-

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CHARLES
DARWIN
UlrllVERSlTY
School of
Education
student:
Number:
Unit:
Date:
Matthew Logan
s267959
ETL4ZL A2
13 October 20L4
REFLECTING ON THE CURRICULUM
My Context Revisited:
'To be numerate is to use mathematics effectively to meet the general demands of life at home, in paid work and for
participation in community and civic life." (AAMT, 1998)
ln the first assignment, I ventured in to what it meant to be numerate within a Year 7 English class at an all boys
college in Melbourne. I explored various pedagogical approaches including the idea of scaffolding to progress
students towards stronger understanding and gaining independence as there knowledge of the topic grew. My
compelling classroom activity involved structuring a fact sheet on the life of people in Ned Kelly's time, in
comparison to the average Australian in today's society. lt involved data analysis and statistical research from
sources such as the Australian Bureau of Statistics
(ABS) in order to successfully inform the reader of the differences
between the two lifestyles.
Since Assignment 1, my context in terms of practical experience has changed. Although still at the same school, I am
now teaching all core strands in Year 9 on a segregated campus. The reason for the separated campus is due to a
plethora of research to suggest that Year 9 students have an extremely high rate of disengagement and lack of
motivation to schooling as they experience adolescence. ln 2009, the Department of Education and Early Childhood
Development (DEECD) conducted an lJnderstonding Year 9 Students Forum Reportfor the Office for Policy, Research
and lnnovation, which back the claims for a Year 9 curriculum overhaul.
For this reason, I have decided to alter my compelling classroom activity and focus on an enhanced activity for the
Year 9 students. The new activity will be a project called "My Market" whereby the students work collaboratively to
establish a marketplace at the end of Term 4. The pedagogical methodology of Scoffolding will be re-contextualised
from the way in which it was used in Year 7 English to a redesigned approach in regards to numeracy. Furthermore,
the data and statistical analysis activity will be re-examined and evaluated in order to embellish reflective practice
and extend knowledge.
lnitial Reflection on Activity 1:
"Reflection is viewed as a process of becoming aware of one's context, of the influence of societal and ideological
constraints on previously taken-for-granted practices, and gaining control over the direction of these influences"
(Calderhead, 1989, p44
-
sited in Sellars, 20L4, p9l. After spending 5 weeks with the year 7s, I asked them to write
one positive and one negative aspect of either my teaching style or the topic we covered in English. This was a useful
tool in order to reflect on my pedagogical method to teaching the unit and improve on my approach. Here are a few
of the responses:
Matthew Logan s267959
b L{-
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I was pleased with the honesty of the students and the feedback they provided. ln order for me to improve my
professional practice when teaching the next compelling activity, I needed to understand this constructive criticism
and develop my skills.
Matthew Logan s267959
Re-Contextuolised Com pe I li ng Activity : My M o rket
MYffiirffiffi@iN
Towards the end of Term 4, students of Year 9 will hold a market for fellow students, teachers,
parents and other members of the local community. The money raised from the sale of
products will be donated to a charity of choice decided by the Year 9 cohort.
Design Brief
Each class must develop a product or service that could be sold at this market.
You will pitch your idea to the class.
Each class will choose 3-4 products to make for the market
Your class can spend no more than
S100
on ALL products combined.
Students need to then decide how much to sellthe product for. What profit will you make?
Either individually or in small groups, give a presentation to your classmates explaining why
they should choose your idea/product to sell. Your classmates need to know that your product
will sell and make money on the day.
a
a
a
a
k r55E S $1
Scaffolding:
Scaffolding as a teaching strategy originates from Lev Vygotsky's sociocultural theory and his concept of the Zone of
Proximal Development (ZPD) (Van Der Stuyf, 2002). Vygotsky defines scaffolding as the role of teachers and others in
supporting the learner/s development and providing support structures to get to that next stage or level (Raymond,
2000, p176). The scaffolds facilitate a student's ability to build on prior knowledge and internalise new information.
This approach proved beneficial in my original activity, giving reason to believe it would be wise to continue with its
implementation to engage the learners.
Matthew Logan s267959 3
Integrating Numeracy into my Colloborotive "Real-Warld" Activity:
Through the use of scaffolding, the student's will partake in various activities and tasks in order to prepare them for
the market. Firstly, they will visit the Queen
Victoria Markets in Melbourne to see first hand a marketplace and how
it operates. This excursion will also spark creativity and generate discussion on what would be good products to sell.
Secondly, they will form small groups and decide on a product. This involves finding the ingredients/materials
needed, costing the item (cost value) and determining a mark up with a suitable profit margin. Finally, the groups
will pitch their ideas to the class. Three to four products will be chosen and come to fruition at the market. These
activities have been designed to scaffold numerical concepts in a real-world context. Learning about market values,
product costing, profits and loss are an important part of everyday activities and something that students should
learn. By tangibly executing a market that they can run and be proud of will enhance motivation and create greater
learning outcomes for the students.
ltu d e nt-Ce ntre d I nte rq cti ons :
According to Zazkis et al
(2009), lesson planning is limited in its ability to allow teachers to prepare for teaching. lts
very structure is built around generalities and well laid plans in the absence of students'
questions and alternate
conceptions of the topic being taught. From first hand experience, teachers need to be extremely flexible and
susceptible to change, especially when dealing with year 9 adolescence who are notoriously distracted, unmotivated
and/or inert to learn. Zazkis et al (2009) suggest the use of lesson plays, which is not a description of how things will
occur in the classroom, but an imagined account of how things might occur. This type of pedagogical tool allows
prospective teachers to build general strategies for improvisation. For this reason, a hypothetical student-student
dialogue has been included. lt is based on the scaffolded My Market activity, where small groups are discussing
which product to sell.
4
Matthew Logan s267959
MY MARKET
LESSON PLAY
Scene 1
Students have visited the
Queen
Victoria Markets and have returned to
the classroom the foTTowing day. They have various ideas on what to se77
at the market, and it's now time to discuss with peers the costing
decisions.
TEACHER: Ok gentlemen, you've now seen how a market operates and
hopefully have been given some insightful ideas on what could
work for our very own market in a few weeks time. As you know,
there are various options, including food, drink, craft and
even entertainment. However, now it's time to decide on a
product within the monet,ary confines. We have been allocated
$100
for the entire class to get 3-4 products up and running.
You need to nou, work in sma1l groups and determine the product
you would like to sell, the cost of making that product, the
mark up of that product and the profit you expect to receive
from the sa1e. Think about the 4 P' s of marketing: Product,
Price, Place and Promotion. Does anyone have any questions?
Ok boys, let's go!
SAtr{:
LUKE:
JAMES:
SAIUI:
I was thinking
Or Lolly bags?
Everyone likes
Yeah 1oIIy bags
about costing?
we should do some sort of food. Maybe cupcakes?
Iolly bags !
sounds like a good idea. Have you thought
Yeah last night after the markets I did went grocery shopping
with Mum and looked at the cost of making them. Ilere's what I
found.
Sam opens his laptop and shows the boys how he costed the 7o77y bags.
Matthew Logan s267959
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LUKE:
JAII{ES:
SAII{:
LUKE:
Samt That's amazing! I'm so glad you did your homework because
I
just played xbox last night.
Yeah Sam, that's awesome. Thanks for that. Ok I guess now we
need to work out the mark up on the product in order to get a
profit at the market...
I've thought about that too. So if it costs
$2.70r
w! could
seIl for
$S
giving us a mark up of 858 and a profit of
$2.30
for each 1o11y bag. What do you guys think?
Sounds like a plan Sam. The class is gonna love this idea.
Anolysis:
As previously mentioned, Year 9 is a tumultuous year, especially for adolescent boys. lt was therefore important that
significant changes to the compelling classroom activity were made to maintain the interest of the students. The
rationale behind these changes came from the Understonding Yeor 9 Students Forum Report (DEECD, 2009). This
forum provided evidence to suggest that as students progress through school, some fall behind, particularly in
Mathematics. The Department's teacher
judgement
data (Figure 1) indicate that 30 per cent of Year 9 students are
performing below expected levels. Also, in terms of high performance, there appears to be a reduction in
achievement from previous years.
Figure 1: Trend of teacher assessments of the A to E reporting to parents in 2006
100%
90%
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IA
IB
,c
mD
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Yearl Year2 Year3 Year{ YearS Year6 Year7 Year8 Year9 Year10
Source: Data and Evaluation Division, DEECD
Matthew Logan s267959 7
Engaging and motivating Year 9 students is particularly difficult. Peter Cole of PTR Consulting (2OL4l observed that
Year 9 students engage in learning when they feel they see value and purpose in the activities they are required to
undertake. This requires a curriculum containing activities that are achievable and result in some form of product
from which students can derive a sense of achievement. Through the implementation of My Market barriers to
numeracy can be overcome through real-life context. This activity provides students with learning approaches that
are authentic, can be related to their everyday lives, and allow self-expression. This project also allows for an
environment of enquiry-based learning and a shift towards student-centred approaches. lt provides a capacity for
self-directed learning, developing organisational skills, communication with other students and people in the
community, and the ability to work with peers. This activity will assist in motivating students to develop
interpersonal and social skills, while adhering to the curriculum outcomes.
Redirection:
PISA (2003) identifies numeracy to be an individual's capacity to identifo and understand the role that mathematics
plays in the world, to make well-founded
judgements
and to use and engage with mathematics in ways that meet
the needs of that individual's life as a constructive, concerned and reflective citizen. By exposing students to various
ways of using mathematics in everyday life, such as the My Market activity, the learners are shown captivating and
realistic situations of numeracy usage, as opposed to a standard algebra test. A push to reorientate schooling in the
middle years has proven successful in order to motivate and engage learners to real-life scenarios. Specific practices
designed to make students' experience of Year t highly distinguishable from their previous years is recommended,
one they can look back on with a great sense of pride and achievement. Continuing the student-centred approach, in
conjunction with scaffolding, will heighten the students' learning outcomes and prepare them for their final years of
schooling. ln regards to future reflection, I plan on asking my class to complete the Teacher Feedback Survey,
attached as Appendix 1. This will inform me on areas needing improvements and assist in reflecting on my teaching
methodologies.
Matthew Logan s267959 B
REFERENCE LIST
Calderhead, J. (1989). Reflective Teaching and Teacher Education. Teoching ond Teocher Educotion.5 (1): pp43-51.
Cole, P. (20t41. Leodership ond Professionol Learning. PTR Consulting. Struck and Spink. Retrieved from
<http://www.ptrconsulting.com.au/sites/default/files/Peter_Cole-Leadership_and_Professional_Learning.pdf>
Programme for lnternational Student Assessment Australia
-
PISA. (2003). Mathemoticol Literocy. Australian Council
for Educational Research
-
ACER. Retrieved from <http://www.acer.edu.au/ozpisa/mathematical-literacy>
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disobilities pp 159-201. Needham Heights, MA:
Allyn & Bacon. A Pearson Education Company.
Sellars, M. (2014). Reflective Practice
for
Teochers. Reflective Practice. Singapore: SAGE Publications.
The Australian Association of Mathematics Teachers lnc - MMT. (1998). Policy on Numerocy Educotion in Schools.
Retrieved from
<http://www.google.com.au/url?sa=1$16f=jQq=&esrc=s&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2
Fwww.aamt.edu.au%2Fcontent%2Fdownload%2F724%2F19518%2Ffile%2Fnumpol.pdf&ei=Gu45VP_bA4j58QX_noK
YBg&usg=trFqiCNERWfFNUpch2FgCoTOFWYNXzpAwzQ&sig2=UFurvVqJi-rcToZPf4kxg&bvm=bv.77151500,d.dGc>
The Department of Education and Early Childhood Development
-
DEECD. (2009). Understonding Yeor 9 Students
Forum Report. Office for Policy, Research and lnnovation. Retrieved from
<https://www.eduweb.vic.gov.auledulibrary/public/publ/research/publ/understanding-year9-students-forum-
report.pdf>
Van Der Stuyf, R. (2002). Scaffolding os oTeaching Strategy. Adolescent Learning and Development. Retrieved from
<http://scholar.google.com.au/scholar_url?hl=en&q=h6O'TTcondor.admin.ccny.cuny.edufgroup4/YanoA2520Der%2
520Stuyf/Vano/o2520Der%o2520StuyP/o2520Paper.doc&sa=X&scisig=446r1r381evXBEXgVGcy0AxSi46aGMJNsA&oi=s
chola rr&ei=wh M6VL3VG4z98QWwsYDl Bw&sq i=2&ved=OCBsQgAMoADAA>
Zazkis, R., Liljedahl, P. & Sinclair, N. (2009). Lesson Plays: Planning Teaching versus Teaching Planning. For the
Leorning of Mothemotics 29 pp 40-47. FLM Publishing Association. Edmonton, Alberta, Canada.
9 Matthew Logan s267959
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