Professional Learning

Based on meticulously scripted lessons, the Farkota Direct Instruction model strikes a balance between teacher-directed and student-directed learning. Recognising that some skills are better acquired through one approach and some through the other, the Math Mastery Series maximises every benefit a mental math program is capable of yielding.

Dr Rhonda Farkota, formerly a Senior Research Fellow at the Australian Council for Educational Research (1998-2018), will give a practical overview of the Math Mastery Series programs Junior Elementary Math Mastery, Junior Elementary Math Mastery+, Elementary Math Mastery, and MMSanimation.

Attendees will learn how these programs help all students, but particularly those who:

  • have not reached required numeracy level for their age
  • have low motivation to learn, or low self-efficacy
  • are classified as at-risk learners
  • have difficulty concentrating, and would benefit from repeated structured teaching and practice.

Dr Farkota will also address self-efficacy, and the pivotal role it plays in both teaching and learning. An opportunity for questions and general discussion will follow.

Math Mastery Series

Upcoming 2020 seminars

Events

In-school Professional Learning

Dr Rhonda Farkota is available to conduct professional learning in your school. For expressions of interest please contact hello@mathmasteryseries.com.au or call +61 448 660 696.

APST/AITSL Standard

1.2.2
Structure teaching programs using research and collegial advice about how students learn.
2.2.2
Organise content into coherent, well-sequenced learning and teaching programs.
2.5.2
Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
3.2.2
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.6.2
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
4.2.2
Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
5.1.2
Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.2.2
Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
5.4.2
Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.