Lightly, E. 15680730.

EDPR3009 Report/Case Study

Appendices:
Appendix 1

Lightly, E. 15680730. EDPR3009 Report/Case Study

Appendix 2.1

Lightly, E. 15680730. EDPR3009 Report/Case Study

Appendix 2.2

Lightly, E. 15680730. EDPR3009 Report/Case Study

Appendix 3

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Appendix 4.1

Lightly, E. 15680730. EDPR3009 Report/Case Study

Appendix 4.2

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Appendix 4.3

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Appendix 4.4

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Appendix 5.1

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Appendix 5.2

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Appendix 5.3

Lightly, E. 15680730. EDPR3009 Report/Case Study

Appendix 6

Below are your selected Descriptors for the Professional Practice Domain and their career stages.
If you wish to view the features of practice associated with a particular Descriptor, select the circle in the right hand corner.
The features of practice will appear on the right hand side of the speadsheet, below the pie-chart.

3 Plan for and implement effective teaching

and learning

4 Create and maintain supportive and safe

learning environments

5 Assess, provide feedback and report on

student learning

3.1 Establish challenging learning goals

4.1 Support student participation

5.1 Assess student learning

Graduate - Set learning goals that provide achievable challenges for

students of varying abilities and characteristics.

Proficient - Establish and implement inclusive and positive

interactions to engage and support all students in classroom
activities.

Highly Accomplished - Develop and apply a comprehensive range of

assessment strategies to diagnose learning needs, comply with
curriculum requirements and support colleagues to evaluate the
effectiveness of their approaches to assessment.

3.2 Plan, structure and sequence learning programs

4.2 Manage classroom activities

5.2 Provide feedback to students on their learning

Highly Accomplished - Work with colleagues to plan, evaluate and

modify learning and teaching programs to create productive
learning environments that engage all students.

Proficient - Establish and maintain orderly and workable routines to

create an environment where student time is spent on learning
tasks.

Highly Accomplished - Select from an effective range of strategies

to provide targeted feedback based on informed and timely
judgements of each students current needs in order to progress
learning.

3.3 Use teaching strategies

4.3 Manage challenging behaviour

5.3 Make consistent and comparable judgements

Proficient - Select and use relevant teaching strategies to develop

knowledge, skills, problem solving and critical and creative thinking.

Proficient - Manage challenging behaviour by establishing and

negotiating clear expectations with students and address discipline
issues promptly, fairly and respectfully.

Proficient - Understand and participate in assessment moderation

activities to support consistent and comparable judgements of
student learning.

3.4 Select and use resources

4.4 Maintain student safety

5.4 Interpret student data

Proficient - Select and/ or create and use a range of resources,

including ICT, to engage students in their learning.

Proficient - Ensure students wellbeing and safety within school by

implementing school and/ or system, curriculum and legislative
requirements.

Proficient - Use student assessment data to analyse and evaluate

student understanding of subject/ content, identifying interventions
and modifying teaching practice.

3.5 Use effective classroom communication

4.5 Use ICT safely, responsibly and ethically

5.5 Report on student achievement

Lead - Demonstrate and lead by example inclusive verbal and nonverbal communication using collaborative strategies and contextual
knowledge to support students understanding, engagement and
achievement.

Proficient - Incorporate strategies to promote the safe, responsible

and ethical use of ICT in learning and teaching.

Proficient - Report clearly, accurately and respectfully to students

and parents/ carers about student achievement, making use of
accurate and reliable records.

Professional Practice Domain

Standards 3, 4 and 5

LEAD
GRADUATE
6% 6%
HIGHLY ACCOMPLISHED
18%

PROFICIENT
70%

GRADUATE

PROFICIENT

HIGHLY ACCOMPLISHED

LEAD

Feature of practice 1

Feature of practice 2

Feature of practice 3

Feature of practice 4

3.6 Evaluate and improve teaching programs

Proficient - Evaluate personal teaching and learning programs using

evidence, including feedback from students and student
assessment data, to inform planning.

3.7 Engage parents/ carers in the educative process

Proficient - Plan for appropriate and contextually relevant

opportunities for parents/ carers to be involved in their childrens
learning.

Below are your selected Descriptors for the Professional Knowledge Domain and their career stages.
If you wish to view the features of practice associated with a particular Descriptor, select the circle in the right hand corner.
The features of practice will appear on the right hand side of the speadsheet, below the pie-chart.

1 Know students and how they learn

2 Know the content and how to teach it

1.1 Physical, social and intellectual development and characteristics of students

2.1 Content and teaching strategies of the teaching area

Highly Accomplished - Select from a flexible and effective repertoire of teaching

strategies to suit the physical, social and intellectual development and characteristics of
students.

Proficient - Apply knowledge of the content and teaching strategies of the teaching
area to develop engaging teaching activities.

1.2 Understand how students learn

2.2 Content selection and organisation

Highly Accomplished - Expand understanding of how students learn using research and
workplace knowledge.

Highly Accomplished - Exhibit innovative practice in the selection and organisation of

content and delivery of learning and teaching programs.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic

backgrounds

2.3 Curriculum, assessment and reporting

Lead - Evaluate and revise school learning and teaching programs, using expert and
community knowledge and experience, to meet the needs of students with diverse
linguistic, cultural, religious and socioeconomic backgrounds.

Proficient - Design and implement learning and teaching programs using

knowledge of curriculum, assessment and reporting requirements.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

2.4 Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and non-Indigenous Australians

Proficient - Design and implement effective teaching strategies that are responsive to
the local community and cultural setting, linguistic background and histories of
Aboriginal and Torres Strait Islander students.

Proficient - Provide opportunities for students to develop understanding of and respect

for Aboriginal and Torres Strait Islander histories, cultures and languages.

1.5 Differentiate teaching to meet the specific learning needs of students

across the full range of abilities

2.5 Literacy and numeracy strategies

Proficient - Develop teaching activities that incorporate differentiated strategies to

meet the specific learning needs of students across the full range of abilities.

Proficient - Apply knowledge and understanding of effective teaching strategies to

support students literacy and numeracy achievement.

Professional Knowledge Domain

Standards 1 and 2

LEAD
8%

1.6 Strategies to support full participation of students with disability

2.6 Information and Communication Technology (ICT)

Proficient - Design and implement teaching activities that support the participation and
learning of students with disability and address relevant policy and legislative
requirements.

Proficient - Use effective teaching strategies to integrate ICT into learning and teaching
programs to make selected content relevant and meaningful.

HIGHLY
ACCOMPLISHED
25%

PROFICIENT
67%

GRADUATE

PROFICIENT

Feature of practice 1

Adapt a wide range of teaching strategies suitable to individual

learners stages of development and characteristics.

Feature of practice 3
Support colleagues to identify and provide strategies for those
students whose physical, social or intellectual development does
not follow typical paths, and to connect with specialists where
needed.

Feature of practice 5

HIGHLY ACCOMPLISHED

LEAD

Feature of practice 2
Select and use teaching strategies to provide differentiated
learning pathways through content, delivery and resources to
suit individual learners stages of development and
characteristics.

Feature of practice 4

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma Lightly
Spring 2015

Appendix 7
LESSON MAP
Below are your selected Descriptors for the Professional Engagement Domain and their career stages.
If you wish to view the features of practice associated with a particular Descriptor, select the circle in the right hand corner.
The features of practice will appear on the right hand side of the speadsheet, below the pie-chart.

Topic:
Time Frame:
Grade Level: 3/4
Date: 10/26/15
Probability & Problem Solving
(60mins)
Objectives:
Students will use problem solving and mathematical algorithms to decompose a probability question, using words, numbers,
pictures and physical representations.
Students will identify the relevant numerical information required to solving a real world probability question.
Students will work together in teams cooperatively
Students will challenge themselves to think outside of the norms, and be creative when discussing and engaging in the
proposed problem.
Students will identify the premises of probability.
SOL:
3.18 Investigating and describing probability as a chance and list possible results.
3.4 Estimate/solve single-step and multistep problems involving sum/diff of two whole numbers 9,999 or less.
3.1b Round whole numbers to the nearest 10/100/1000
Prerequisite Knowledge:The students will have already previously have read Charlie and the Chocolate
Factory.
6 Engage in professional learning

7 Engage professionally with colleagues, parents/ carers

and the community

6.1 Identify and plan professional learning needs

7.1 Meet professional ethics and responsibilities

Proficient - Use the Australian Professional Standards for Teachers and advice from
colleagues to identify and plan professional learning needs.

Lead - Model exemplary ethical behaviour and exercise informed judgements in all
professional dealings with students, colleagues and the community.

6.2 Engage in professional learning and improve practice

7.2 Comply with legislative, administrative and organisational requirements

Proficient - Participate in learning to update knowledge and practice, targeted to

professional needs and school and/ or system priorities.

Proficient - Understand the implications of and comply with relevant legislative,

administrative, organisational and professional requirements, policies and processes.

6.3 Engage with colleagues and improve practice

7.3 Engage with the parents/ carers

Graduate - Seek and apply constructive feedback from supervisors and teachers to
improve teaching practices.

Proficient - Establish and maintain respectful collaborative relationships with

parents/ carers regarding their childrens learning and wellbeing.

Professional Engagement Domain

Standards 6 and 7

LEAD
13%

GRADUATE
12%

HIGHLY
ACCOMPLISHED
13%

PROFICIENT
62%

GRADUATE

6.4 Apply professional learning and improve student learning

7.4 Engage with professional teaching networks and broader communities

Proficient - Undertake professional learning programs designed to address identified

student learning needs.

Highly Accomplished - Contribute to professional networks and associations and build

productive links with the wider community to improve teaching and learning.

PROFICIENT

Feature of practice 1

HIGHLY ACCOMPLISHED

LEAD

Feature of practice 2

Feature of practice 3

Activities
Launch
The teacher will re-read chapter two: Golden Tickets. Where
Materials: Charlie
it discusses how there are only five in the entire world.
and the Chocolate The students will then be put into small groups of 3-4
Factory,
students and asked to discuss what the probability of their
Whiteboard
team winning a golden ticket, if the classroom was the
Large A3 pieces of
entire world. The students will discuss the mathematics
paper
involved, and will need to uncover how many students
Coloured markers
there in ratio to how many tickets are there to be won, and
the likelihood of then being able to win one. During this
time the students should be discussing the probability of
winning one in five golden tickets, out of 30 students. A
misconception to be aware of is if the students answer 1/5
this means they do not have to perceptual knowledge of

Teacher Questions
What is the likelihood of your team
winning one golden ticket? If we
included Room 3 (neighboring
classroom).
How has the problem changed? And
why?

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma Lightly
Spring 2015
including the classroom number, and converting 1/5 into
x/30. This could be due to a misconception in fractions,
multiplication or problem solving. The students might not
understand that there is a conversion to make at all. This
activity should help them use numbers in a real world
context and how to convert a fraction into a probability.
Not reading the number as 1 5th but rather 1 in 5. The
teacher must also listen out for the students ability to use
the correct terminology when discussing their answers as
a group.
The students will use the A3 pieces of paper on their tables
to brainstorm ideas, each using a different coloured
marker. This paper will include all of their working out and
ideas for solving the problems proposed. This working out
will show the working out that students used in order to
discover an answer. Did they use manipulatives, draw
pictures, use fractions, multiplication, or did they guess.
If there is nothing written on the page except an answer,
ask the students to show their working out, how did they
get to this number? What does the number mean?
TEACHER: as the students are engaging in the
brainstorming activity the teacher will circulate around the
room and look over what the students are choosing to write
on the page, are they drawing, using words, numbers (and
so on). What conclusions have they come to? Ask them how
they got to these and have them explain in their own words.
Ask students: Why did you use this strategy? Will it work
if we change how many students there are? Can you
show me how you got this answer using another method,
maybe using manipulatives or drawings?
The students will then discuss their findings with one
another, and the strategies they chose to solve this
problem. Teacher Asks: Which strategy did you find the
best to solve this problem? And why? Did the person
sitting next to you use the same strategy? How are they
different or the same? During this time the teacher will
listen to the discussions between students, are the students

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma Lightly
Spring 2015
engaging with the content, are they excited or bored. What
Math talk are they using? Is it addition? Multiplication?
What language are they using to describe it to their
partners? Can they explain it in words and on paper? If
they cant explain it in words, can they write it down in a
word sentence? Do they not understand what they used?
Could they do it again? Were they paying attention to
what the question was asking them to do?
Explore
Student-centered small-group activities
Materials:
o The students will work in teams to uncover the questions
Clue Cards,
provided and see how many they can discover the
A3 Pieces of paper
possibility of one of them winning a golden ticket. Each
Coloured Markers
table will be named something from the book (example:
Manipulatives:
OompaLoompas) To ensure everybody is participating
Counters,
students will only be in groups of 3, with each team
calculators, scrap
member having a role. The scribe, The leader and the
paper,
Speaker. This will ensure every member is included in
Chance chart (see
the discussion and is contributing, even if they are not
attached)
understanding some of the Math Talk.
o The students will need to think about what countries the
chocolate bar is sold in, the population of those
countries, the quantity of bars sold in each country and
how much the bars cost? They will need to then think
about who is buying the bars? What if a budget was put
on the bars and you could only buy one bar? Students
will need to work together as a team to uncover all of
the relevant information necessary for completing the
equation. Be sure to listen for more than one voice
talking, 3 sets of writing should be seen on the A3
page, not just one. (for working out) the scribe is
responsible for calculating the final answer.
o The idea of this task is to get the students thinking about
the math, its not just 5/22 how did they get that number?
What does the 22 represent? What does that mean on a
global scale? If the students do not understand what
the 22 represents or do not understand how to write

Prompting Questions:
Who is buying these chocolate bars?
How many children are in the world?
Does every child in every country eat
this exact brand of chocolate?
Are they expensive? Can everyone
afford to buy them? What would happen
to the odds if everyone was limited to
buying only one chocolate bar?
By walking around the room and having
discussions with the children about
population, it encourages the students
to engage in problem solving methods.
The students need to think outside the
box about everything involved with
probability, and what influences it. By
asking these questions it will reveal
what capacity the students are able to
conduct both in small groups and larger
groups.
By having each student use a different
colour it will help monitor who is
contributing and what students are
unsure about, and what they are
confident with.
Students should be able to estimate the
the probability of 5 golden tickets in the
world, after calculating what the

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma Lightly
Spring 2015
the answer they have found, this will indicate that
population is of all the bars it is sold in.
there is a misconception with either interpreting
There is not one single answer to the
numbers and implementing them in a real world
question, as long as the students can
context, or that they simply dont understand what the
explain how they got the number both in
question is asking of them. The teacher can then write
words and numerically. If they decided
the question in two forms, in a worded sentence and in
each person was allowed to purchase
a number sentence. This may help some students
two bars, the end number will be
understand what Math they are being asked to use and
different. The end number is not what is
uncover. It will also help them relate it back to a
important, but rather their discussions
worded question.
about the relevant numbers needed to
o The students will not be given these questions, but will
find an equation.
engage in a discussion, and when their team has come
The students should be able to round the
up with a question they need an equation for and clue
population numbers up to the nearest
card will be handed to their table with (for example) the
100 to help make the calculation easier.
countries the bar is sold in, or the population number of
those countries. From there the students will need to
discuss and discover what other relevant questions they
will need to ask, in order to uncover all the clues before
they can begin to solve the mathematical equation. This
will show the students ability to think about the
question in a real world context and what problem
solving skills they have used. Why do they need the
population number? Ask the students before handing
them the Clue Card with the answer.
o TEACHER: the teacher will engage the students with
meaningful conversations about the previous activity,
asking about the importance of population (without
giving the word away), asking prompting questions like,
does everybody like chocolate at this table? What
happens to the equation if I dont like chocolate?
o Once the students have all of the necessary clues they
will work together to evaluate the information given,
and if they need further information to write it down on
their A3 pages. How are they using the numbers to
calculate an answer? Are they dividing, multiplying,
subtracting? Using percentage, fractions? Are they
skip counting, able to round up or down? Observe the

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma
Spring 2015
conversations and what is being written down.
Encourage students to write down all of their ideas
and solutions. Are the students stuck? Do they have all
of the information but are unable to proceed. Perhaps
these students have a misconception about how to
calculate probability, or dont understand the word
estimate but are looking for an exact number.
Observe how are the students working together? Are
they communicating well, working as a team? Is one
person coming up with all the ideas? Or is someone
not being heard. Be sure to monitor the groups
dynamic and ensure everybody is participating with
the math talk. Have them take turns talking about
their ideas if there is conflict. If they cant decide on
one single strategy, have both students come up with
an answer. More than one answer is ok! As long as the
student can explain how they calculated their answer.
When the numbers start getting larger a chance chart
can be used to help them stay on track, rather than
getting lost in the numbers.
o The task is to make a calculated estimate. The
probability is not exact, but needs to be as close as they
can get it with the information given to them. What
conclusions have they drawn about probability? Has
their chance of winning gone up or down?
Discuss
One all teams have a number and strategy completed, they
Materials: A3
will take turns in presenting and discussing what they
Posters
discovered about probability and problem solving. What
language and terminology are the students using? Are
they able to accurately describe their strategy or are they
unsure how they came to the answer? If the students
werent able to work with the larger numbers it could be
because they havent had enough exposure to numbers of
that size, or a lack of confidence in place value above a
certain place (for example millions).
As a class we will discuss the different strategies that each
table took and how they are different from one another, but

Lightly

What did we learn about probability

today?
How is including more people changed
our answer?
Would our answer change again if we
had 3 more tickets?
How do you know this?

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma Lightly
Spring 2015
still correct. It is important that students choose a method
they are comfortable and confident with. This will allow
for the students who were previously unsure about how to
determine probability or were confused with the larger
numbers to catch up and feel accomplished too. It will
also help students to identify what strengths they have
and what strategy worked best for them and why. This
lesson is about determining what strategies they are
favouring and encouraging them to try new ones. The
students should be encouraged to have fun with this
lesson.
It is important as the teacher to reinforce that there is no
correct way to problem solve, but rather finding the best
way that works for you, that is still mathematically
structured.
Extension:
If one table finishes much faster than everybody else, ask them how the problem would change if the
number of tickets changed to 8. When the class is ready to present, these students can explain the
relationship between 5 tickets and 8.
Revision Questions:
Students with lower levels of mathematical understanding will be in groups with students with better
understanding, they will be able to learn from their peers, contribute and feel accomplished as part of a
team. However if one team is still struggling peer teaching will be conducted and the more extension
students will be asked to assist uncover some strategies together.
Appendix 8

ELED 4060 TEACHING MATHEMATICS & PRACTICUM LEVEL III Name: Emma Lightly
Spring 2015

Certif cate of Achievement

Awarded to
Emma Lightly
_________________________________________________

In recognition of completing all 5 modules in the

Building Resilience in Teacher Education
professional learning program
01 April 2016 l
________________________ Date:______________________
Dr Caroline Mansfied
Project Leader

Support for this project has been provided by the Australian Government Of ce for Learning and Teaching. T e views in this project do not necessarily ref ect the views of the
Australian Government Of ce for Learning and Teaching.