ETL 421 - ASSIGNMENT 2 Reflecting on the Curriculum

Reflection on a numerate learning experience

Measurement: Weight, Capacity & Temperature

VELS Level 3

Susan Williams
Student ID 229131

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CONTENTS
In Brief Summary of Improvements Table of Improvements References Appendix 1 Anzac Day planner Appendix 2 Measuring temperature Appendix 3 Flowchart for making Anzac biscuits Appendix 4 Mind map for the perfect biscuit Appendix 5 Screenshot: Computer maths game Appendix 6 Evaluation rubric Appendix 7 Screenshot: Computer maths game Appendix 8 Which measuring instrument? Appendix 9 Screenshot: Computer maths game Appendix 10 Mind map for assignment reflection Appendix 11 Learning focus Link to VELS Appendix 12 Mind map for barriers to numeracy
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3 5 11 12 13 14 15 16 17 18 19 20 21 22 24

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IN BRIEF Summary of Improvements

The opportunity to improve the design of my Anzac Day numerate learning experience has prompted me to engage in a significant amount of reflective practice. The further research Ive undertaken during this process has enabled me to crystallize my thoughts on evaluation and reflection and has provided the opportunity to reconsider my teaching philosophy. Vibrant and Shields (2003) student-centred perspective struck a chord with me I like the idea that the purpose of education is a journey of lifelong learning and self-discovery so students come to know their own strength and weaknesses and build upon them. In developing this numerate learning experience, I have tried to design tasks which will engage my students and allow them to work autonomously and effectively. In reflecting on my original curriculum design, I followed Ewings (2010) holistic approach which categorizes reflection strategies into the three groups of experiential (thinking, doing, feeling), oral and written. To implement the most effective curriculum you need to be a reflective practitioner ... who is constantly taking time to investigate ... your curriculum practice, the curriculum decisions you make and their consequences for and impact on students and their learning. (Ewing, 2010) I started the process by brainstorming with three fellow pre-service teachers, during which we gave each other oral feedback on our assignments. I also sought feedback from a mentor teacher. I used this information to create a mind map (see Appendix 10) (written reflection strategy), which became the springboard for further reading and development/revision of my activities.
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I have sought to engage students in learning by constructing tasks that are authentic, related to life outside school. Students who see clear relevance to the real world are more likely to be engaged (Marzano & Pickering, 2009). In a nutshell, my reflective process highlighted several areas in which modifications would enhance the learning experience: Inclusion of more open-ended activities to shift motivation from the teacher to the students to make the learning experience more memorable and to facilitate self-discovery (see Improvements below). Addition of a variety of diagrammatic and graphic organizers to help students understand the learning points and make connections (refer Appendix). Greater use and integration of technology (see Improvements below) Clearer demonstration of links to Level 3 Victorian Learning Standards (VELS) (see Appendix 11) Some diagrammatic representation of the barriers to numeracy (refer Appendix 12).

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TABLE OF IMPROVEMENTS
Original SESSION 1: Introduction Teacher-led discussion about the Anzac Day event. Children asked for ideas on maths strategy for calculating the required quantities of biscuits and lemonade. New Reduced the introductory teacher-led discussion in favour of more time given to group work. Rationale for change To provide more opportunity for the children to manipulate and use the measuring instruments, with the aim of the students coming up with the desired mathematical strategies via their own discovery. To develop talking and thinking skills. (Teacher selection also will save time across the unit as children already know what groups they are in.) Professional justification Tasks which represent an intellectual challenge (e.g. looking for a solution) promote greater student engagement (Marzano & Pickering, 2009).

Randomly formed groups of 5 students (student choice).

Teacher-selected groups of 5 students based on skill levels and personality types. Students will work in these groups for the duration of the unit. Each group will agree on a name for their group. Each child will be assigned a role: Project Manager, Reporter, Recorder, Time-keeper and Demonstrator. Each child plays a different role in each session throughout the unit.

Talk is a fundamental part of reflection and meta-cognition ... [and is] integral to creative thinking, imagining, brainstorming, planning and inventing. (Durkin et al, 2009). Allowing for student choices is an effective way to engage students in the project (Marzano & Pickering, 2009). Cooperative learning caters for individual differences by scaffolding their learning. Working in small groups help develop oral language skills as student input is valued (DEST, 2002) Focuses on interpretive learning: the understanding we gain from an activity is the collective understanding that we have negotiated within the group. Oral reflection strategies can be effective when structured to probe/challenge ideas to produce conversations that lead to deeper understandings of ideas, actions and feelings (Ewing, 2010)

No specific individual roles within groups.

To facilitate cooperative learning and enhance student ownership of the project.

Originally discussed in teacher-led class discussion.

Using the recipes, each group discusses topics designed to draw out mathematical strategy needed to calculate how many biscuits and how much lemonade will be required to cater for 100 guests How will they measure the ingredients?

To increase student engagement through teaching the skills of speaking, listening and cooperating.

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No formal opportunity for preassessment

Question matrix provided to direct the abovementioned discussion. The worksheet will also serve as a form of pre-assessment. (see Appendix 1) Each group must complete be ready to present to the class at conclusion of activity.

To provide a tangible form of preassessment.

It is critical to conduct a preassessment activity to establish what is already known about a topic, the levels of knowledge within the classroom and the strengths/weaknesses of each individual (Lyons et al, 2011).

SESSION 2: Learning to measure Originally incorporated as part of Session 1. No specific individual roles within groups. Teacher-led group activities, where children are asked to perform a series of tasks in a controlled manner (for formative assessment)

Now a standalone activity. Children take on another role within their groups. Activity is more open-ended. Using the scales and measuring cup, groups are asked to come up with the most accurate way of measuring sand and water. It is expected they will discover that the reading varies according to how it is taken (i.e. from above the container vs at eye level). Students will record their results on a worksheet for formative assessment.

To provide more opportunities for development of talking/thinking skills. The learning is more meaningful if the students discover this teaching point for themselves. The inclusion of a worksheet provides a way of documenting their thinking processes.

Structured apparatus allows children to show their thinking processes, how they are able to put the connections together. A multi-sensory approach helps children see how numbers fit together, giving them confidence to persevere and therefore raise level of achievement (www.oxfordschoolimprovement.co.uk, 2011).

SESSION 3: Learning about temperature Originally incorporated as part of Session 1. No specific individual roles within groups. One cup on each table. Hot water gradually added. Temperature taken progressively.

Now a standalone activity. Children take on another role within group. Each table has 4 cups containing water of varying temperatures iced, tap, warm and hot (at a safe level). Children measure temperature in each cup. Record answers on worksheet. (See Appendix 2) and discuss variation of readings. Reporters present findings to class.

To provide more open-ended activity, aimed at prompting students to learn the desired mathematical strategies via their own discovery.

Rich tasks which are clearly connected to real-life situations facilitate that development of metacognitive skills; they allow students to think beyond set boundaries in order to solve multidimensional problems (Ewing, 2010)

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SESSION 4: Cooking the biscuits Teacher-led class discussion about cooking procedure.

Working in pairs, children will use PowerPoint to design a flowchart for either recipe (their choice): How to make Anzac Biscuits/Lemonade. (See Appendix 3)

To integrate ICT into the learning experience.

Students enjoy using ICT, pay more attention to what they are learning and are motivated. It allows pupils to work in a more active fashion ... involving hands-on physical activity as well as offering greater control of learning through feedback at the machine (Hammond et al, 2009). The IWB helps promote interest in a topic, offering a mix of affective and cognitive support to the teacher and the pupil (Hammond et al, 2009).

No flowchart.

Teacher will display several flowcharts on IWB, enabling class to discuss/compare (what steps are missing? What would happen if certain steps were deleted?)

To allow easy sharing of student work. Students can compare/contrast with their own, and providers clearer explanation of ideas and concepts.

Class discussion to create a list of criteria on the IWB about what constitutes a good biscuit.

Children break into huddles their choice of 3-4 children for a 5minute brainstorming session on what constitutes the perfect biscuit. Each child then returns to desk to prepare a mind map. Come back to floor to share some mind maps on the IWB and to discuss ideas about how we will actually achieve the desired results. (See Appendix 4) Transition activity: Children who finish can play a computer game which involves deciding which combination of measuring pots are needed to fill a container exactly. No changes to the cooking procedure.

To enhance student engagement and participation; to maximize student involvement.

Using written accounts of observations and evidence (such as mind maps) will provide deeper reflection and more powerful learning (Ewing, 2010).

No transition activity

To avoid students becoming off-task. To help consolidate learning points.

Cyberchase . Games . Can You Fill It? | PBS Kids (See Appendix 5)

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8 |P a g e Session 5: Making lemonade Session 6: Oral presentations Children prepare group oral presentations. No changes

Addition of a soldiers hat as a prop which must be incorporated into each presentation. Children to choose how they do this. Approx. 30 minutes spent preparing and rehearsing a presentation. Students practice their presentations in front of the class. The class then critiques performances with a view to providing positive and constructive feedback for improvement. Optional: The children can use an Evaluation Rubric (see Appendix 6) to assess each group.

To encourage creativity and enhance thinking and talking skills.

Using written accounts of observations and evidence will provide deeper reflection and more powerful learning, including mind maps, musical compositions and other artistic forms (Ewing, 2010). Anecdotal information can help pique students interest (Marzano & Pickering, 2009)

To use as a form of peer assessment.

Rubrics provide an effective means for the teacher and the student to establish where they are at in important speaking categories (Durkin et al, 2009). Birmingham Grid for Learning: Which measurement to use? (See Appendix 7)

No transition activity

Transition activity: Children who finish early can play a computer game in which students must decide which units of measurement to use. No changes

To avoid students becoming off-task. To help consolidate learning points.

Session 7: Anzac Day presentation

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9 |P a g e Session 8: Project reflection and evaluation Children sample a biscuit and lemonade and give feedback to class based on previously developed criteria for success.

Extend the scope of reflection to incorporate an evaluation of biscuits and lemonade via a Fishbowl discussion focusing on the criteria developed in Session 4. Half the class arrange themselves in a circle in the centre of the room to participate in the discussion. The rest of the class observe how specific individuals question and respond to activities. The outer circle later will pose questions and give comments on what they have observed. Teacher to be part of outer circle. A postdiscussion analysis then held with entire class, with outer circle to contribute ideas to a list on the IWB Class-based discussion reflecting on mind maps (refer Session 4). Make their own list about What have we LEARNT? and HOW did we learn it?

To maximize student involvement and provide opportunity to practice group discussions the students can see how a group discussion works.

The fishbowl strategy allows teacher to identify misconceptions students have and teaches observation, listening and community-building skills (Teaching Students How to Discuss Student Fishbowl; Teaching Multicultural Literature . Workshop 3 . Teaching Strategies . Fishbowl)

Class-based discussion incorporated into above activity.

To consolidate learning. The most significant reflection occurs in To assist with summative assessment. the processing and debriefing discussions that take place after the experience. This is when learners are able to detach from their active participation in the experience, discuss reactions to situations, feelings produced and ideas that came from the experience (Ewing, 2010).

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No activity

Individual consolidation worksheet to ensure each child understands the key teaching points: dry ingredients are weighed, liquids measured in a cup and temperature measured with a thermometer. (See Appendix 8)

To consolidate learning To service as form of summative assessment.

Children sometimes struggle with numeracy progress when studentcentred inquiry methods are used inefficiently ... the teacher fails to provide students with essential information to help them make complete sense of their discoveries and refine their existing strategies (Westwood, 2008). IXL - Year 3 Maths Practice Measurement (See Appendix 9)

No transition activity

Transition activity: Children who finish early can play a Measurement game choice of 10 games.

To avoid students becoming off-task. To help consolidate learning points.

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REFERENCES
Birmingham Grid for Learning, UK. Retrieved from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm Durkin, P., Loebert, T. & Ferguson, V. Emergency! Inspirational Ideas for Beginning, Relieving and Experienced Teachers (2nd ed.), Pearson Professional Learning, 2009, pp 57-76 Ewing, R. Curriculum and Assessment: A narrative approach, Oxford University Press, 2010, p71, 192, 197-200 FUSE, Victorian Department of Education and Early Childhood Development. Retrieved from https://fuse.education.vic.gov.au/pages/Teacher.aspx Hammond, M., Crosson, S., Fragkouli, E., Ingram, J., Johnston-Wilder, P., Johnston-Wilder, S., Kingston, Y., Pope, M. & Wray, D. Why do some student teachers make very good use of ICT? An exploratory case study, Technology, Pedagogy & Education, March 2009, Vol. 18 Issue 1, p59-73. IXL Learning. Retrieved from http://au.ixl.com/math/year-3 Lyons, G., Ford, M. & Arthur-Kelly, M. Classroom Management: Creating positive learning environments, Cengage Learning, 2011, p98 Marzano, R. and Pickering, D. et al. Dimensions of Learning, Hawker Brownlow Education (2nd ed.), 2009, p30 Mason, J. and Johnston-Wilder, S. Designing and using mathematical tasks, St Albans: Tarquin Publishing, 2006, p 69, 71, 74-77, 79-84, 92, 94-95 Myread.org website, Australian Department of Education, Science and Training. Retrieved from http://www.myread.org/organisation.htm#working Oxford School Improvement, Oxford University Press professional development website, 2011. Retrieved from http://www.oxfordschoolimprovement.co.uk/professional-development/issue-video/structured-imagery-and-materials/numicon-thinking PBS Kids, Educational Broadcasting Corporation, UK. Retrieved from http://pbskids.org/cyberchase/games/liquidvolume/liquidvolume.html Westwood, P. What teachers need to know about numeracy, ACER Press, 2008, ch 6, and also specifically p59 Vibert, A. & Shields, C. Approaches to student engagement: Does it really matter? McGill Journal of Education, McGill University, 2003 Victorian Curriculum and Assessment Authority (2008, January). Retrieved from http://vels.vcaa.vic.edu.au Wisconsin Center for Educational Research. Retrieved from http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/grproles.htm

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Appendix 1

Use the recipes to work out how many biscuits and how much lemonade we will need for 100 people.
Record your answer here

How many Anzac Biscuits does the recipe make? How many Anzac Biscuits might we serve each guest? 1 each? 2 each? How will we go about working out how many biscuits we will need to make? How much of each ingredient will we need to make the required number of biscuits? Which instrument will we use to measure it accurately? Sugar Rolled oats Desiccated coconut Golden syrup Boiling water Bicarbonate of soda How much Lemonade does the recipe make? How much Lemonade will we need if we serve each person 1 cup? How much of each ingredient will we need to make the required amount of lemonade? Which instrument will we use to measure it accurately? Sugar Water Lemon juice Mineral water
HOW MUCH? WHICH INSTRUMENT? HOW MUCH? WHICH INSTRUMENT?

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Measuring temperature
Group Name: ___________________________

Appendix 2

Recorder: _____________________________

Record the temperature for each cup of water in the boxes below.

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Appendix 3

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Appendix 4

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16 |P a g e Cyberchase . Games . Can You Fill It? | PBS Kids

Appendix 5

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Appendix 6

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18 |P a g e Birmingham Grid for Learning: Which measurement to use?

Appendix 7

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WHICH MEASURING INSTRUMENT?

Measuring Weight (How heavy ?) and Capacity ( How much?)
Using the recipe, write the name of each ingredient in the correct box.
Is it important to be accurate when youre taking measurements? What sorts of things might happen if youre not accurate? Prepare some ideas on the back of this sheet to share with the class.

Appendix 8

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Appendix 9

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Appendix 10

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LEARNING FOCUS
This table shows how this unit could be used to assess some Level 3 VELS. Strand Discipline-based learning Domain Mathematics Dimension Measurement, chance and data

Appendix 11

English

Reading

Key elements of standards Students: ...identify and use a limited range of metric units (e.g. millilitres, grams) and select appropriate instruments for measuring ...make reasonable estimates using these units and use various strategies to judge whether a measure is less, about the same as, or more than a given unit ...know that some questions and issues, including statements and questions they have created themselves, can best be answered by collecting data ...have the opportunity to choose appropriate instruments to measure and compare the mass of objects ...apply multiplication strategies to problem-solve in an everyday context ...read and interpret text (recipes and applying appropriate measuring instrument and unit of measurement) ...vary their speaking and listening for a small range of contexts, purposes and audiences

Speaking and Listening

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23 |P a g e ...project their voice adequately for an audience, use appropriate language features, and modify spoken texts to clarify meaning and information ...describe and sequence some key events in Australian history ...follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences ...use a list of steps and are able to choose appropriate tools, equipment and techniques to alter and combine materials/ingredients and assemble systems components. ...test, evaluate and revise their designs, products, in light of feedback from others ...consider how well a product meets an intended purpose ...cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task

Humanities Interdisciplinary Information and Communications Technology ICT for creating

Communication

Producing

Analysing and evaluating

Physical, Personal and Social Learning

Personal Learning

Building social relationships

Source: Statements of Learning for Mathematics, VCCA, 2008

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Appendix 12

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