20250730 MAV25 synopsis - Flipbook - Page 61
The presentation will outline some of the systems, processes
and documentation our numeracy leaders have put in place
to ensure that all learners are engaged in evidence informed
teaching and learning practices. We will share some of the
changes that lead to success, challenges we’ve overcome and
the learnings we continue to build upon.
Key takeaways:
1. What is fluency and why is it critical to develop
2. How can the Instructional Hierarchy (Haring, Eaton et al.,
1978) support teachers to make informed decisions related
to fluency.
The presentation will focus on:
•
planning and lesson structures
•
ELC to Year 6 curriculum and assessment
B05 FINDING THE BALANCE: RICH PROBLEM
SOLVING AND EXPLICIT INSTRUCTION
•
explicit direct instruction
Subtheme: Contemporary challenges and successes
•
proficiencies focus with an emphasis on enhanced
fluency
Elizabeth Dewar, Love Maths, Maree Croft, Reel Maths
(F to Year 6)
•
retrieval practice through review and reteach
This session addresses a current challenge in primary
mathematics education: establishing an effective balance
between explicit instruction and rich, open-ended problem
solving. Educators often feel they must choose between
direct teaching and student-led inquiry; however, current
research and the VTLM 2.0 support an integrated approach
that can combine both.
Key takeaways:
1. Methods to enhance fluency in early learning centres and
primary schools
2. Ways to incorporate explicit instruction and mastery in
mathematics.
3. Strategies for increasing student learning through retrieval
practice.
B04 WHEN, WHERE AND WHY IS FLUENCY
CRITICAL: THE INSTRUCTIONAL HIERARCHY
Subtheme: Pedagogy and curriculum
Ange Rogers, Numeracy Teachers Academy
(F to Year 6)
The Instructional Hierarchy was proposed in research by
Haring, Lovitt, Eaton, & Hansen in 1978. They explained
that skill mastery progresses through four stages of learning.
These are: acquisition, fluency, generalisation and adaptation.
Within each stage the learner’s needs change, and so should
our pedagogical approach to instruction. This session will
explore the Fluency stage, where the goal of instruction is
to increase the ease with which the student can accurately
respond and execute skills. Participants will be provided with
research highlighting the importance of helping our students
to develop fluency, and develop an understanding of practical
steps they can take in their school to ensure fluency is part
of every learning sequence. Participants will walk away with
a clear understanding of how to assess fluency, and how to
ensure students are confident in not only their basic facts, but
also other key areas of the number curriculum.
Rich tasks are often treated as optional or inconsistently
used, while explicit instruction is sometimes seen as rigid or
incompatible with deep learning. This session challenges that
divide by showing how to design tasks that start with student
thinking yet include the clarity, structure, and support of
explicit instruction.
Using primary classroom examples, participants will explore
how to plan, sequence, and scaffold rich tasks to boost
engagement and effective teaching. The session will highlight
using a rich task as a starting point to develop clear learning
intentions, incorporate explicit instruction and modelling, and
structure support to maximise learning outcomes.
Key takeaways:
1. Strategies to design a learning sequence that starts with a
rich problem solving task.
2. Strategies to implement a learning sequence over a week
of lessons, incorporating both explicit instruction and problem
solving.
3. Strategies to guide students through a rich task with
structured support, ensuring clear and purposeful teaching.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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