Start Date
16-8-2021 3:15 PM
End Date
16-8-2021 4:15 PM
Subjects
Learning progressions, Mathematics teaching, School year levels, Grouping (Teaching purposes), Mathematics curriculum, Primary secondary education
Abstract
Excellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at scale Where the evidenced-based tools and resources produced by this type of research are used to identify and respond to student learning needs in relation to what is important, it has been shown to make a significant difference to student outcomes and engagement. Adopting a targeted teaching approach means that not everything has to be differentiated and not everything needs to be considered as often or to the same depth. Time can be spent researching challenging but accessible tasks and developing a culture that supports and reward persistence, effort and a growth mind-set.
Recommended Citation
Siemon, D. (2021, August 16-20). Excellent progress for all: A function of year-level curriculum or evidenced-based learning progressions? [Karmel Oration]. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3_4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
Copyright 2021 Dianne Siemon. Licensed under Creative Commons Attribution NonCommercial NoDerivatives 4.0 International
Place of Publication
Melbourne Vic
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-638-3
DOI
https://doi.org/10.37517/978-1-74286-638-3_4
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons
Karmel Oration: Excellent progress for all: A function of year-level curriculum or evidenced-based learning progressions?
Excellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at scale Where the evidenced-based tools and resources produced by this type of research are used to identify and respond to student learning needs in relation to what is important, it has been shown to make a significant difference to student outcomes and engagement. Adopting a targeted teaching approach means that not everything has to be differentiated and not everything needs to be considered as often or to the same depth. Time can be spent researching challenging but accessible tasks and developing a culture that supports and reward persistence, effort and a growth mind-set.