illustrations of practice
Problem based learning in Maths - community of practice
In late 2015, I began work to initiate a Community of Practice (Professional Learning Community) aimed at developing the pedagogical repertoire of all mathematics teachers who are looking to create and harness the intellectual need of their students.
Through this initiative I was able to demonstrate evidence of Standard 2 within Focus areas 3.3, 3.4, and 3.5 - Use teaching strategies, Select and use resources, and Use effective classroom communication at the Lead level: Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking; Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school;
Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
As well as Focus areas 3.3 - 3.5, my ability to effectively develop my own practice through deepening my understanding of Problem Based Learning in mathematics has allowed me to demonstrate evidence of Focus area 3.1 - Establish challenging learning goals at the Highly Accomplished level: Develop a culture of high expectations for all students by modelling and setting challenging learning goals.
As a part of the Central Studies Mathematics teaching team, I have regular opportunities to demonstrate evidence of planning for and implementing effective teaching and learning. Some more specific examples include:
Through working as a Teaching team, I have been able to demonstrate evidence of Focus area 3.2 - Plan, structure and sequence learning programs at the Highly Accomplished Level: Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
Using tools like Survey Monkey and the Teaching for Effective Learning Compass, I have been able to use data to critically analyse my own practice, my students engagement, and their achievement to better inform how and why I do certain things in the classroom. As well as this, the teaching team I work with regularly use similar data collection and analytical methods to further our understanding of student engagement and performance across cohorts. By using such strategies, I feel that I have effectively demonstrated evidence of Focus area 3.6 - Evaluate and improve teaching programs at the Highly Accomplished Level: Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.