MASA SASTA Conference 2013

Friday29 November

8:30am – 4:45pm

Norwood Morialta High School – 505 The Parade, Magill

Mathematics & Science Conference for

Middle Years Teachers (6-10)

8:30 am / Registration -Tea & Coffee– The Peter Lang Performing Arts Centre
8:45 am – 9:00am / Welcome & Housekeeping - WG1 Lecture Theatre
9:00 am – 10:00 am / Keynote – WG1 Lecture Theatre
10:10 am – 10:40 am / Morning Tea & Trade displays – The Peter Lang Performing Arts Centre
10:40 am – 11:40 am / Workshop Session 1 – Main Building First Floor
11:45 am – 12:45 pm / Workshop Session 2– Main Building First Floor
12:45 pm – 1.30 pm / Lunch & Trade displays – The Peter Lang Performing Arts Centre
1:35 pm – 2:35 pm / Workshop Session 3– Main Building First Floor
2:40 pm – 3:40 pm / Workshop Session 4– Main Building First Floor
3:45 pm – 4:45 pm / Credit Union SA Happy Hour– The Peter Lang Performing Arts Centre

About Nick Jackson

Nick Jackson is currently working as an Online Educational Designer at University of South Australia where he is working on online and blended learning projects involving the University and OUA. He is deploying his extensive skills and expertise in multimedia, flipped and e-learning to impact on the practices of academics. He is also spending time consulting with schools on Digital Leader programmes and building a network of schools through This has involved working with schools across Australia and across education sectors.

Nick has been employed in leadership positions in education with specialist roles involving ICT, Computing and whole school deployment of technology for over 12 years. He has worked in a wide variety of environments from secondary schools to special education, high performing to challenging schools, small primaries to colleges for 16 to 18 year olds and now in university.

He has an unstoppable desire to improve education. He sees the development of communities, communication and most importantly student-centred approaches to learning through empowering young people, at the heart of those improvements. Nick holds an MA in Education and an MSc in Multimedia & eLearning. He is currently studying for a PhD carrying out research on the empowerment of students.

Abstract: Inspiration for the digital age – Learning to teach is a lifelong process

It is time for everyone in education to really do something to address the well-known and much used comments around “kids have changed”. Because they have changed, or should I say, some of the way they live their lives have changed. We are living in a connected age and access to information; to views on any given topic, are only a click away. In the digital age, more than ever before, we need to inspire young people, fire their imaginations, immerse, excite, challenge and motivate them. The technology at the teacher’s disposal in the digital age, when mixed with the analogue, holds such potential for inspiration. Learning to teach in this age is a journey all educators must embark on regardless of the stage they think they are currently at.

This keynote will provide an in-depth overview of techniques and tools, practices and environments that will inspire educators to make changes to the way they view teaching with technology and their classroom practice.

Session / Title / Room / Presenter/s
1.1 / Leading Learning for Effective (Science) Teaching [Part 1 of double session] / F5 / Cat Stone & Ian Maynard
ASMS
1.2 / Flipped Classroom (Change your Classroom) / F9 / David Bennett
Victor Harbor High School
1.3 / YouTube and the Science Classroom / F10 / Penny Collins
ASMS
1.4 / An inquiry approach to teaching natural selection for the Australian Curriculum / WF1 / Scott Spargo
Concordia College
1.5 / Individual Pathways + More Assessment = Less Teacher Work / F1 / Peter Fox
Texas Instruments
1.6 / Using newspapers to create relevant engaging investigations in maths. / F2 / Adrian Dilger
The Catholic Education Office
1.7 / Using an understanding of student misconceptions to improve the learning / F3 / David Andrew
1.8 / Cooperative Learning for Science and Mathematics / F4 / Lara Golding
Session / Title / Room / Presenter/s
2.1 / Leading Learning for Effective (Science) Teaching [Part 2 of double session] / F5 / Cat Stone & Ian Maynard
ASMS
2.2 / Creating your very own online Professional Development environment / F4 / Ingrid Lees
Parafield Gardens High School
2.3 / Cultivating Critical Thinking / F9 / Dr. Paula Mills
Prince Alfred College
2.4 / STELR Applying Science through Inquiry Based Learning / F10 / Karen Wanless
Academy of Technological Science & Engineering
2.5 / Practical Assessment in the Middle School using SACE performance standards / F11 / Aaron Whenan & Justin Simmonds
Trinity College
2.6 / Practical Demonstration - Chance and Data with cross curricula links / F1 / Rebecca Jamieson
Lyndoch Primary School
2.7 / Scaffolding Folio Tasks Year 7-10A / F2 / Pauline Carter
MASA
2.8 / Engaging students in maths lesson / F3 / Amanda Aulert
Blackwood High School
Session / Title / Room / Presenter/s
3.1 / How do we bring the essence of Science to life and increase the cognitive demand for all learners? [Part 1 of double session] / F5 / Katrina Elliott & Mandi Dimitriadis
DECD
3.2 / Google Forms Workshop / WF1 / Penny Collins & Jules Potiki
ASMS
3.3 / Science for Students doing Trades / F9 / Stefania Pulford
Thebarton Senior College
3.4 / Murder on Detroit Ave: A Cross-Curriculum PBL Case Study / F10 / Rogan Tinsley
Blackwood High School
3.5 / Using Efofex Software for Y8-10 Maths tasks / ATC / Ralph Broughton
3.6 / Questioning to Develop Thinking Skills / F2 / Adrian Dilger
The Catholic Education Office
3.7 / Presenting Algebra and Other concepts / F3 / Peter Fox
Texas Instruments
3.8 / The Aim of Teachers: Motivating Students to Learn / F4 / Julia Burdakova
Session / Title / Room / Presenter/s
4.1 / How do we bring the essence of Science to life and increase the cognitive demand for all learners? [Part 2 of double session] / F5 / Katrina Elliott & Mandi Dimitriadis
DECD
4.2 / Using 3D images to support inquiry-based science learning: Digital Geoscience Education Research and Resources (DiGER2) / WF1 / Mark Bishop
Planetary Science Institute
4.3 / Personalise Student's Learning-it's not too hard, not too easy, it's just right: MANGAHIGH / F4 / Michelle Button
Mangahigh
4.4 / Bringing Science To Life: STEM Career Packs / F9 / Tania Meyer
RiAus
4.5 / Using Data to Enhance Practice in Maths and Science Classrooms / F10 / Rachelle Maynard
Clare High School
4.6 / Some interesting number exercises - factors, divisibility tests, and others / F1 / Carol Moule
MASA
4.7 / New Geometry Content in the Australian Curriculum for Middle Years (5-7) / F2 / Maureen Hegarty
MASA
4.8 / LOVE Maths / F3 / Mark Robson - St Peters College & Pauline Carter - MASA

1.1 and 2.1 Cat Stone and Ian Maynard (ASMS):Leading Learning for Effective (Science) Teaching (Part 1 of double session)

The workshop will use strategies to explore the professional learning needs of leaders of Teaching & Learning in Science and how best to meet these requirements. In the process, the presenters will model and articulate methods which participants can use in their own worksites to determine how best to support the teachers in their teams.

1.2 David Bennett (Victor Harbor High School): Flipped Classroom (Change your Classroom)

The flipped classroom is a concept where the teacher presents the theory to students using video presentations. This frees up the classroom time to allow students to consolidate their understanding and do other activities. Most teachers say that it would be great to do a range of other learning activities but they don't have the time, because they have to get through the content. The flipped classroom allows for this to occur. If students are away they don't fall behind, parents are able to better help and the teacher has more time to interact with their students and develop real learning opportunities. This initiative also supports students with learning difficulties.

1.3 Penny Collins(ASMS): YouTube and the Science Classroom

A hundred hours of content is uploaded to YouTube every minute - see how to make the best out of this valuable resource. Learn the tips and tricks for using YouTube successfully in the classroom. Be taken on a tour of remarkable science videos. Learn from a Google Certified Teacher who has worked for Google curating YouTube’s science content.

1.4 Scott Spargo (Concordia College): An inquiry approach to teaching natural selection for the Australian Curriculum

This workshop explores the use of a freely available simulator, Genepool, as a tool to facilitate inquiry based learning into natural selection processes in real time. As a result of such an inquiry, students would meet the following aspects of the achievement standard for year 10 in the Australian Curriculum:"they evaluate the evidence for scientific theories that explain the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Teachers will have the opportunity to participate in and experience the inquiry process during the session.

1.5 Peter Fox(Texas Instruments): Individual Pathways + More Assessment = Less Teacher Work

This equation may not seem balanced, but participants in this session will see how it can be solved. It is possible to provide students with a more flexible learning environment where they can set goals and monitor their progress. As a teacher I completed more frequent and detailed assessment and provided considerably more feedback than ever before, yet most of this was completed during class time! Participants in this session will receive a sample unit of work and experience some of the assessment tools used.

1.6Adrian Dilger (The Catholic Education Office): Using newspapers to create relevant engaging investigations in maths

This session is an interactive workshop where ideas will be presented for use in the middle years classroom. During this time participants will be asked to investigate the potential of using everyday texts to explore and deepen student’s understandings of mathematical content.

1.7David Andrew: Using an understanding of student misconceptions to improve the learning

This workshop is designed to encourage teachers be aware some of the common mistakes and misconceptions students make. It explores some of the reasons students make mistakes or develop misconceptions and how teachers can either use these or modify their approach to enhance student learning.

1.8 Lara Golding: Cooperative Learning for Science & Mathematics

A practical workshop on using cooperative learning strategies to maximise student engagement in Maths and Science. While group work is required by the Australian Curriculum and SACE in both Maths and Science, it often fails in the classroom when students see it as an opportunity to mess around. Research and experience have shown that when group work is set up effectively student motivation and achievement improve.

2.1 and 1.1 Cat Stone and Ian Maynard (ASMS): Leading Learning for Effective (Science) Teaching (Part 2 of double session)

The workshop will use strategies to explore the professional learning needs of leaders of Teaching & Learning in Science and how best to meet these requirements. In the process, the presenters will model and articulate methods which participants can use in their own worksites to determine how best to support the teachers in their teams.

2.2 Ingrid Lees (Parafield Gardens High School): Creating your very own online Professional Development environment

This is a resource-supported session for teachers who are new to the professional benefits of using social media, or who haven’t yet fully investigated the potential of using education-related blogs, facebook and twitter to build a bespoke online PLC. Come along to this career-building session to discover how you can start learning more about topic content, teaching strategies and behaviour management from all corners of the globe. Strategies will also be suggested that will support teachers keeping electronic records to meet the 20 hours per annum of professional development for their teacher registration. The content of this session will be related to specific APST domains, standards, focus areas and descriptors for those teachers looking for evidence to meet APST (AITSL) accreditation. It is suitable for teachers of any career stage, especially those who aren’t already proficient users of social media and/or the Internet for professional purposes.

2.3 Dr. Paula Mills (Prince Alfred College): Cultivating Critical Thinking

Critical Thinking is one of the general capabilities required of students in the national curriculum. Teachers need to encourage students to think broadly and deeply using skills such as modelling, imagination and innovation in all learning areas and beyond school to meaningfully contribute to society. In this workshop you will have the opportunity to reflect on how you motivate students to develop their thinking skills and how you can identify thinking in action.

2.4 Karen Wanless(Academy of Technological Science & Engineering): STELR Applying Science through Inquiry Based Learning

Why STELR? - STELR mission is to improve science engagement and outcomes, make students STEM aware, science literate and active learners.

The ATSE STELR programme is improving science outcomes by providing hands on inquiry based learning to more than 35,000 students in over 350 schools throughout Australia, each year.

The fully resourced, hands on, Inquiry Based STELR Renewable Energy programme, can be used as is, or tailored to the individual needs of the students. It provides student centred differential learning for all students, not just the science club. Teachers can tailor the units to the individual needs of students or use one of our off the shelf units. Bring your laptop and experience STELR for yourself.

What else is new?

  • The new, updated cloud based platform will allow us to produce a programme aligned to 21st century student and teacher needs, interactive and hands on, while not abandoning our hard copy users.
  • Renewable currently caters for years 9 /10, expansion to year 7 is currently occurring, eventually to year 5/6, with new component units.
  • The STELR theme base is expanding, introducing a new Theme, Moving to Mars. Working across year levels, science strands and sub strands. Sustainable Housing addresses both mathematics and science curricula.

2.5 Aaron Whenanand Justin Simmonds (Trinity College):Practical Assessment in the Middle School using SACE performance standards

One of the greatest challenges in a Middle School setting is making sure students are adequately prepared for the style and complexity of assessment required at SACE level whilst being appropriate to their age, ability and curriculum needs. This workshop will explore some of the assessment tasks currently used at Trinity College in the Middle School, to develop the analytical skills required for success in practical tasks in SACE. Participants will be provided with copies of current assessment tasks and participate in discussions about why the tasks are structured the way they are as well as links between each task and the Performance standards in SACE.

2.6Rebecca Jamieson: Practical Demonstration - Chance and Data with cross curricula links

This is a practical workshop with chance and data as the focus. We will start with a mental routine which allows the teacher to see group and individual knowledge being challenged. Through a narrative we will explore the notion of 'randomness' and tease out where the session can accommodate any of the Australian Curriculum strands. To finish cross curriculum links to science.

2.7Pauline Carter (MASA): Scaffolding Folio Tasks Year 7-10A

Conducting and writing about mathematical investigations are important experiences for students in learning and applying mathematics. Scaffolding tasks and explicitly teaching writing skills and language features can support students in preparing for Folio tasks which are an important assessment type at Stage 2 (Yr 12) Mathematics. This session also showcases the MASA publication which includes extensive tasks and resources.

2.8 Amanda Aulert (Blackwood High School): Australian Science Curriculum Implementation

Using the 6 Principles of Effective Mathematics Teaching (Peter Sullivan) I will show you how to engage all students using a variety of resources. The focus will be on lessons taught with challenging questions in the units of Algebra, Pythagoras and Statistics. A collection of resources will be available. Please bring a USB.

3.1 and 4.1 Katrina Elliottand Mandi Dimitriadis (DECD): How do we bring the essence of Science to life and increase the cognitive demand for all learners?(Part 1 of double session)

This workshop will look at what executive function skills are and the critical role they play in students' learning. We will explore the strategic shift towards teaching practices that develop students' executive function skills and raise the intellectual demand on learners.We will use a Year 9 Science learning design example to:

  • Discuss practical classroom strategies
  • Explicitly model how ‘stop and think’ skills can be deliberately incorporated into student learning of chemical science concepts
  • Use the Bringing it to Life tool to show how students are asked to do the thinking and learn this concept through Science as a Human Endeavour.
  • Incorporate cross-curricula approaches by making explicit links to the history curriculum

3.2 Penny Collins and Jules Potiki (ASMS):Google Forms Workshop

Do you have students that have access to internet connected computers, tablets or smart phones? Perhaps they have internet at home? Unleash the power of Google Forms. You will discover how to use this powerful tool for surveys, feedback, evaluation and self-grading quizzes. Use forms to analyse individual student performance and use de-identified data so you can gauge class understanding.