word problems has significantly impacted on
my numerate abilities and mathematical language. I, like many of the students above,
became/become very adept at avoidance tactics. Although I recognise my need for more
specific professional development in this area, I am in the process of self-initiated
development using the Annenberg Learner professional development website. The

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Australian Curriculum (2013) has supported my use and awareness of relevant
mathematical data.

Barriers
Further relevant barrier to keep in mind include: learned helplessness and avoidance tactics,
the presence of IMP, reading difficulties, extremely untidy bookwork/[s], and gaps in the
students foundational knowledge. Westwood (2008, p. 60) compares maths to a house
of cards: the cards in the bottom layer must be firmly and accurately constructed if they are
to support the next layer up. Unfortunately, the itinerate lifestyle of students and their
families has for many students left gaps in their learning. How do I then fill these gaps to
solidify their foundation for later years? Im not going to pretend I have an answer for this
however I feel by overlapping a decentralisation approach, thereby deconstructing
authoritarian approaches, opening communication and building stronger relationships as
well as through the process of reiteration I am one step closer to solving this dilemma.

Metaphorical Resolution

To conclude Id like to offer a current metaphor of
my teaching approach. As a student of social work I
found a profound connection to the quote if you
cant make waves, make ripples. Water as an
essence of life demonstrates nicely my
commitment to changing the world one child at a
time. The image of purposeful drops of water
causing these ripples to overlap and build upon one another refreshes and enlivens my
passion to teach.



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Appendix 1: Annotated Reference List

The Academic Grid. (2013, 20 July). KS2 Maths Knitting, [Online video]. Retrieved from
http://www.youtube.com/watch?v=5iNEKPm_P_s.

This video was essential in informing my Big Idea, knitting and spinning, for my two
rich interrelated activities. It validated my desire to find an activity that was both
cross-curricular in application and that I am passionate about. It helped me to find
links between the every day, i.e. looking through numeracy glasses.

Annual Report. (2012). Retrieved from
http://www.swallowc7.sa.edu.au/docs/swallowcliffe_p7_annual_report_2012.pdf.

This informed my contextual background of the school and students, including
programs and areas of focus for Swallowcliffe Schools.

The Australian Bureau of Statistics (ABS). (2008). Featured article: Adelaides advantaged
and
disadvantaged suburbs. Retrieved from:
http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/1345.4Feature%20Article1Sep
%202008.

This article provides statistical evidence of the economic disadvantage of the school
and community context this paper and the class I have in mind (from my placement
last year) is situated. Although I do not feel it is completely adequate in describing
the level of disadvantage present in Davoren Park and for the students who attend
Swallowcliffe Schools it provides a base to work with.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). The Australian
Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level=2.


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The Australian Curriculum provided the curriculum focus for the two activities as
well as mathematical language required. Specifically these three requirements under
measurements and data: (ACMMG037), (ACMMG038), and (ACMSP050)

Australian Association of Mathematics Teachers (AAMT). (2006). Standards for excellence: in
teaching mathematics in Australian schools. Retrieved from
http://aamt.edu.au/Publications-and-statements/Position-statements/Standards-
document.

Assisted my picture of what a good teacher of maths looks like, as well as
something to strive towards.

Berk, L. (2009). Chapter 14: the family. In L. Berk (8
th
Edn.) Child Development. Boston, MA:
Pearson Education Press.

This Chapter informs my understanding of the possible things students may be facing
at home. Given that my context is based on my placement from last year I was
unable to go back to the school in that same context to build on it therefore I used
this to inform some of my assumptions of families in a low SES. I am also able to use
my personal experience as someone from a low SES, but this also provided insights
into developmental effects.

Cohen, T. (2013, April 22). Knittings classroom comeback: subject set to return to lessons
after school found it improved behaviour and math skills. DailyMail. Retrieved from
http://www.dailymail.co.uk/news/article-2312735/Knittings-classroom-comeback-
Subject-set-return-lessons-school-improved-behaviour-maths-skills.html.

I found it interesting to read of the use of knitting in education in the UK in Maths
and across the curriculum. I was particularly interested in the findings that it
improved behaviour as this is a particularly challenging aspect of my context.

Eugene, S. (2009). Discover Waldorf Education: knitting and intellectual development: the
role
of handwork in waldorf education. Milennial Child. Received from:
http://millennialchild.wordpress.com/article/discover-waldorf-education-knitting-
and-110mw7eus832b-7/.

This article provided me with an alternate viewpoint to the use of knitting in the
classroom. It was interesting to note the positive impact on students with disabilities

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(i.e. ADHD) and behaviour difficulties. I find it exciting to think of knitting as an
integral part of the Waldorf curriculum. The connection of knitting to nature
solidified my activities and their connection to the commemorative event:
Mathematics of Planet Earth 2013.

Ewing, R. (2010). The Reflection storyline: bringing the stories together. In R. Ewings
Curriculum and assessment: a narrative approach. South Melbourne, Vic.: Oxford
University Press. Retrieved from
http://ereadings.cdu.edu.au/eserv/cdu:30194/ER08924.pdf.

This article validated the reflective approaches I use and supported the direction I
am and want to continue to move toward as a teacher.

Holderhead, S. (2013, August 3). Schools not quite down for the count. The Advertiser, p. 46.
Retrieved from
https://online.cdu.edu.au/courses/1/ETL421_Sem2_2013/db/_1812356_1/article%2
0from%20Advertiser%203-Aug-2013.pdf.

This article really hit home for me in relating a societal acceptance of being bad at
maths as ok, acceptable and even cool. Often it is seen as nerdy to be good at
maths. I feel that this reality may also assist us to see how society values literacy
skills often over numeracy skills even though both are essential to being able to
engage everyday in society.

Human Capital Working Group (HCWG). (2008). National Numeracy Review Report (NNRR).
Retrieved from
http://www.coag.gov.au/sites/default/files/national_numeracy_review.pdf.


Kalantzis, M. & Cope, B. (2012). Learning by design: pedagogy. Retrieved from
http://newlearningonline.com/learning-by-design/pedagogy/.

This is the pedagogical approach used in formulating my activities for Assignment 1.

Mason, J. & Johnston-Wilder, S. (2006). Designing and using mathematical tasks. St Albans:
Tarquin Publications.

This book has provided me with hours of reflection and integration of the
pedagogical approach and ideas, as well as built patience trying to understand some

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of the mathematical content! It provided a framework and overlapped mathematical
pedagogy for my activities.

May, H. (2008). Experiencing dialogical spaces: decentralized approaches to curriculum.
Retrieved from
http://heidimay.ca/Writing_files/HeidiMay_ExperiencingDialogicalSpacesDecentraliz
edCurriculum.pdf.


May, H. (2011). Shifting the Curriculum: Decentralization in the Art Education Experience.
Art Education, 64(3), 33-40. Retrieved from
http://issuu.com/heidimay/docs/hmay_shifting?e=2928418/2729970.

Both of these papers provided me with my extended overlay of a decentralisation
pedagogical approach to deconstruct the power relations within the classroom
dynamic as well as my own concerns of maintaining these power relations through
teacher-centred approaches. This approach supported my exploration of my
redirection and its effects on students in my context.

School Context Statement. (2010). Retrieved from
http://www.swallowc7.sa.edu.au/docs/context_statement.pdf.

Provided additional details about the schools context; particularly statistical data
pertaining to their student population. It also provided information about the key
focuses and programs currently operating in the school.

TED Talks. (2010, May 13) Dan Meyer: Math class needs a makeover, [online video].
Retrieved
from http://www.youtube.com/watch?v=NWUFjb8w9Ps.

This video really highlighted for me the influence textbook teaching has had on my
numeracy abilities to date. It was interesting for me to recognise my impatient
problem solving approach based on this experience. It has also assisted me to
understand perhaps where some of my students may be at a road block in the
numerate abilities and identity.




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The OECD Program for International Student Achievement (PISA). (2009). PISA 2009
Assessment Framework: key competencies in reading, mathematics and science.
Retrieved from http://www.oecd.org/pisa/pisaproducts/44455820.pdf.

The PISA framework again provided a further pedagogical overlay. It also provided
many mathematical challenges to test my improving patient problem solving!

Westwood, P. (2008). What teachers need to know about numeracy. Camberwell, Vic: ACER
Press. Retrieved from:
http://search.informit.com.au.ezproxy.cdu.edu.au/fullText;dn=441576506871113;re
s=IELHSS.

For this assignment chapter six encouraged me to reflect on the potential barriers
that may arise in and through the implementation of my activity/ies. This assists me
to reflect on how I could address these potential barriers if they arose.


Zazkis, R., Sinclair, N. and Liljedahl, P. (2009). Lesson play: a vehicle for multiple shifts of
attention in teaching. In S. Lerman & B. Davis (Eds.), Mathematical Action and
Structures of Noticing: Studies inspired by John Mason (pp. 165-178). Rotterdam, NL:
Sense Publishing.

This article provided me with a greater understanding of illustrative classroom
dialogue and how to use it as a tool to develop greater awareness of the language
used by students as well as the purposeful use of language, dialogue and questioning
by me in the classroom. The use of lesson play has helped me to shift my
awareness, and in doing so my instruction and articulation of that instruction.