Professional Learning
The situation surrounding COVID-19 continues to evolve, so unfortunately face-to-face Seminars are on hold.
Math Mastery Series (MMS) users receive complimentary support. A conference call between Dr Rhonda Farkota and the school team will ensure implementation gets off to a good start. The MMS website provides information and resources to maximise teacher understanding, and should be perused prior to the conference. The MMS Professional Learning Reading Plan could be used in this regard.
- Attendees will learn how the MMS theory of instruction will help all students, particularly those who:
- have not reached required numeracy level for their age
- have 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 the pivotal role self-efficacy plays in both teaching and learning. An opportunity for questions and general discussion will follow.
A regular school review of the quality of implementation, and school’s systematic action to improve it, will strengthen teacher performance and enhance student achievement. The MMS Implementation Checklist could be used in this regard as it encourages teachers to work together, sharing what teaching behaviours work well, and identifying what behaviours might need refining.
Professional Learning via ZOOM
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. |
