Agency - Empowering Your Mathematics Students

This is the best PD I've done in a while if not ever. My favourite aspect was the lack of long-winded theoretical research saying what should work - it was straight to the point, with real workable examples. Peter Davies, Narrandera High School.

Buy $690.00 Free Preview

An Extensive 25-hr PD Program

$690 pp-individuals +GST in Australia (Ask re pp price for 2+)

Equivalent to 4-days of face-to-face instruction over 4-8 months.
Classroom implementations are a key feature of the program.

Starts: March 28th, June 20th, Sept 12th, Dec 5th (or now).
Ask about our Departmental (Team) Approach.

Enrol (request a Tax Invoice)

Download a 1-page flier here.

Is this you?

Too many of my students take too little responsibility for their learning. (Apparently, it’s all up to me!)
I need more of my students to be genuinely engaged. I need them with me, not opposing me.
I’m tired of too many students ‘not getting it’ despite my best efforts to present mathematics to them.
I want to have my passion for teaching rekindled.

Course curriculum

1. 100 Welcome To The PD
2. 105 Before We Start
3. 110 Aims and Requirements
  FREE PREVIEW
4. 115 TO THE PREVIEWERS …
  FREE PREVIEW
5. 116 EXPLAINING THE PD TO TEACHERS AND SCHOOL LEADERS (Preview Page)
  FREE PREVIEW
6. 120 Some Logistics For This PD
7. 125 Add a profile pic
8. 130 Introduce Yourself*
9. 140 Strategy Implementations
10. 150 All About Teams
1. 200 Presenting Maths In Ways That Has Students Owning Their Learning
  FREE PREVIEW
2. 210 Some Definitions of Student Agency
  FREE PREVIEW
3. 220 Thought Provoker One: Implementing Strategies
4. 230 Six Typical Classroom Scenarios
  FREE PREVIEW
5. 240 Thought Provoker Two: Student Behaviour
6. 250 The Teacher Factor
7. 260 Thought Provoker Three: The Teacher Factor
8. 265 Your Thought Provoker Comment*
9. 270 Control
10. 280 What ‘letting go of control’ looks like in the classroom
11. 285 Your 'Control' Comment*
1. 300 Student Engagement or Student Agency
  FREE PREVIEW
2. 305 Thought Provoker Four: Student Engagement
3. 310 The Engaged Maths Classroom
  FREE PREVIEW
4. 320 What Constitutes An Engaged Classroom?*
1. 400 How Do You Learn?
2. 410 What Can Skateboarding Teach Us?
3. 430 Thought Provoker Five: Independent, Student-centred, Self-directed learning
4. 440 Stepping Towards 'Independence'
5. 450 Independent Learning is good in theory – but does it actually work?
6. 460a Student Resistance
7. 460b Student Resistance - Dealing With Their Objections (article)
  FREE PREVIEW
8. 470 The Power of Independent Learning
9. 475 Your Four-Pronged Comment*
10. 480 Your Initial Implementations
  FREE PREVIEW
11. 490 Some Past Implementations Reports
  FREE PREVIEW
12. 495 A couple of reminders
1. 500 TEAM Announcement
2. 510 Understanding-first vs Procedures-first Teaching
3. 515 Why We Need An Understanding-first, Procedures-second Mindset When Teaching Mathematics
  FREE PREVIEW
4. 520 Trick Teaching Anyone?
5. 525 Your Trick-Teaching Comment*
6. 530 The Perils of Compartmentalisation
7. 540 The Memory Game
8. 545 Your Memory Game - Rote Learning - Compartmentalisation Comment*
9. 550 Let The Strategies Unfold ...
  FREE PREVIEW
1. 600 Let's Abbreviate These Terms!
2. 610 An Example U-1, P-2 Approach (this example featuring Trigonometry)
3. 620 What is it about the Trigonometry example that makes it a U-1, P-2 approach?
4. 625 Your Understanding-first Right-angled Trig Comment*
5. 630 Four Common Misconceptions
  FREE PREVIEW
1. 700 Specific Strategies
2. 710a Diagnostic Interactions
3. 710b Diagnostic Interactions* (Article)
4. 720 Creating A Need To Learn
5. 730 The Brick Wall Strategy
6. 740 Good Questioning Techniques
7. 750a Metacognition
8. 750b Metacognition* (Article)
9. 760 Peer Teaching
10. 780 Laying The Foundation For Conceptual Change
  FREE PREVIEW
11. 790 A Sobering Read ...
12. 795 A Teacher Becomes A Student For Two Days. This Is What She Discovers!* (Article)
13. 797 Your Additional Module Seven Comments - And Your Intended Implementations
14. 799 Your Additional Module Seven Comment*
1. 800 TEAM Announcement
2. 810 The Understanding-first, Procedures-second Approach - Some Examples
3. 820 Formative Assessment and Feedback
4. 830 Fractional Doings
5. 835 The 'Fractional Doings Explained' Student Video Series
6. 838 Fractional-Doings-Inspired Resources
7. 840 Fractional Doings: Tens & Make Your Own
8. 845 Your Formative Assessment/Feedback + Fractional Doings comment*
9. 850 Workshopping Open-Ended Questions
10. 855 Your Workshopping of Concept-Specific Open-Ended Questions Comments*
11. 860 Assessment for Learning
12. 870a Dynamic Geometry
13. 870b GeoGebra - The Best Files From Participants
14. 875 Your Assessment for Learning + Dynamic Geometry Comment*
15. 880 The Example U-1, P-2 Activities - A Summary
16. 890 Three HSC Ext-2 implementations
1. 900 Can't We Keep Them Together?
2. 910 The Mini Lesson
3. 915 Your Student Spread and Mini Lessons Comment*
4. 920 Homework and Extension Activities
5. 930 An Understanding-first, Procedures-second Approach In Action
6. 935 Your Additional Comment
7. 940 How's The Time?
1. 10-00 The Work Requirement Scheme
2. 10-10 Some Common Traps With The WRS
3. 10-20 Some Pertinent Questions re The WRS
4. 10-30 Advantages of U-1, P-2 Revisited
5. 10-40 Your WRS + U-1, P-2 Advantages Comment*
6. 10-50 Some Past Implementations Reports
1. 11-10 Engaging Assessment - An Oxymoron?
  FREE PREVIEW
2. 11-20 The 'I Can Do' Assessment Task
3. 11-30 The Metacognition Assignment
4. 11-40 Your 'Engaging Assessment' Comment*
1. 12-00 Your Classroom Implementations ...
  FREE PREVIEW
2. 12-05 Example Implementation Reports
3. 12-10 Your Understanding-first, Procedures-second Implementation Report (& Peer Review)*
4. 12-20 Your Student-Centred Implementation Report (& Peer Review)*
1. 13-00 Have You Completed All Requirements ...
2. 13-10 Your Experience Of The PD*
3. 13-20 Extra Resources
4. 13-30 Related Courses And PD Programs
  FREE PREVIEW
5. 13-40 Tell Me You Are Finished

About this course

107 lessons

Testimonials

“This course was so inspiring with it's many great facets, ideas, articles, videos and links. It should be compulsory in all teacher training courses and then should be compulsory again after teaching for your first 2-3 years. Thanks Richard. ”

Paul Chesher, Westfields Sports High School

“This course made me reflect and carefully analyse my way of teaching. It made me become more willing to 'take risks', thus utilising a variety of different approaches/strategies within my teaching of Maths. It was also great to share ideas with my Team members. ”

Matthew Lafranchi, Bacchus Marsh Grammar

“I really like the self-paced nature of this course, the repeated reminders of what's good for the students and wonderful interactions with Richard. I'm inspired by the course to continue the good work of putting students in the center so we can endeavour to help each individual grow collectively through the power of open-ended tasks/questioning and metacognition. Yes, the course has had positive changes in me. Thank you!”

Liz Tan, Masada College

“Every maths teacher needs to take this course. It is a hands-on, practical course that creates opportunities to make genuine changes in your classroom as you go. Richard has a great understanding of the needs of a classroom teacher and the challenges that we all face. He provides us with strategies that are easy to implement. Every part of it is well-thought out, interesting and extremely practical. It requires you to stop regularly and reflect on different aspects of your own teaching style. (Team Course) ”

Debra Penny, Head of Mathematics, Bacchus Marsh Grammar, Victoria

Check out a Free Preview of the PD Program

Free Preview

FAQs

Should we enrol more than one teacher in this online course?

If you are looking for department-wide improvement regarding student agency then the ideal way to achieve this is to enrol all or most of your teachers into this course as a Team. However, this course is also ideal for individual teachers wanting to see significant changes occur in their classroom teaching. https://www.learnimplementshare.com/teaching-and-learning-teams.html
When does the course start? Am I able to commence whenever I want?

Although you can request (on the form) to start 'now', officially the program commences on March 28th, June 20th, Sept 12th, Dec 5th. Teams choose their own start dates.
What happens if I don't complete the course within the allocated time?

As long as you make regular progress - or keep us posted when something unforeseen is preventing you from making progress - you will be given every opportunity to complete the course.
Will I have to be logged in at specific times?

No. The course is self-paced and accessible 24/7. There is no requirement to be logged in at any specific time.

Got a question?

Fire away ...

Instructor

Richard Andrew

richard@learnimplementshare.com

Hi! I’m Richard. I’ve been delivering PD to teachers since 2007 - after twenty-plus years in the classroom, six as a Department Head. My main PD thrust is to support teachers to improve their ability to foster agency and understanding in students. This is because we only shine as mathematics teachers when our students demonstrate agency ... when students assume ownership through experiencing a sense of control over their learning. I've always been fascinated by the craft of teaching maths. I have a knack for presenting complex pedagogical ideas in easy-to-follow ways, and in the absence of edu-babble.

Need a Tax Invoice?

Enrol/Invoice