Transcript of using the literacy continuum in mathematics

Chris: All right, ladies and gentlemen I'm hoping you can hear me. Annalies can you hear me?

Annalies: Yes, I can.

Chris: Wonderful. Well good afternoon, ladies and gentlemen and welcome to session two of series four syllabus plus. Very pleased to have a friend and colleague with us this afternoon, Annalies, is our literacy consultant oh sorry literacy advisor for secondary education here in state office and, she's going to be taking the session today presenting the session using the literacy continuum in mathematics. My apologies for not making the session last week I was, visiting some colleagues in the west of the state and didn't quite make it back to Bathurst state office in time. I'm pleased to see from the third question there in the lobby that the, connexion was, successful, for at least sixty-six percent of the people, that have responded and, on the back of that success, we are planning some, further, guest speakers from, other parts of the country and the world. So, welcome once again, and welcome Annalies and thank you so much for joining us, we really do appreciate, your time this afternoon. So without further ado, we'll change to the presentation pod and hand you over to Annalies.

Annalies: Thank you Chris and, welcome everybody and thank you for this opportunity. There are a couple of names, that I recognise and certainly some schools that I recognise thank you also for answering those questions at the beginning cause that gives me a bit of a sense of your, background knowledge re the continuum. So I won't necessarily gloss over some things but I will just touch on a few things that where I know if you're short on information and advice I can point you in the right direction so that we can make the most of this half hour.

What I've got here are four key things I'd like to tackle this afternoon, and if we've got time obviously there'll be an opportunity for questions and things as well, either to Chris or to myself. So the literacy continuum K-10, just getting a sense of what might you might be familiar and unfamiliar with. The idea of the, mathematic syllabus and the literacy continuum and the connexions there are specifically looking at working mathematically. We'll then look at, one teaching idea and a strategy associated with that some of you may have seen the teaching ideas already but we'll go in and explore some of the other teachers, teaching ideas related to mathematics, and also other KLA's.

Okay moving on. Right just a couple of things to put up front in terms of where I'm coming from and where we're coming from in terms of literacy and syllabus. This is important for primary but I think it's doubly important for secondary. What I often say to my colleagues here is that a successful student is a successful learner of each KLA, that comes with successful literacy learning in each KLA. So my goal in a sense is to make your KLA look good. That's often the expression that I use. Because if the literacy work that we're doing isn't supporting the teaching within those KLA's then it's not really going to have that traction that we expect to see for our students, and we're also wasting your time, I'm big on trying to save time as I'm sure you are too.

Right some of you may be familiar just one moment I'm just, jumping in there, okay critical aspects of literacy those of you who've said you're familiar with the continuum may be familiar with these as well. Just wanting to flag there the different between unconstrained and constrained skills, in secondary the majority of the work will be in those unconstrained because they extend, beyond secondary in fact and into life. As we know ourselves our vocabulary, we'd like to think with age increases rather than decreases but we'll see how we go.

Okay vocabulary obviously with mathematics is a big one too, something to consider. All right. I've got here standing points and stage expectations cause this is where the continuum and syllabus differ. Also it's where the tool, the use of the continuum sorry as a tool for differentiation I think is where it's most powerful. So we've described the literacy continuum in terms of clusters, cluster 13 being the equivalent of end-of-year 7 so that sense of starting in secondary,  knowing of course when we have those students in term one, secondary, year seven we may in fact have students that are working on cluster twelve which is not unreasonable or unexpected. Now this is where the difference between stages and the continuum come into play.

We're talking about where students are at, and where they need to go next in literacy. And you know this yourselves as maths teachers that when it comes to the development of skills and concepts there are some skills and concepts that just need to happen before others. So that sense of a sequence of learning and a sense of development is really important in literacy as it would be also in mathematics. So you will as you well know have students who are working cluster eleven, cluster twelve perhaps, at the beginning of year seven, but you'll also have some students working cluster fourteen. So we target our teaching for stage four, but we may have students within our stage four classes for instance who are two or three clusters above or beyond and this is where we can use it as a differentiation tool.

All right some of the language you may or may not be familiar with. We've talked about clusters, aspects those notions of, the notion of aspects of literacy that are critical to development. What I will just, mention at this point is you would have seen earlier with the those five key unconstrained skills where vocabulary sits separately. That's because vocabulary on its own is a very strong indicator of progress in literacy and I can see a really clear connexion there for instance with mathematics. We have cluster of markers and markers okay they're not, like content descriptors as you would find in the syllabus, in the sense that you don't need to have achieved all of them before you move on to the next, and so on. And we all know students who have particular strengths in particular areas, for instance it may be writing or it may be reading, so you may have students who are cluster thirteen in some areas, and cluster fourteen in other aspects.

Okay we, towards the end of the session will show you where the link is to this website but you've got the URL down the bottom. Some of you may be familiar with the literacy and numeracy continuum support website, that's a fairly new website that we can thank Chris Robertson for, in fact he helped us pull this together. So we now have one place where all the support material related to the continuum sits. So if you're not at this stage familiar with that website this is a great thing to, look into at the end of this session. We're referring to materials that are on that website throughout this.

Okay making links with new syllabus. This is the description of literacy, well in part, from the front of your syllabus, you might be familiar with it. And you might see language there listening reading viewing writing speaking and so on. They're what we call the language modes, and there's a very strong connexion there an obvious one between those and the critical aspects. Okay so this is where the syllabus and the continuum work really nicely together.

Working mathematically, I'd defy anybody to try and do a lesson without communicating. In fact there's your challenge. So that whole ideas of thinking and doing mathematics is where literacy comes in. All five areas of the working mathematically would sit very comfortably with literacy so if you're engaging with those you're actually engaging, with those critical aspects, in the continuum so you've now got something to help you kind of identify where students are at, particularly with communicating problem solving and reasoning, and what may in fact be holding them back in their thinking and doing of mathematics.

Right what I've got here is a, couple of images with regards to the interactive continuum and we'll play a bit with that later. And I wanted to flag there we have DEC links, which we will go into. Within those DEC links we have a bunch of teaching ideas that were developed first and foremost by the teachers who trialled the seven to ten continuum. So we wanted to be absolutely sure these things worked in practise, so we asked teachers to, play with them see if they would actually work. Now the teaching ideas align to syllabus but the ideas themselves are transferrable but we wanted to see examples of, how this might look in your teaching practise but we'll actually look at a comprehension strategy today called think aloud read aloud which is transferrable across KLA's.

Okay so what I've done for this afternoon is chosen one teaching idea from the interactive continuum to explore in greater depth. There are plenty of others that you might be interested in, writing spelling et cetera, but this one I've particularly chosen because I see a strong connexion between the work that you do in mathematics, and this comprehension strategy. So you may know of it as read aloud think aloud, you may know of it as think aloud in fact I've seen language there in some of the YouTube videos you'll see those down the bottom that you can click into. Modelling, so you may be familiar with the term of, modelling where you put up a, mathematics question and you critique how you would go about, reading and then answering and working through. Now my understanding is that's something you would do as part of your working mathematically. So we've got a little segue here where we talk about the idea of read aloud think aloud in terms of texts in the broader sense. Okay so this is something that would work across all KLA's, but I've particularly chosen it because I think its, pertinent to you guys in maths.

So we've got there a strategy is a, the strategy is a technique in which students and teachers verbalise their thoughts as they read, and bring into open the strategies they're using to understand a text. What's critical here in terms of this literacy strategy, is that concept of reflecting on the text as you're processing and stopping as you go. So you know yourselves as mathematics teachers you can talk through how you answer a question. But it's that pausing to reflect and go okay is this going to work fact checking, that thinking critically. I've referred to that over on the right hand side there where I say this strategy is also helpful for teaching how to read critically in a particular subject. Students learn what to look for and what matters in a subject. There are a couple of good examples up there from other KLA's, and it's interesting always to talk to your colleagues about what matters in terms of a text and what you would expect students to be able to know and understand.

Here I've just pulled apart what you'd expect to see when you, open up and download these teaching ideas. So on the top left you've got syllabus links, the literacy aspect, and the cluster which will relate to the year or stage, and then the cluster markers that come from the continuum. So there's a sense of the fact that this teaching idea relates to comprehension, it's related to this content area, and these are the aspects of, the markers sorry in comprehension that you would deal with. Then we have an idea or a strategy and we go from there. Now there are over forty teaching ideas now up in the seven to ten part of the interactive continuum, and there at least and I say at least because there are more being added regularly, related specifically to mathematics.

Okay where to from here? So we're through some of the key points so we've got some opportunity to actually explore some of these things in more detail. So, if after today you'd like to learn a little bit more about the literacy continuum and go into it in greater depth, there are a bunch of resources and professional learning activities within that website.

The teaching ideas we're going to go into now. Okay there's the link again but we'll come back to that. Now I mentioned there are at least ten mathematics teaching ideas, they will cover reading text comprehension vocab writing and speaking in fact there's an excellent writing one that I've put up as well for you. Also got there the link to some YouTube videos on, the read aloud think aloud strategy for mathematics. I think they're a bit dodgy, in the sense that they're American, not, that I have anything against American YouTube videos but, I really challenge you to think about whether we can add some Australian content. So having said that there's one there for comprehension, that's been written for cluster thirteen it's a PD health PE example, where one of our advisors here is actually created a YouTube video working through the read aloud think aloud strategy. So she accepted the challenge she said okay we will have some more Australian content let's put some other ones up there as teaching ideas. So although it's PD health PE I think you'll find it quite handy to refer to.

I think it's time to move on and try and see if we can share a screen. Let's see how we go Chris. And back up in, do I need to go up into the top into the tab? No. Okay. And up here. Whew, we're in. Okay. The links I had in the PowerPoint but we'll also, show you the links at the end of the conclusion, but you'll see here you've got my, very elaborate you can tell I'm a literacy advisor can't you with a name like that? Okay? Up the top where I've logged in because the interactive literacy continuum is portalized, that's actually very handy because it saves your searches for you. So there's actually a bunch of resources in here, where you can add your own links as well as access the teaching ideas that we've developed, and that'll all be saved for you and bookmarked for you that's the beauty of it being a portalized link.

Okay let me scroll down and show you, just an example of the, cluster thirteen one. So we've got the blue here is comprehension, for those of you that have seen the continuum poster you'll notice that the, aspects are down the left hand side, and the clusters are at the top, because this is an online version we're scrolling down okay so cluster thirteen is what we would say by the end of year seven. So as I hover over that you get, the detail in terms of, the clusters and the markers. I'm going to take you through the links okay so we have DEC links, that's where the teaching ideas are, that I've been referring to. My links, where you can actually look at the links that you've saved. So because this is portalized you can actually save links, things that you've, gone in and had a look at.

And I've jumped ahead, here it is. Ah look, see. I actually saved something on skimming and scanning through ESSA so that actually comes up as one of my links. We're jumping back. I can add links, so if there's a link to a webpage or something that I think will be particularly handy I can add that in. So this could be a tool that you could take with you to, your lessons. Shared links if anybody else has put up a link, that's yourselves out there as well, I can go into shared links and see what other people have, suggested I have a look at.

Let's go into DEC links. That's all working Chris isn't that a bonus. Ah. All right. Now this is, never a doubt. This is something that can be added to so as you go in you will see we've got quite a few there now for comprehension cluster thirteen but as we add them, you'll see more. It's a sense of being able to scroll down so there's the PD health PE one, that I've mentioned very well received as you can see 96, hits but being a competitive type I think we can do better than that for maths can't we? Okay. I've only got 52 at the moment and counting. Right I'm going to open this up but we've also included this as a PDF as part of this Adobe if for some reason things didn't behave. It looks like they are.

Okay so there we are. Well, tested and working. So as you can see there I've already run through the fact that it's comprehension you've got the clusters you've got the syllabus links and the markers. It won't let me scroll down I had a feeling that wouldn't happen. Okay. But, the teacher is actually one of the teachers who trialled, we're working who trialled the continuum who wrote this. They might even be on today you never know. Okay so here's the think aloud strategy, most of you would be familiar with this approach. This example wasn't related specifically to a mathematics question as such, it was a research task. So this teacher wrote this one, as part of a study on Pythagoras. Paired work, individual work et cetera I'll leave you to play with that and have a look at it but that's something that you can anticipate. When you open up from there.

Okay teaching ideas. You can also scroll down and the other one that I've got up there for you today in case internet didn't behave was the writing one. Here we are aspects of writing. Okay and the teacher that worked on this one has done a fair amount of work and also included worksheets for you. So the thinking is how do we connect it with syllabus for you, but also is this a strategy that you can transfer into, other content areas of mathematics and possibly other syllabus areas.

Okay let's see if we can go back. Right so what Chris has kindly put up there for us, the link to the literacy and numeracy continuum support website, the continuum, interactive literacy continuum that I've just walked you through now and all the other fabulous syllabus plus resources that we've had. Down here that's the using the literacy continuum PDF PowerPoint of what we've got now and I've already opened for you on the interactive the Pythagoras example and the writing of the, geometry. Okay? And here I was thinking we were going to, run over time, this is good news.

Chris: Well thank you Annalies. I think, maths teachers generally struggle a bit when, asked to show how their developing students, literacy skills but I think the key message we can all take away here this afternoon is that if you're teaching your students to work mathematically then the battle is half over. So, thank you once again Annalies, she, as always, is just calm and considered and a total professional and, very much appreciate it. You drew a big crowd too Annalies by the way that's, picked at 94 participants which, I think that's a good measure of the, interest that maths teachers do have in integrating literacy in the mathematics K to 10 syllabus.

Alright ladies and gentlemen as Annalies said there are some resources for download, today and, they're down in the file pod here at the right, and a couple of those links up in the the web links pod. We'll be back this or sorry on next Monday I think is the next session and, I, would I'm sure that you'd like to know that, [inaudible 00:22:24] is progressing well after her injury on the first day of term and, we hope to see her back in state office, very soon. Very soon, I really hope. Okay. Thank you once again and we'll see you next Monday.

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