20250730 MAV25 synopsis - Flipbook - Page 92
SESSION E: Friday, 11am-12pm (cont.)
Through the development of community partnerships and
family engagement, schools create supportive environments
that strengthen numeracy skills. Participants will learn about
key strategies employed in Tasmania Counts, including family
and community engagement strategies in numeracy, aligning
curriculum, delivering targeted professional learning, and
supporting smooth transitions for students. This approach
empowers educators, engages families, and builds stronger
community connections to improve student numeracy
outcomes.
Key takeaways:
1. Effective strategies for fostering family and community
engagement to support numeracy development.
2. Collaboration across clusters to create sustainable
numeracy initiatives.
Remember:
Participants will need paper to write on and two colours of
pen.
E16 RETRIEVAL PRACTICE
IMPLEMENTATION
Subtheme: Leadership and agency
Emma Moore, DE - SEVR - SMA regional office
(F to Year 12)
3. Supporting transitions from primary to secondary school
through aligned curriculum and targeted professional
learning.
This session explores how implementation science can guide
the effective integration of retrieval practice into teaching.
Rather than focusing solely on retrieval practice as a strategy,
we will unpack key concepts of successful implementation.
Participants will use AEROs framework to understand stages
of implementation, drivers of success, and the importance of
fidelity and adaptation.
E15 VISUAL INSTRUCTIONAL PLANS:
A TECHNIQUE FOR BREAKING DOWN
COMPLEX PROCEDURES
We will highlight how implementation science bridges the
gap between knowing and doing.
Subtheme: Pedagogy and curriculum
Brad Nguyen, Docklands Primary School
(F to Year 12)
Many students find it difficult to learn standard algorithms,
even when the procedure is modelled by the teacher.
Visual Instructional Plans are a technique that teachers can
use to break down procedures by providing a picture for
each step on the board. They have additional benefits of
supporting student explanations prior to guided practice and
providing a reference for students to build confidence during
independent practice. This session will provide a concrete
example of a Visual Instructional Plan being co-constructed
by the teacher with students, explore how the technique
is supported by cognitive science and provide interactive
opportunities for participants to plan their own Visual
Instructional Plan.
Key takeaways:
1. Complex procedures can be broken down into a picture for
each step
2. Visual Instructional Plans support student explanations
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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3. Students can refer to Visual Instructional Plans during
independent practice
Key takeaways:
1. A clearer understanding of how to plan, embed, and
monitor a new practice effectively.
2. Enhanced confidence to lead or support implementation
initiatives in their own contexts.
3. Experience using a framework for implementation.
E17 WHAT EXACTLY IS THE EVIDENCE FOR
EXPLICIT TEACHING?
Subtheme: Pedagogy and curriculum
Liam McMahon, Coburg High School
(F to Year 12)
Explicit teaching is widely recognised as an effective
approach to supporting student learning but what does the
research actually say? This presentation explores key features
of explicit instruction, including common misconceptions,
and examines the evidence base that underpins it. Drawing
on cognitive load theory and process-product research, Liam
traces how the research has evolved over time and what it
