VIT

Application for full registration

Sophie Barr

How do I best differentiate numeracy in my classroom?

Contents

1 Content and context for student learning ........................................................................................... 3
1A The Students ............................................................................................................................................ 3
1B Context of Student Learning .............................................................................................................. 3
1C Content for the Program of Learning ............................................................................................. 4
1D Prior Learning of Students Based on Evidence ......................................................................... 5
1E Learning Outcomes for the Program of Learning .................................................................... 6
What will be done for: ................................................................................................................................. 7
2 The Inquiry Question ................................................................................................................................... 8
2A The Inquiry Question ............................................................................................................................ 8
2B Professional Learning .......................................................................................................................... 9
3 The Action Plan ............................................................................................................................................ 15
3A The Action Plan ..................................................................................................................................... 15
4 Implementing the Action Plan ............................................................................................................... 17
4A Providing Feedback on the Action Plan ..................................................................................... 17
5 Evaluating the effectiveness of practice ............................................................................................ 19
5A Assessing the Learning of Students .............................................................................................. 19
5B Evaluating Effectiveness of Professional Practice .... Error! Bookmark not defined.
Appendices ......................................................................................................................................................... 24

1. Context and Content for student learning

1A The students

Identify your students and reasons for selection
I chose four students to focus on for my inquiry. These students are at varying levels of ability in
Mathematics and therefore allow me to access the successful differentiation of my lessons to meet
their needs.
Student A Student A is well below the expected level for year 6. She currently works at a level one
or two in mathematics and struggles with number and place value. This student requires one-on-one
support and requires substantial differentiation in order for her to feel comfortable completing tasks.
Student B Student B is six months behind the expected level for number and algebra, and
particularly struggles with fraction concepts. She requires simplification of tasks in order to
deconstruct the concepts and therefore responds well to differentiation.
Student C Student C is at the expected level for mathematics, but struggles with fraction and
decimal concepts.
Student D Student D is one year above the expected level in number and algebra.

1B. Context for student learning

Range of learning levels
Student A AusVELS Number and Algebra level 1 (special needs, well below level)
Student B AusVELS Number and Algebra level 5 (6 months below level)
Student C AusVELS Number and Algebra level 5.5 (at level)
Student D AusVELS Number and Algebra level 6.5 (6 months above level)

Factors affecting learning
Student A has an intellectual disability and therefore struggles to understand new concepts and
retain information that is taught to her. She often shows understanding of a topic in one sessions and
then has very little knowledge of the same concept a day later. This student can easily become
overwhelmed by too much information and can easily shut off when asked to complete something that
is challenging. She therefore needs activities that help her to build confidence and feel comfortable in
a mathematics environment so that she does not shut down. Student A has one-on-one educational
support and spends most of her time in mathematics working with our aide and another students. At

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times, her and the other student will compete for attention by exaggerating their confusion. Both
students respond well to games and competitive interactive games (apps, computer games etc.)

Student B has recently been identified as having severely low language skills. She therefore struggles
with vocabulary and making connections between familiar concepts and new concepts. This student
works very hard to improve her ability in mathematics, but can often become overwhelmed if she
feels that she is not succeeding in a task. She therefore needs achievable tasks to build her confidence
before she can move to something more challenging.

Student C is able to take on new information when it is explicitly taught and when she is given
opportunities to practice skills in different settings. She has some difficulty with multiplication facts,
which often impacts her accuracy when working with fractions. She can also become confused with
place value and accurately trading when using the four operations.

Student D is a very capable student with great aptitude for mathematics. He enjoys taking on new
challenges and is enthusiastic about mathematics. Because he feels confident with most skills, he often
rushes through tasks and therefore makes simple mistakes with some calculations. He is able to
complete calculations mentally and needs reminding to show his calculations to avoid inaccuracies
and to practise showing the sequence of his thoughts.

1C. Content for the program of learning

Annotated program of learning showing relevance to the curriculum requirements
The initial learning program for the fractions and decimals unit was put together by the grade six
team. The program for learning was developed after consulting our pre-tests and the curriculum and
identifying areas that all students needed to improve on. We also identified the prior knowledge that,
while most students had a good understanding, still needed some work to cement these ideas in the
students minds. It was decided that this unit would run across 4 weeks, or 20 lessons. This would
include a pre and post test. Sharni Wallace was responsible for developing this planner and she
completed the sequence for the first seven lessons initially.

Fractions and Decimals Planner 1 - Appendix #1

1D. Prior learning of the students based on evidence

All students completed a pre-test on fractions and decimals to determine their level of understanding
and to inform the planning for this unit. The content in the test ranged from AusVELS levels 3-7 based
on understanding of students Number and Algebra AusVELS progression points. Student A was
given an alternate pre-test aimed at levels 1 and 2. Students were asked to place an asterisk (*) next to
any question that they felt that they were unable to attempt due to a lack of understanding.

Table 1: Pre-test results for focus students

Student A struggled with most concepts in the pre-test. She was able to identify one half of a shape,
but unable to recognize one quarter or one half of a group.

Student B indicated little understanding of most concepts within the test. She scored 5% on the test
and was only able to identify simple fractions of a shape including and 1/3. I gave her an
alternate test to get a better idea of her understanding of level 2 and 3 content. She was confident with
most aspects of this test.

Student C scored 18% on the pre-test. She demonstrated an understanding of simple fractions and
decimals concepts, but did not show confidence with questions that required a level 5 understanding.
She struggled with conversion of mixed and improper fractions, equivalent fractions and adding
fractions.

Student D scored 42% on the pre-test. He demonstrated a solid understanding of the fraction
concepts, however had answered very little of the section on decimals and percentages.

Fractions and Decimals Pre-tests - Appendix #2

1E. Learning outcomes for the program of learning

This unit was aimed at levels 4, 5, 6 and some level 7. The unit covered: simple fractions, equivalent
fractions, ordering fractions, fractions on a number line, converting mixed and improper fractions,
adding and subtracting fractions with the same denominator, adding and subtracting fractions with
different denominators, fraction of a whole number, decimal place value, converting simple fractions
to decimals, converting fractions, decimals and percentages, rounding decimals, adding and
subtracting decimals, ratios.

The following learning outcomes were identified for each of the students.
Student A
Level 2
Level 3

Recognise and interpret common uses of halves, quarters and eighths of shapes and
collections
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a
complete whole

Student B
Level 4
Level 5
Level 6

Investigate equivalent fractions used in contexts

Count by quarters halves and thirds, including with mixed numerals. Locate and
represent these fractions on a number line
Compare and order common unit fractions and locate and represent them on
a number line
Solve problems involving addition and subtraction of fractions with the same or related
denominators
Find a simple fraction of a quantity where the result is a whole number, with and
without digital technologies

Student C
Level 4
Level 5
Level 6

Level 7

Investigate equivalent fractions used in contexts

Compare and order common unit fractions and locate and represent them on
a number line
Solve problems involving addition and subtraction of fractions with the same or related
denominators
Find a simple fraction of a quantity where the result is a whole number, with and
without digital technologies
Solve problems involving addition and subtraction of fractions, including those with
unrelated denominators

Student D
Level 6

Level 7

Solve problems involving addition and subtraction of fractions with the same or related
denominators
Find a simple fraction of a quantity where the result is a whole number, with and without
digital technologoes
Multiply decimals by whole numbers and perform divisions by non-zero whole numbers
where the results are terminating decimals, with and without digital technologies
Make connections between equivalent fractions, decimals and percentages
Solve problems involving addition and subtraction of fractions, including those with
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unrelated denominators
Multiply and divide fractions and decimals using efficient written strategies and digital
technologies
Connect fractions, decimals and percentages and carry out simple conversions
Find percentages of quantities and express one quantity as a percentage of another, with
and without digital technologies
Recognise and solve problems involving simple ratios

What will be done for the students who need developing beyond the learning outcomes?

At the beginning of the unit, students working at a high level will continue to concentrate on
developing confidence with known skills by working with the main teaching group. Each activity has
varying levels of difficulty and they will therefore be able to work on the same skills with more
complex problems.

Once these students need to be extended beyond the learning outcomes, they will be given a separate
unit of work to develop an understanding of skills at levels 7 and 8. This program will allow students
to work through different concepts at their own speed, practicing the skills using ICT, worksheets and
group discussions.

With the knowledge of Student Ds aptitude for mathematics, I predict that he will be able to move on
to this extension work at some point during the unit.

What will be done for students who need support to meet the learning outcomes?

As Student A receives in-class support, she will work on an alternate program with an aide. Where
appropriate, she will complete a modified version of the whole-class activity so that she still feels
involved. She will also work in an integrated group for one session per week, with students of similar
ability from the other two year 6 classes.

Student B and Student C will be given scaffolded tasks to build on prior knowledge and help them
make connections between their current understandings and the new content.

2. Inquiry Question

2A. Question for inquiry

What is your question for inquiry and how does it relate to he improved learning of your
students?

How do I best differentiate numeracy in my classroom?

My class has a huge variation in mathematical abilities. Therefore I have found difficulty in effectively
differentiating within the classroom to best meet each individual students needs. Because we plan
our mathematics units as a team, there are often times when the lowest and highest leveled activities
do not quite meet the needs of my students and I wanted to ensure that I could clearly identify needs
so that this did not happen again. By concentrating on this area for my inquiry, I hoped I would be able
to pay particular attention to this issue and ensure that I built a framework for better scaffolding
learning throughout future mathematics units.

I also wanted to find ways that I could most effectively use the available resources to help me with this
process. While I engage in professional conversations daily, by focusing on this inquiry question I
hoped I would have more opportunity to better use my colleagues to help me to investigate different
ways to cater for my students. While my class variation in abilities is significant, it is by no means
unique and therefore there is a great opportunity to seek assistance and support from those around
me that have experienced similar difficulties.

This inquiry topic has potential to significantly improve the students learning by allowing them to
have targeted and specific learning goals and learning activities that meet their ability levels. Students
that at all levels will have opportunity to build confidence with tasks that they feel comfortable with
before being introduced to more complex and new material. By differentiating better, the students
that work above level also have the potential to move ahead rather than staying at a level that they
have mastered.

2B. Professional Learning

Identifying professional learning needs

-
-

What do I already know?

My students and their strengths/weaknesses.
AusVELS learning sequence.

-
-
-
-
-

What do I need to learn?

How to explicitly teach different students unrelated skills.
How to keep groups of students on task and engaged in a learning activity. This
includes behavior management strategies.
How to better extend my independent and motivated learners.
How to better engage students with learning difficulties.
How to make learning outcomes more explicit in order for students to be more
accountable for their learning.

-
-
-
-

What resources can be utilised?

Colleagues.
AusVELS, to determine students expected level of knowledge and content that they
can be extended with.
Real Schools PD to look at how to have students working together.
Teaching Primary Mathematics textbook to understand learning sequences

Working with colleagues in my school

Professional conversation
Date: 13/04/2015
Teachers involved: Sharni Wallace (Grade 6 Team Leader)

What was discussed:
In anticipation of this unit I had concerns about how I would best differentiate the learning for my
students, as I knew that there would be a vast range of abilities in the unit of fractions and decimals.
Originally I approached Sharni with the idea of the having streamed maths ability groups across the
year 6 grade level for maths. This would mean that each teacher had a group of students that were at a
similar level and could focus on catering for the learning intentions within a smaller spectrum.
However, we decided that this would be too difficult due to timetabling and assessing/reporting our
own student learning. As an alternative, Sharni suggested putting my students into like-ability table
groups. This would allow me to set different tasks for different tables and work with a group on a
certain task if they needed help clarifying misconceptions etc. Sharni suggested that having the
students in a more collaborate learning configuration would also allow the students to teach one
another and assist each other with the content.

What I learnt:
I had previously been very hesitant to have my students in table groups as they were very chatty and
talkative and I didnt want to encourage more loudness. However, this conversation allowed me to
recognize the importance of using the students as teachers and getting them to work together to
problem solve and assist one another. This idea would also allow me to set tasks targeted at the
different groups and work with smaller groups to clarify misconceptions.

How this helps address my inquiry question:
This conversation offered me a logistical strategy for differentiating my maths lessons more
effectively. While I had previously had students working on different tasks, they were scattered
around the room and therefore it was difficult for me to move around and talk to groups of students
that were experiencing the same difficulties. By having the students in table groups I would be able to
speak with a group of students doing the same task all at once. This strategy would also allow me to
have students working collaboratively and using their chatty nature in a constructing way to help one
another. This would allow me to feel as though I could assign time to one group while other students
were working on different tasks with the assistance of their peers.

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Professional conversation
Date: 29/04/2015
Teachers involved: Marika Brown (Grade 4/5 and Mentor Teacher)

What was discussed:
I spoke with Marika prior to the preparation of our Fractions and Decimals unit to see if she had some
ideas about ways to better differentiate my Maths lessons and develop a unit that better catered for
student needs. Marika showed me an example of a work program that she developed for some of her
students, which allowed them to work independently to master specific skills. The program outlined
the different topics that they needs to work on and had a number of QR codes for them to use to watch
videos, play interactive games online and complete worksheets that she had created. (See Appendix
#5)

She also showed me the pre-test that her unit used for their unit on fractions and the feedback that
she gave her students after they completed the test. This feedback included their score, a short
general comment, a list of the things they did well on their test and the things they need to work on.

Marika recommended a number of interactive websites that my students could use to complete
activities and watch videos to provide them with different learning opportunities. She also emailed me
a number of resources and showed me some activities that had been successful for her when teaching
this unit in the past.

What I learnt:
From speaking with Marika I recognised that I can teach my students using different means other than
a typical explicit lesson. The work program that she had developed was an example of the students
learning through watching online videos from Khan Academy and Maths Online, resources that are
easily accessible and that they student enjoy using.

I also learnt a great way to give students feedback on their pre-tests to use it as a form of assessment
for learning as well as assessment of learning.

How this helps address my inquiry question:
This discussion provided me with answers to a number of the questions I needed to answer in order
to better answer my inquiry question. For example, How to make learning outcomes more explicit in
order for students to become more accountable for their learning and how to better extend by
independent and motivated learners. Previously I had experienced difficulty in differentiating tasks

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when I needed to introduce different concepts to different groups/levels at the same time. I had been
doing this by setting a group of students onto a task that they had previously had success with, while
explicitly teaching another group. This planner, however, showed that I could give students a link to
an online program that effectively did the same thing that I was doing in explicit lessons, but they
could watch it and complete activities at their own pace. The work program also gave me an idea for
how to extend my higher students beyond the year 5 and 6 learning outcomes at the same time as
ensuring the rest of the class reached the expected level.

The feedback sheets that Marika provided her students also allowed me to see the ways I could give
students their individual learning outcomes that they could therefore take responsibility for
mastering. Instead of giving the whole class a focus for the lesson or week, I could tell students which
of the things they were going to be learning from their things you need to work on list. For the
higher students especially, I believed this would be very effective in giving them an idea of what things
they could independently work on.

The resources that Marika gave me were also very useful and provided me with different ideas on
how to teach mathematics in my classroom. There were a number of activities that included concrete
materials for the students to have a visual and real understanding of fractions. She also included a
number of games and interactive activities that would help to engage the students in the topic. These
games could be differentiated while still being a whole-class activity, which would allow students to
become more confident working with the whole class.

Observation of experienced colleagues
Date: 4/05/2015
Teachers involved: Shanelle Craven, Marika Brown, Katherine Moore, Shannon Virtue, Jamie Wall

What I observed:
After a short discussion with Shanelle Craven I found out that the year 4/5 team were implementing a
streaming approach to their multiplication and division maths unit and decided to observe the way
this worked. The five year 4/5 classes were split into five leveled groups, with each teacher planning
and teaching a unit for their group. I observed each group for a small amount of time and saw how
each group worked on a concept from a different entry point within the unit. Each teacher used
different approaches to the teaching of the topic.

Above level (Marika) used QR codes to have students link to problems.

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At or above level (Jamie) the whole group watched a Maths Online tutorial as a group and stopped to
answer the questions individually. This allowed the teacher to clarify anything and to check the
students understanding as they went.
At level (Shanelle) the whole group completed the same activity individually.
At or below level (Katherine) students that felt confident with the topic worked on maths online
questions while the other students worked through a problem with the teacher. The groups then
switched so that the higher group could be taught the next step in the process.
Well below level (Shannon) explicit teaching of a concept, with students completing problems in
front of the group so that students could help one another and talk through how to do a problem.

What I learnt:
This observation allowed me to see the ways that ICT can be used to engage the students in activities
and to teach them new concepts. The use of QR codes was a great way to have students access
different activities. Maths Online as an individual and whole-class focus was also effective to monitor
the students learning and complete ongoing assessment. The differentiation in Katherines group also
helped me to see how one group could have levels within it and how the students that felt confident
with the concept could be extended using Maths Online and other activities that had previously been
explained to them. The structure of Jamies lesson using Maths Online as a whole-class also helped me
to see how I could use this resource to support my explicit teaching and set out a learning sequence
for me to explicitly teach with.

While this was a different way of differentiating than what is possible in a single classroom, the
splitting of students into leveled groups was an effective way of allowing them to work on a scaffolded
learning outcome. By having a different entry point for each group, they could complete the same
learning outcomes and sequence, but at an appropriate pace and level of difficulty.

How this helps address inquiry question:
This observation helped me to recognise new ways that I could teach the different levels in my
classroom. While my students had previously been using Maths Online individually, they often
become confused by the explanations. Therefore, I could use it to support my own teaching and
therefore monitor their understanding as they go to better assess which students understand the
concept and can move on to completing questions, and which students need further teacher-time and
assistance before completing an individual activity. I also found the use of Maths Online in Katherines
group very useful, as students could complete an activity on a pre-taught concept while she explicitly
taught a new topic to another group.

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Other professional learning and how it helps address my inquiry question.

Before I started completing this unit I was lucky enough to be involved in a one-on-one mentoring
session with Adam Voigt from Real Schools. Adam had been working with our school to develop a
positive school culture and help teachers get the most out of our students. Adam came into my room
during a maths lesson to show me ways that I could have the students collaborating and working
together more effectively. One strategy he showed me was using talking chips. He gave students 3
chips (unifix blocks or counters) and asked them a question. Each student was only allowed to
contribute when they put in one of their chips and could no longer say anything once their chips had
run out. This had remarkable success in my classroom and I saw students using their words very
wisely in order to only contribute information that they thought to be important. During problem
solving tasks the students also showed an ability to listen to their peers ideas and contribute
constructively.

This session helped address my inquiry question by giving me ideas on how to get my students
learning from one another and working together so that I didnt always have to be facilitating
conversation about new topics. The activity also helped me to see which students showed good
communication with their peers and could possibly become experts in a topic that I could have teach
other students.

During my inquiry I also consulted Bookers (et al 2010) text Teaching Primary Mathematics. This
book gave me clear ideas about the learning sequence for fractions and decimals and how I should
build up the students content knowledge. Booker (et al 2010) also contends that resources for
assisting learning need to incorporate play, games, everyday situation and objects from the childs
world. This advice provides me with reasoning for choosing games and tasks that the students can
have fun completing.

Booker (et al 2010) also states that the role of a teacher in a constructive classroom is thus more one
of a guide or mentor than a director of what needs to be done in order to become proficient. This
suggests that I should be giving students the seeds with which they can grow their own knowledge
through investigation and experimentation. This advice helps to address how I can allow my higher
students to continue looking at new concepts without my explicit instruction and also have students
complete mathematical investigations without feeling the need to ask for my constant clarification.

Booker, George, et al. Teaching primary mathematics. Pearson Higher Education AU, 2010.

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3. Action Plan

3A. Components of the action plan

After completing the pre-test and collating the results, our teaching team discussed the results and
noted the points of need of the students across the board. Using the spreadsheet of results for my own
class, I grouped the students based on their scores so that I had 5 like-ability groups. I also moved my
tables to have the students sitting in these groups during Maths lessons. Based on my discussion with
Marika, I also gave my students feedback on their pre-tests in order to help them identify areas that
they needed to work on and which areas they could continue to practice their understanding.

Sharni then developed the first seven lessons of our planner and passed them on to Michelle and
myself. Because Sharni had previously been responsible for planning our Maths units, I wanted to
ensure that this unit of work was tailored specifically for my class and that catered for the needs of
each group. I also wanted to include some games that would suit my students and engage them in this
unit, while still providing me with formative assessment. While Sharnis planner included lots of
online games, I wanted to ensure that I could see the students accuracy with the concepts by having
them complete short worksheets to show their learning. Therefore I developed a hybrid planner than
incorporated some parts from Sharnis unit of work and added in my own activities that suited my
students and our environment. I also developed the unit planner for the further 13 lessons.

See Fractions and Decimals Planner 2 - Appendix #3

Because I had a group of students that I recognized as being above level for this unit, I compiled an
extension unit of work for them to complete towards the end of the unit when they had completed the
year 6 learning sequence. This planner was also intended for student D, who was working in Purple
Group. This planner was more of an investigation for the students, giving them links to watch and
activities to complete at their own pace. I used my observation in the 4/5 classrooms and my
discussion with Marika to inform this. Marika had developed similar programs for her students that
used Maths Online and Khan Academy to teach the students new concepts. She also gave me online
resources for the students to practise these skills.

See Purple Group Fractions and Decimals Week 11 - Appendix #4

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During this unit I completed formative assessment and summative assessment to inform my
understanding of student achievement.

Formative assessment practices included:
-

Close observation of students during learning time.

Questioning students to identify understandings and misconceptions.

Providing feedback to students on pre-tests to allow them to recognize future learning goals.

Maths Online tasks, as assessment as learning.

Student work samples.

Summative assessment practices included:
-

Unit post-test.

See Fractions and Decimals pre-test feedback Appendix #5
See Examples of student activities Appendix #6

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4. Implementing the Action Plan

4A. Providing feedback on the action plan.
(based on 4 visits)

Mentor: Marika Brown

Visits: 29th April, 4th May, 6th May, 22nd June

Summary of mentor:
Sophie and I met on several occasions throughout the development and implementation of her action
plan. Initially we discussed what her inquiry question would be. Sophie shared concerns about
catering for the wide variety of ability levels of her students, particularly in Numeracy. We discussed
the different levels in her class, and the importance of ensuring that all students are provided with an
opportunity to have success and move forward in their learning at the appropriate level. Sophie had
been concerned about students both below and above the expected level and wanted to improve on
her management of the teaching and learning that was taking place in her class in order to cater for all
students needs.

Once it was decided that her inquiry question would focus on the differentiation of Numeracy
activities, four students were identified, and her planning then focused on developing the learning
opportunities for these students at a level appropriate to each of their individual abilities. Sophie
initially started her planning by referring to AusVELS and assessing the needs of the students in her
class compared to these Standards. At this point I was able to share with Sophie some resources that
may be of use to her in planning and implementing differentiated the Numeracy tasks. We discussed
the importance of providing students with engaging and varied tasks to help them consolidate and
extend their learning. We looked at using a variety of concrete materials, different ways of exploring
the same concepts, and the possibilities for integrating ICT into her learning activities.

Using the data collected in a pre-assessment task, her personal observations of students and a wide
collection of resources, Sophie was able to commence planning her learning activities. During this
planning stage, Sophie and I held several discussions about the logistics of having various tasks
happening in the classroom at one time, and how best to make this work. We talked about how best to
work with ES staff for those students well below the expected level. We also talked about using ICT for
students to access tasks, particularly when working independently.

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When it was time to implement her planning, Sophie put into place several of the strategies we had
discussed. She had multiple activities taking place in her classroom at any one time. She effectively
used the ES staff to assist with one-on-one support for those students that needed it, and ensured that
she worked with a variety of focus groups at different stages throughout the unit of work. ICT was
successfully integrated into the learning activities, through accessing online or computer-based
resources, but also for students to access their independent learning tasks.

After completing the planned learning activities, Sophie and I had a reflective conversation around the
effectiveness of the activities for her four focus students, and indeed her whole class. Some of our
observations included:

Overall engagement seemed to be high, particularly with those students using ICT to access
their independent tasks.

Post-assessment analysis showed that student learning outcomes were achieved and students
showed considerable growth in this unit.

The benefits of collaborative planning. By working together with me and other colleagues
Sophie was able to discover new resources and ideas, as well as discuss different strategies to
try out in her classroom.

The importance of quality tasks to help students stay engaged and on task, particularly when
working independently.

The importance of meeting with different focus groups regularly to ensure all students needs
are being met.

The value of providing students with feedback about their learning and where they need to go
next.

Overall, Sophies action plan was highly effective. I believe it has provided her with a fantastic
opportunity to develop and reflect on her teaching practice, in ways that have clearly impacted on
student learning. As such, I am confident that Sophie will carry her learning from this action plan into
other areas of her teaching as she continues to grow and develop her practice.

Areas of practice that can be witnessed

Uses effective verbal and non-verbal communication strategies to support

student learning
Involves parents/carers involved in their childrens learning
Ensures students well-being and safety
Demonstrates professional ethics and responsibilities
Complies with legislative, administrative and organisational requirements
Engages with teaching colleagues, professional networks or the broader
community

Yes/no
Yes
Yes
Yes
Yes
Yes
Yes

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5. Evaluating the effectiveness of practice

5A. Assessing the learning of your students

Tables 2, 3 and 4 show the summative assessment results for the four Focus Students. Students C and
D completed the same pre-test, while students A and B completed pre-tests focused on a lower level.
Student A completed a low post-test, Students B and C completed middle and Student D completed
high post-tests. This high post test included assessment for the extension program of work.

These results indicate that all students showed significant growth. While student A did not show
considerable improvement in this assessment, she did show understanding of the concepts during
class activities and discussions. Image 1 and Image 2 show activities that Student A completed
demonstrating their understanding of equivalent fractions. Image 3 also shows Maths Online results
for Student D for Subtracting fractions with different denominators, which demonstrates their
understanding of this skill.

See Fractions and Decimals Post-tests Appendix #7

Table 2: Comparison of pre- and post-test results for focus students

Table 3: Percentage improvement in pre- and post-test results for Focus Students

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Table 4: Graph showing skill development through comparison of pre- and post-tests.

Image 1 and Image 2: Student As work

Image 3: Student D Maths Online results for Subtracting fractions with different denominators.
Although the student showed inaccuracy in the post-test, Maths Online results show that they were able
to apply understanding to correctly answer questions.

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Assessment of achievement of learning outcomes for focus students

Student A
Level 2
Level 3

Recognise and interpret common uses of halves, quarters and

eighths of shapes and collections
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and
their multiples to a complete whole

Achievement
Ongoing
Ongoing

Student B
Level 4
Level 5
Level 6

Investigate equivalent fractions used in contexts

Count by quarters halves and thirds, including with mixed
numerals. Locate and represent these fractions on a number line
Compare and order common unit fractions and locate and represent
them on a number line
Solve problems involving addition and subtraction of fractions with
the same or related denominators
Find a simple fraction of a quantity where the result is a
whole number, with and without digital technologies

Achievement
Ongoing
Achieved
Ongoing
Achieved
Achieved

Student C
Level 4
Level 5
Level 6

Level 7

Achievement
Investigate equivalent fractions used in contexts
Achieved
Compare and order common unit fractions and locate and represent
Ongoing
them on a number line
Solve problems involving addition and subtraction of fractions with
Achieved
the same or related denominators
Find a simple fraction of a quantity where the result is a
Achieved
whole number, with and without digital technologies
Solve problems involving addition and subtraction of fractions,
Achieved
including those with unrelated denominators

Student D
Level 6

Level 7

Solve problems involving addition and subtraction of fractions with

the same or related denominators
Find a simple fraction of a quantity where the result is a
whole number, with and without digital technologies
Multiply decimals by whole numbers and perform divisions by non-
zero whole numbers where the results are terminating decimals,
with and without digital technologies
Make connections between equivalent fractions, decimals and
percentages
Solve problems involving addition and subtraction of fractions,
including those with unrelated denominators
Multiply and divide fractions and decimals using efficient written
strategies and digital technologies
Connect fractions, decimals and percentages and carry out simple
conversions
Find percentages of quantities and express one quantity as
a percentage of another, with and without digital technologies
Recognise and solve problems involving simple ratios

Achievement
Achieved
Achieved
Achieved
Achieved
Achieved
Achieved
Achieved
Ongoing
Achieved

21

5B. Evaluating effectiveness of the professional practice

Evaluation of the assessment results along with my own observations throughout this unit showed
that there was considerable student growth in this fractions and decimals unit. All students improved
their success rate in the learning intentions, with only a few of the learning outcomes requiring
revision in the future. I plan to incorporate the ongoing learning outcomes into revision lessons in
future classes. At the end of Term 3 I will have a two-week revision unit, in which students will be able
to work on cementing their understanding of these skills.

The amendments that I made to the initial unit planner contributed to an increase in student
engagement and learning success. The incorporation of differentiated games allowed the students to
feel motivated and engaged in their learning and also allowed for students to learn from one another.
Student A, along with another low student, was engaged and involved in the learning throughout the
unit as a result of the resources and learning sequence that they followed. By using ICT resources such
as Maths Online, Khan Academy and Study Ladder, I was also able to have students working
independently on tasks while I explicitly taught another group of students. I found this extremely
successful. Developing an extended unit of work for my high achieving students was also successful, as
demonstrated by Student Ds excellent assessment results. Because these students are highly
motivated learners and excellent investigators, this unit suited their strengths and allowed the
students to take responsibility for their own achievement.

By having my students work in table groups, they were able to collaborate and assist one another with
their learning. The groups also allowed me to differentiate learning tasks to have students working at
an appropriate level. This is something that I will continue to incorporate into my teaching situations
in the future. For example, I will use this in Guided Reading during Literacy lessons and also for
student discussions across other curriculum areas. By using the talking chips that Adam Voigt
introduced to my class, I believe that my students will become better collaborative communicators
and creative thinkers. I will also continue to use online resources and the flipped-learning approach to
assist me to meet the learning needs of all students.

This inquiry process has assisted me to recognise the importance of colleague support and
collaboration. Through my discussions and observations with colleagues I was able to develop an
immense amount of knowledge that was quickly transferrable to my own classroom and allowed for
immediate improvements in my practice. Since completing the inquiry practice I have continued to
work with colleagues to develop my understanding of teaching practices and to inform my future
practice.

22

Bookers (et al 2010) text was also a very important resource that helped me to identify the learning
sequence for students at different levels. I will continue to refer to this text in order to identify the
specific understandings that underpin each of the Mathematics content strands in order to ensure that
each student has the prior understandings to move through the curriculum at their appropriate level.

The use of ICT to support learning is also something that I want to continue to focus on. I will
endeavour to provide myself with more opportunities to observe the use of ICT by colleagues as well
as develop an understanding of new resources and practices through Professional Development
sessions and professional reading.

How do I best differentiate numeracy in my classroom? In summary, I believe that I can best meet the
learning needs of different students by recognising their interests and therefore the activities and
resources that will engage them in the learning practice. By allowing students to work collaboratively,
there is also opportunity for students to learn from one another rather than having me responsible for
directing them through the learning process explicitly. Furthermore, ongoing assessment provides a
framework for understanding individual student needs and therefore the ability to cater for their
changing needs throughout a unit of work. By differentiating assessment, students can feel greater
success and are encouraged by their improvement in the learning. Involving students in the
assessment process, for example giving them feedback on their pre-tests, also helps to have students
take responsibility for their learning and therefore work better independently in differentiated
learning groups.

23

Appendices

Fractions and Decimals Planner 1 - Appendix #1

Fractions and Decimals Pre-tests - Appendix #2

Fractions and Decimals Planner 2 - Appendix #3

Purple Group Fractions and Decimals Week 11 - Appendix #4

Fractions and Decimals pre-test feedback Appendix #5

Examples of student activities Appendix # 6

Fractions and Decimals post-tests Appendix #7

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