Conference synopsis_FINAL_20260815 - Flipbook - Page 115
F22 CLASSPAD 400 – EASY TO LEARN, EASY
TO REMEMBER HOW.
This is a commercial presentation
Sub-category: Digital technologies
Anthony Harradine, Potts-Baker Institute, Prince Alfred
College.
Y9 - Y12
Whether it be for General Mathematics, Mathematical
Methods or Specialist Mathematics, using the ClassPad 400
is easy for students to learn and easy for them to remember
what they need to do. If you have never used a ClassPad
400, come along, and after some typical examples are
shared, you will be able to judge for yourself.
Typical examples will include statistical calculations, use
of CAS and the creation and interaction with graphs of
functions.
Key takeaways:
1. The ClassPad 400 is an easy, and powerful, tool to use.
2. The stylus and drag-and-drop features of the UI provide
the user with a simple way to proceed.
F23 GEOMETRY WITHOUT CIRCLES
Sub-category: Mathematical content and concepts
Chris Tisdell, School of Mathematics & Statistics, UNSW
Y5 - Y12
Geometry without circles? Is that even possible? Why? How?
In this highly interactive session, participants investigate
how a simple ruler (or double straightedge) can be used to
develop understanding of parallel lines, angle relationships,
and geometric reasoning. Moving beyond procedural
approaches, this session positions geometry as a space for
inquiry, conjecture, and exploration. Through low-floor,
high-ceiling tasks, learners actively construct geometric
ideas (hands), develop reasoning and justification (minds),
and build curiosity, confidence, and a positive mathematical
identity (hearts).
Key takeaways:
1. Implement parallel-ruler tasks to develop geometric
reasoning and understanding of angle relationships.
2. Apply inquiry-based, low-floor/high-ceiling strategies to
engage students’ hearts, hands and minds.
3. Adapt classroom-ready activities for Years 5–12 to
support differentiation, assessment, and deep conceptual
understanding.
Remember:
Please bring a ruler and a pen or pencil to participate.
F24 DEMONSTRATIONOBSERVATION-REFLECTIVE
CONVERSATION – A TEAM-TEACHING
INFORMED COACHING MODEL
Sub-category: Leadership and teachers as learners
Alastair Lupton, Adelaide Botanic High School/Casio
Education
Y7 - Y12
Growing from the challenges and opportunities of a high
school built around team-teaching, and forged through use
at 40+ diverse secondary sites as part of a 2.5 year project
to champion non-routine problem-solving in middle school
classrooms, a simple model, and some key principles, for
coaching led teacher growth have emerged. In this workshop I
will share the model, the thinking behind it, the data and what
comes next. Teacher will leave with an interesting take on how
teachers grow, adopt new practices and the conditions that
help or hinder that happening.
Key takeaways:
1. A conversation, about how the ways teachers share good
practice and grow. will be had.
2. A coaching model will be described and critiqued.
3. Lessons learned and feedback gained from a longitudinal
professional learning project will be shared.
Participants will engage in practical, classroom-ready
activities that demonstrate how familiar tools can be used
in innovative ways to support student agency and deep
conceptual understanding. Aligned with the Victorian
Curriculum, these tasks can be adapted across Years 5–12 to
support differentiation and assessment, using only everyday
classroom materials.
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