Written Report - Final

INQUIRY WRITTEN REPORT
INTRODUCING AUTHENTIC MATHEMATICAL CONTEXTS

TO ACHIEVE AUSTRALIAN CURRICULUM LEARNING
OUTCOMES
AMANDA CHRISTOFIS
BACHELOR OF EDUCATION (PRIMARY)
School of Education
Division of Education, Arts and Social Sciences
University of South Australia
OCTOBER 2019
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1 Introduction
The public school, situated in the north-east of South Australia, has an enrolment of approximately 700
students with 93% attendance. Student diversity is minimal (5% non-English speaking, 1 percent Aboriginal
and Torres Strait Islander) and majority have no religion (Australian Curriculum, Assessment and Reporting
Authority n.d.). The school population includes a small number of RAAF/Defence families and the area has
a high proportion of middle-class families. Due to the supportive community environment parents have high
expectations of the school to provide high levels of education, support and extracurricular activities.
Specialist teaching is provided in Design & Technology, Physical Education, Japanese, Humanities and
Social Science and Performing Arts (School website, 2019).
The school values of ‘R.E.S.P.E.C.T.: Resilience, Excellence, Self-Management, Perseverance, Empathy,

Courage and Teamwork are embedded into the curriculum’ to support teaching and learning (School
website, 2019). The school offers a safe and supporting environment, challenges students to achieve their
best and aims to ‘Open Doors to Unlimited Opportunities’ (School website, 2019).
Due to the size and complexity of the school, effective communication with parents and the community is
important and a variety of communication methods are used including electronic communication systems,
social pages, newsletters and communication books.
From my observations the school is committed to developing strong social relationships with students,
parents, families and the community built on trust, sharing information and interests, developing co-
constructed goals and values, and promoting motivation. These supportive relationships have a positive
impact on student learning and achievements, health and wellbeing. Parents show an interest in the school,
and local community events are well-attended.
Being in a high defence area, where many parents are deployed away from children who attend the school,
there is a support network of educators and Defence School Transition Aides who support the transition of
students into the community, encourage friendship development and acceptance.
The year 5 class consists of 29 students: 14 boys and 15 girls aged between 10 and 11 years old. The class
has a range of learning needs and abilities and many students require differentiated tasks and strategies to be
successful. Students accept the differing needs and are supportive and encouraging towards each other in
their learning. Some students are able to work independently, some require extra support and others require
modifications to the curriculum to reach their potential.
Teaching encourages students to use their backgrounds and prior knowledge in their learning through
providing authentic and meaningful activities that are able to incorporate individual student strengths. The
school encourages parental involvement, and communication is evident. Leadership is supportive of
teachers and has a strong presence in the school environment, encouraging and supporting students in their
leaning.
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2 Literature Review
Authentic learning is intended to link what is taught in school to real-world, real-life applications and
problems; where learning experiences reflect ‘complexities and ambiguities of real life’ (Pearce 2016, p. 1).
According to Newmann and Wehlege (cited in Lock & Duggleby 2017, p. 20) achievement through
authentic learning ‘is significant and meaningful’. Allsopp et al. (cited in Althauser and Harter 2016, p.
112) emphasise that ‘three criteria link authentic instruction to student achievement: construction of
knowledge, disciplined inquiry, and learning that is of value beyond school’.
Pearce (2016) suggests encouraging students to make meaning from their learning through implementing
authentic, skill-based learning that emulates real-life experiences, validates what they are learning is
meaningful, has the potential to impact the world and applies knowledge and skills in genuine situations.
Althauser and Harter (2016, p. 112) concur, expressing that introducing mathematical concepts ‘in authentic
contexts … [encourages] students [to] make real-world connections’ and see value in learning the concepts.
They suggest authentic, meaningful experiences provides opportunities for students to retain new knowledge
and are more likely to cognitively understand the concept, explaining that building connections helps
students activate prior-knowledge and assists in learning new concepts. Nicaise, Gibney and Crane (2000)
further detail that authentic learning develops deeper understanding, problem-solving skills and the
confidence to use these skills outside of the classroom.
Many students struggle with memory, attention, and metacognition, which often restricts their capacity to
connect concepts. To ensure optimal learning, Allsopp et al. (cited in Althauser and Harter 2016, p. 112)
argue that educators:
‘must plan and then teach explicitly how what is being taught links to students’ previous knowledge and
experiences. Using this instructional practice in combination with teaching in authentic contexts can
provide a very powerful instructional foundation for teaching any mathematical concept’.
The emphasis for authentic learning is on knowledge creation that incorporates multiple perspectives,
disciplines and ways of working that provides opportunities for collaborative learning, individual work and
reflection to promote critical thinking and conceptual growth (Nicaise, Gibney and Crane 2000). To
intellectually engage students and ensure a depth of knowledge occurs, authentic learning instruction needs
to engage higher order thinking through manipulating information, developing arguments and interacting
with others to foster and share possible solutions to complex understandings (Newman and Wehlege 1993).
They suggest learning needs to connect students to the world beyond the classroom by linking personal
experiences that supports students to take risks and master challenging work.
It is essential that mathematic units are designed to ‘show students that math is everywhere’ (Althauser and
Harter 2016, p. 113) and authentic instruction is vital when planning meaningful and relevant mathematic
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lessons. Meaningful lessons teach at an advanced academic level and encompasses information and skills
valued outside of school and strengthens student success (Althauser and Harter 2016). Studies show that
authentic instruction improves student outcomes with the belief that education based on learning experiences
sensitive to needs has the potential to transform educational equity and social justice (Althauser and Harter
2016; Civil 2002).
By teaching students to make meaning of their learning through providing authentic learning experiences,
students will be prepared for life outside of school where they will be able to make links between current
knowledge and new learning, integrate multiple disciplines and use problem-solving and critical-thinking to
solve real-life issues (Pearce 2016).
3 Methodology
3.1 Action research
Action research is a problem-solving method of inquiry used to improve quality and performance, often
designed and conducted by practitioners who analyse data to build knowledge and improve individual
pedagogical practice through reflection (Feldman 2002; Harris 2019; Kemmis, McTaggart & Nixon 2014).
The action research conducted in my school setting included gathering and analysing data at the beginning,
middle and end of the mathematics unit to inform my teaching practice and improve student learning
outcomes through authentic learning experiences. Through mapping changes, and how the changes
impacted the learning of my two case study students, I strengthened my understanding of what is involved in
intervening and modifying my practice to improve student outcomes. I proceeded through the phases of the
Action Research Planning Cycle of planning, actioning (collecting/implementing), observing
(questioning/analysing), reflecting, and reworking as needed, which was disjointed at times when conditions
dictated that modifications were required (Center for Education Innovation 2016; Diamond 2019).
3.2 Case study
Case study methodology allows researchers to meticulously investigate data within a context, focusing on a
limited number of individuals. It enables the researcher to explore complex issues in real-world settings
focusing on ‘a limited number of events … and their relationships’ (Zainal 2007, p. 2), using several sources
of evidence to provide a comprehensive view of the issue (Flyvbjerg 2011; Yin 2014; Zainal 2007). The
collection and examination of data is often performed within the natural environment of where the activity
occurs and can provide data to produce practical solutions (Zainal 2007).
The case study methodology for my research incorporated an in-depth analysis of responses of two
distinctive individuals at three different points in time within a specific context: during a mathematics unit in
the classroom. The analysis explored whether the introduction of authentic mathematical contexts increased
students learning outcomes and knowledge in mathematics. The case study data provided insights into the
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relationship between authentic learning experiences and learning outcomes of the two case studies. Success
was defined through student’s growth towards the learning outcomes of the unit.
3.3 Research questions
My inquiry focused on incorporating authentic learning experiences to improve student learning outcomes in
mathematics. The guiding question of my inquiry was do authentic learning experiences improve student
learning outcomes in a unit on data, statistics and graphing in the curriculum area of mathematics?
Other key questions towards the inquiry included: What does authentic learning mean within the curriculum
area of mathematics? How will I choose authentic experiences within my planning and practice to improve
learning outcomes?
3.4 Participants
3.4.1 Case 1
Miss G (pseudonym) is 11 years old and a loyal friend to a close group of girls. She was quiet in class and
did not offer information about her personal life. She is a high achiever in most learning areas and made
good choices. She aimed high academically, accepted and liked being challenged, was persistent and rarely
asked for assistance.
Through observing Miss G and analysing work samples I noted that she worked autonomously, quietly
completed tasks, and did not smile or engage easily with others in the class setting.
The focus for learning and teaching Miss G included organising differentiated activities to extend and
challenge her academically working on reasoning, as well as building her confidence when working with
others.
Teaching strategies that I introduced were to encourage collaboration and peer mentoring roles to develop
leadership skills and provide opportunities to deepen her knowledge through sharing information.
3.4.2 Case 2
Mr E (pseudonym) is 10 years 7 months of age and has a supportive family. He often relied on his twin
sister in class for academic support, and his parents and older siblings out of school.
He showed low ability in mathematics, English and science learning areas and through observation and
analysis I noted that he was often off-task during lessons and did not complete activities. He worked well
and engaged when he was able to choose topics and showed great pride when he completed work. He
showed difficulty focusing for extended periods of time but had more success and participated with 1:1
instruction and support. He participated in class discussions and shared his knowledge and opinions
actively.
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The focus for teaching Mr E included encouraging him to work independently, to focus and complete work
without full support.
It was important to provide relevant and engaging activities and step-by-step instructions (2-3 at a time). I
paired him with more knowledgeable others, provided reminders and checked progress at different stages.
Providing positive reinforcement and feedback, explicit teaching and instruction, and asking him to repeat
instructions to clarify understanding were strategies I introduced to help his learning growth.
3.5 Data Collection
Using only one kind of evidence to collect data will not adequately communicate the complexity of
schooling (Ewing, Le Cornu and Groundwater-Smith 2014). Accordingly, data collection incorporated a
range of flexible methods and procedures ranging from discussions, observations, reflections and collecting
a variety of data sources (Diamond 2019).
3.5.1 Methods
Methods used and collected as evidence of the impact of my teaching included a diagnostic assessment
followed by whole class discussions where students were able to learn from each other and listen to different
perspectives during the first lesson. The middle lesson entailed students completing details of an unlabelled
graph to show their understanding of what a graph needs and making mathematical statements about the
data, followed by students’ feedback on their understanding through a thumbs up, down or sideways self-
assessment. The last lesson of the unit included students using their own authentic data to construct graphs,
compare and choose the most appropriate representation for their data. Semi-structured interviews followed
and were used to allow flexible exploration of students’ knowledge, allowing me to gain greater insights due
to being able to adapt questions to students’ individual abilities to enable them to show their growth and
learning (Lambert 2012; Menter et al. 2011). I continually recorded reflections and field notes during
different stages of the research for planning, development and further reflection (Menter et al. 2011).
3.5.2 Data sources
Lesson plans at the beginning, middle and end were used as evidence to plan further engaging authentic
learning experiences, and completing critical lesson evaluations allowed me to modify learning experiences
to positively effect student learning outcomes and provide evidence of my thinking process. The diagnostic
assessment work samples were collected at the beginning of the unit to provide evidence of prior-
knowledge, and anecdotal notes were ongoing during the unit to enable analysis of growth over time and
continually develop students’ knowledge. I requested ongoing feedback from my supervising teacher on my
teaching practice to enable me to develop strategies to improve, and requested feedback from students to
encourage them to co-develop learning that will engage them and provide information about how I could
improve my practice relevant to their needs.
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3.5.3 Ethical considerations
Ethical considerations are paramount during any form of research. The ethical issues that needed to be
considered were ensuring that all individuals, and the school site, remained anonymous, and all data
remained confidential, securely stored and de-identified. There was no conflict of interest, no external
funding, the research did not disadvantage any participants and as the researcher, I took ‘reasonable
measures to ensure the peace of mind, and fair treatment of the [participants]’ (Lambert 2012).
3.5.4 Analysis
Throughout the research I examined evidence of learning, change and growth towards the learning
outcomes. This entailed collecting work samples which allowed me to provide feedback to students and
modify lessons to develop learning and ensure learning progressed at the appropriate level. Menter et al.
(2011) suggest that collecting work samples provides evidence of growth and by documenting the learning
progression, individual growth will be easy to track against future work.
Analysing data collected on students’ knowledge and growth encapsulated interpreting the data at a separate
time later the same day and looking at engagement through on-task or off-task behaviour (Diamond 2019).
This data assisted in understanding that authentic, relevant activities engaged students and increased learning
outcome success, and was used to inform future planning (Ewing, Le Cornu & Groundwater-Smith 2014).
Evaluating, reflecting and receiving feedback on my teaching practice from my supervising teacher allowed
modification to my teaching strategies and provided goals to improve my practice to have a positive
influence on learning outcomes (Menter et al. 2011; Raymond 2019).
4 Findings
Planning began by looking at the Year 5 Mathematics Achievement Standards and Data Representation and
Interpretation within the Statistics and Probability Content Descriptions, then backward planning to teach
purposefully (McTighe & Wiggins 2012). Through backward planning I reviewed ACARA requirements to
meet the needs of all students, I thought about the evidence needed to show growth of my case study
students, and I designed an outline of the learning plan focussing on meeting the Achievement Standards
(McTighe & Wiggins 2012).
Using this data, I prepared a diagnostic assessment, deliberatively short with a variety of questions designed
to determine students’ level of knowledge, skills and understanding at the beginning of the unit. The data
gathered identified patterns, strengths and weaknesses of the students, and allowed me to adapt the unit
outline and activities to meet their needs within the learning area (Brady & Kennedy 2012) to be just outside
their Zone of Proximal Development (ZPD) (Vygotsky, cited in Woolfolk & Margetts 2013). The
assessment identified the lack of understanding in constructing graphs for most students, including both case
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study students, and had a varied response in relation to interpreting graphs, where Miss G was mostly
successful, but Mr E was not.
Based on this data, lessons were planned to explicitly inform and formatively assess students on an ongoing
basis on the requirements of a graph and how to construct/represent single and multiple data sets using ‘I do,
we do, you do’ to support understanding (Fisher & Frey 2013). Due to the wide ability levels in the class, I
encouraged collaboration and peer support from more knowledgeable students, where Miss G was able to
explain her reasoning and graph construction to others once she was confident. Mr E constantly shared his
knowledge verbally and was able to list the requirements of graphs when working as a group. Both Miss G
and Mr E evidenced their growth during the middle lesson.
Based on the understanding highlighted during the middle lesson, lessons were planned to focus on different
graph formats to highlight the variety of graphs, comparing requirements, pros and cons of each.
Constructing, exploring and interpreting different graphs was able to be differentiated for different ability
levels through a variety of teaching strategies. Students who required support, such as Mr E, continued to
work in small groups with teacher-guidance while students who were more knowledgeable, such as Miss G,
worked individually, in pairs or in small groups on challenging tasks that involved multiple data
representations. Authentic activities, incorporating students’ collecting, recording and representing data,
was important for ongoing ‘assessment as part of the learning process, allow[ing] learning to continue when
assessing, and regard[ed] learners as active participants’ (Brady & Kennedy 2012, p. 44).
The last unit lesson encompassed a summative assessment where students were required to construct graphs
using authentic data individually collected throughout the unit on their run times. The assessment
incorporated a face-to-face discussion/interview relating to their constructed graphs to enable me to analyse
their growth towards the mathematics learning outcomes.
I initially considered connecting the unit to waste/rubbish data collection, but my supervising teacher
advised that they had already covered waste in other curriculum areas. During lead-in days, while getting to
know students, I overheard a group discussing their involvement in the ‘City to Bay Fun Run’ and decided
to focus on this as an authentic experience and incorporate ‘runs’ as a brain break to collect data. It was also
important to consider where and why we collect data, and I made connections both during mathematics and
other lessons. For example, the class enjoyed reading which led me to incorporate graphs on library books
during lesson four, and we recorded science data in tables and graphs.
The mathematics unit incorporated a variety of pedagogy including prior-knowledge collection, inquiry
based on interest/real-world connections, collaboration, ongoing feedback and deep learning rather than
superficial learning, ‘where the teachers role…[was] to challenge the learner’s critical thinking, not to
dictate or attempt to proceduralise it’ (Velliaris 2015, p. 328). The variety of activities enabled all learners
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to succeed and were not focussed on final products, but students’ ongoing growth and learning (Brady &
Kennedy 2012).
I also considered that short-term planning needed to change in line with students’ needs. As stated
previously, I planned explicit teaching, allowed for exploration, made links to prior knowledge and
experiences, and connected and revisited lessons. For example, lesson four revisited the ‘hook’ from lesson
one to develop learning and used visuals to help visual learners. I re-examined the Mathematics
Achievement Standard and Outcomes in the Australian Curriculum and continued to make learning
intentions clear and connected to real-life, authentic experiences.
4.1 Case 1
Observations of Miss G showed high levels of mathematics ability, however the diagnostic assessment
highlighted areas of difficulty constructing graphs using two data sets and essential elements of graphs, and
revealed her strengths in interpreting different graphs. Through analysing this assessment, evidence
suggested that creating multiple data set graphs needed to be explicitly taught, including essential features of
graphs. However, Miss G required extension activities when interpreting data from graphs to challenge and
encourage reasoning and critical thinking skills. She is one of the few who successfully interpreted dot
plots.
The ‘Unlabelled Graph’ activity in lesson four showed that Miss G was able to construct a story and label
the graph accurately, however she struggled to make statements that showed she could interpret the graph
beyond simple statements of ‘more or less’. Due to this difficulty we had a discussion where I supported her
reasoning and inferring skills by looking at how the graph could be used, who it could be useful for, and
why. She inferred from the data that ‘the Zoo needed more people to work on Sunday’.
Miss G recalled feedback from subsequent lessons and was able to transfer this knowledge to produce a
correct representation of her personal data into a column and line graph to end the mathematics unit.
Evidence from the data representation and interview showed a deep understanding of how to pose questions
to gather data, and construct data displays appropriate for the data. She was able to explain which graph is
more appropriate for her data and share her reasoning.
Comparing data collected from the first to the last lesson Miss G demonstrated her understanding that graphs
could be used to compare different data sets, that a key is helpful in differentiating data and that correctly
labelling provides the audience with information to be able to read the graphs. Growth was shown from her
ability to reason when collecting, interpreting and representing data and her understanding that mathematics
is more than ‘right or wrong’ but about thinking in a creative and purposeful way. During the interview she
reasoned that showing the collected run data was more appropriate in a line graph as ‘you could add a lot
more weeks’.
4.2 Case 2
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Data collected from the diagnostic assessment of Mr E confirmed his lack of knowledge in both constructing
and interpreting graphs and revealed that he will leave questions unanswered if unknown. This assessment
uncovered his ability to answer two questions that related to interpreting data from a line graph, but had
difficulty when questions involved other mathematical skills. For example, he was able to correctly answer
Linda’s height at birth but not how many centimetres she grew between different ages. This could highlight
his lack of comprehension, leading me to consider reading questions and incorporating discussions in future
assessments.
During the middle lesson Mr E was able to make up a story and label the ‘Unlabelled Graph’. He
successfully used his knowledge from previous lessons to scale his graph and has attempted four statements
that are mostly correct. However, he needed assistance giving his graph a title with more meaning and
discussed what ‘really light’ meant. By allocating a weight number to each participant, he was able to
recognise and compare the differences more accurately with scaffolding. The evidence gathered through the
interview showed that he is capable of using his knowledge to interpret graphs.
The final lesson confirms that Mr E requires support and scaffolding to transfer data collected and
represented into a meaningful graph. Although the graphs are missing information, he showed an
understanding of what a graph requires and that he is able to interpret simple single data set column and line
graphs through the interview process. Analysing his work sample, it became evident that providing
supportive material/documents is needed to show his learning, so time is spent representing information
being assessed rather than spending time on aesthetic requirements (ruling up).
Comparing lesson one to the middle lesson work sample and the last lesson assessment interview, Mr E
showed growth in understanding what graphs require and that data can be represented in various ways.
From scaffolding throughout the unit, he reveals evidence of growth in his understanding of mathematical
concepts, such as column graphs, and there is evidence from his middle lesson that he can interpret data
from a simple graph. After not attempting all of the diagnostic assessment his disposition to learning
increased throughout the unit due to the high level of one-on-one support, which gave him confidence to
attempt the middle and last assessments.
5 Discussion
The diagnostic assessment achieved the purpose intended: to obtain students prior knowledge on data and
graphing in mathematics. However, looking at Mr E’s diagnostic assessment later that day, questions arose
as to why he answered some questions and not others, and how he came to some of the answers, rather than
just looking at whether he answered correctly or not. This gave me the idea to interview students after
lessons to positively impact learning and encourage reasoning and critical thinking. Initially I thought the
exit slips used at the end of the first lesson did not provide useful information, however, as I began to know
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the students and their learning styles, I could infer that Mr E did not comprehend the questions and asked for
‘better instructions’. Through this revelation I would consider using exit slips throughout units of work.
Revisiting the first lesson ‘hook’ activity in an authentic situation (a new student joined the class and did not
know about the graph) helped students understand the reasoning and importance of labelling. The middle
lesson, forming a story and labelling a graph, allowed a variety of entry points for different learners, and
both case study students engaged and succeeded to different degrees. Although I did not formally document
discussions during this lesson, both students showed developing understanding through reviewing their
constructed graphs and mathematical statements. Analysing the graphs with the students allowed me to
understand where they were at in their learning; whether they needed further support or understood the
content. The ‘Thumbs up, down and sideways’ student feedback was helpful in deciding whether more time
was required on the current content, or whether we could progress, which was the judgement made. I
decided to focus on pie graphs next as students were commenting that they wanted to learn how to create
them.
The last lesson consolidated student learning, and the interviews showed students that I valued their
learning. I was able to secure a deeper understanding of their growth over the unit, as well as provide them
with voice and agency through sharing their responses face-to-face. This developed relationships and
provided further insights into individual students learning preferences. Interviewing students enabled me to
obtain responses relevant to learning outcomes and individual student abilities, rather than making
assumptions from written work. Individual responses guided my questions and I was able to challenge both
case study students and show their success in achieving the learning outcomes. Although Mr E did not
construct a graph with the essential features, he was able to tell me what was needed with prompting and
scaffolding, and was able to represent one data set in a graph. Miss G successfully constructed graphs using
two data sets from data collected, decided the most appropriate graph for the data and was able to answer
questions successfully.
Reflecting over the unit I believe I gained more knowledge on student learning through discussions and
semi-structured interviews, and would consider using an interview after the written diagnostic assessment to
enable me to gauge the individual students thought processes, understanding and needs (Brady & Kennedy
2012). Through the interview process I was made aware of how having an initial question can initiate
discussions but leaving the questioning open allows the focus to be on student responses and challenges the
students from their ZPD.
6 Conclusion
From the initial first lesson the case study students’ growth has been highlighted through the work samples
provided from the middle and last lessons of the unit. The variety of support levels and teaching strategies
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implemented throughout the unit allowed both students to show their learning and growth. Both case study
students collaborated with peers, participated in class and one-on-one discussions and collected, recorded
and represented authentic data. The different entry points allowed both students to achieve and feel success
at different levels, and my knowledge of the students and ability levels allowed me to check in on their
progress and challenge them appropriately. Through my supervising teacher’s feedback and observations of
her teaching I understood each of the students’ needs prior to the unit, but gained further knowledge through
my teaching practice, analysing work samples and talking with them about their learning. This allowed me
to respond to their individual needs, abilities and learning styles through differentiating activities and
expectations, while holding high expectations of all students. Authentic contexts introduced throughout the
unit were varied and assisted the students in achieving the mathematics learning outcomes as they helped
students develop genuine, in-depth understanding by connecting real data to what was being taught. I was
available to students, was open to their feedback and interests, and changed the lessons to suit the students
interests and abilities. I improved my practice by being flexible and open to learning opportunities as they
arose, making learning more authentic and building connections to ensure that learning was deep and
meaningful.
Word Count: 4,345 (4,766-421 in-text referencing, headings, title)
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Appendices
Appendix A: Map of the school/preschool
Appendix B: Photographs of the classroom environment
Appendix C: Analysis of learning for case 1 & 2
Appendix D: Anticipatory planning web (mind map/brainstorm) for case 1 & 2
Appendix E: Data collection method templates
Appendix F: Timeline
Appendix G: Case 1 evidence: Miss G – Planning Documents, Lesson Evaluations, Supervising Teacher
Observations, Work Samples, Student Feedback
Appendix H: Case 2 evidence: Mr E – Planning Documents, Lesson Evaluations, Supervising Teacher

Observations, Work Samples, Student Feedback
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Appendix A: Map of the school
Nature Play
2 – HB2 – Home Base 2/Classroom

Resource Centre – Computer Room, Library, Teacher Resources 16
Hard Play 1, Hard Play 2 and Nature Play – Yard Duty
Appendix B: Photographs of the classroom environment
The classroom environment during lead in days.
The classroom was re-arranged during placement, with my supervising teacher’s approval, to enable
collaboration and group work between students.
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Appendix C: Analysis of learning for case 1 & 2
Case 1
Due to Miss G (11 years old) being quiet and not sharing information about her personal life I question her
confidence with new people and situations. Her high academic ability in most learning areas means that I
will need to ensure that I plan further extension and challenging work. I will encourage her to assist other
students in the class that she may not be close with to build her confidence with new people and develop
leadership skills through providing opportunities to share her knowledge, collaborate and peer mentor. As
she is persistent and rarely asks for teacher assistance, I will need to make sure that she understands the
work through assessments. Miss G likes to complete tasks autonomously, and while this is positive, I will be
organising collaborative activities to develop and challenge her further.
18
Case 2
Mr E (10 years 7 months) has a supportive family and although this is positive he relies on them to help him
out too often. From my observations this allows him to wander off-task knowing that he will get help from
his twin which does not encourage him to think independently. Due to him being off-task regularly and not
completing work I will need to ensure that I choose engaging topics that allow choices to encourage him to
complete tasks, focus on his learning and be proud of his achievements. He has shown low academic ability
in mathematics, English and science learning areas but participates well with 1:1 instruction/support. This
shows that I need to be aware of where he is at in his learning and continually check progress and encourage
him to continue independently with work when he is challenged through positive reinforcement and
feedback. I will need to provide him with reminders and step-by-step instruction and ask him to clarify what
learning I want him to achieve, which will also help others in the class. It will be important to check that my
explicit instructions and teaching is understood before proceeding. I will also be discussing assessments
with him as he is confident sharing and participating in discussions, but not completing written work.
19
Appendix D: Anticipatory planning web (mind map/brainstorm) for case 1 & 2
Pose Construct Describe and

Statistics & questions displays, Interpret
Probability and collect graphs, data sets in
data tables context
Mathematics
Case Study 1 Case Study 2

Miss G Mr E
Differentiation Lesson 1 Differentiation

Prior Knowledge
- Encourage - Step-by-step
collection of 2 Lesson 2 - 3 instruction
sets of data Collecting and - Explicit
- Encourage Recording Data instruction
comparison - One-on-One
between data Lesson 4 – column support
collected graph - Group with
- Encourage more
critical Lesson 5, 6, 7 – line knowledgeable
explanation/ graph, dot plot, pie other
reasoning graph - Provide
- Collaborate Worksheets (to
with less Lesson 8 – putting it reduce writing
knowledgeable all together – expectation)
others constructing graphs – - Assess through
- Take on choosing most interviews and
leadership role appropriate graph for discussions
in group work the data
20
Appendix E: Data collection method templates
Exit Slip
Did you understand today’s lesson?
What did you learn?
How can the teacher improve her teaching?
Exit Slip
What did you learn?
Exit Slip
What did you learn?
21
INTERVIEW
Name: Date: Time:

Lesson/Setting/Context:
Present:
Question Response
Comment:
22
STUDENT FEEDBACK
Lesson Details:
Date: Time:
Collection Method:
Thumbs up (I get it) Thumbs sideways (I think I need more practice)
Number of Students: Names:
Assist ‘I need more practice’ students (will develop a

deeper knowledge by helping/explaining)
OR provide further challenging activities. Provide further activities to explore/practice concepts
Thumbs Down (I don’t get it) NOTES
Names:
Further Explicit Teaching with Educator
Ideas to Challenge ‘I get it’ students:
Ideas of activities for ‘I need more practice’ students:
Ideas of activities for ‘I don’t get it’ students:
23
Appendix F: Timeline
Week 1 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Class Discussions/ Anecdotal notes Evaluating growth/ Mentor feedback
involved and what Mind Map/Photo knowledge/learning
action will they Field notes Reflection Journal
take? Observation notes Engagement/attitude
Annotate work Lesson Feedback
Diagnostic Learning outcomes
Assessment achieved/not
achieved
Work Samples
Student feedback
- Exit slip
When will this take During the school During the school During NITT/after Continuously
place? day/each lesson to day/during school
evidence progress NITT/after school
Where will this Learning space Classroom/home Classroom/home Classroom/home
happen? (classroom)
Week 2 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Class Discussions Anecdotal notes Evaluating growth/ Mentor feedback
involved and what knowledge/learning
action will they Observation notes Field notes Reflection Journal
take? Engagement/attitude
Work samples Annotate work Lesson Feedback
Learning outcomes
Interviews achieved/not
achieved
Student Feedback
- Thumbs up, down,
sideways
When will this take During the school During the school During NITT/after Continuously
place? day/each lesson to day/during school
evidence progress NITT/after school
Where will this Learning space Classroom/home Classroom/home Classroom/home
happen? (classroom)
24
Appendix G: Case 1 evidence: Miss G
Lesson 1 (Beginning of Unit) - Daily Planner
25
Lesson 1 (Beginning of Unit) - Lesson Evaluation
26
Lesson 1 (Beginning of Unit) - Supervising Teacher Observation
27
Lesson 1 (Beginning of Unit) - Work Sample (Diagnostic Assessment)
Diagnostic Assessment
to advise future
planning
28
29
Lesson 1 (Beginning of Unit) - Student Feedback (Exit Slip)
30
Lesson 1 (Beginning of Unit) - Diagnostic Assessment Results
Mathematics I used results from

Statistics and Probability the whole class to
Data representation and interpretation plan following
lessons
Lesson 1 - Diagnostic Assessment Results
Construct data displays including tables, column graphs, dot plots and line graphs
appropriate for the data type.
Student Question 1 Question 2 Question 3 Score Notes
Use Table data to Interpret Interpret
create a Column Line Graph Dot Plot N/A=not attempted
Graph (3) (4) (3) (10)
Graph Label Key
1 0 0 0 3 3 6 Separated boys and girls graph
Not side-by-side
2 Absent
3 0 0 0 1.5 3 4.5 Attempted Q1 (only numbers)
4 0 0 0 3 0 3
5 0 .5 0 4 3 7.5 Not side-by-side
Separated boys and girls
6 .5 0 0 4 2 6.5
7 0 .5 0 3 3 6.5 Added boys and girls data
8 N/A 2 0 2
9 N/A 2 0 2
10 0 0 0 3 1 4 Labelled incorrectly
Misunderstood Q3
11 Miss G 0 0 0 3 3 6 Separated boys and girls graph
Not side-by-side
12 0 0 0 2 0 2 Added boys and girls data
13 N/A 0 0 0
14 Absent
16 0 0 0 3 0 3 Only girls data
17 Absent
18 N/A 0 0 0
19 N/A 2 0 2
22 .5 0 1 4 3 8.5
23 .5 0 1 3 1 5.5
25 0 0 0 3 0 3 Attempted Q1 but erased
27 Absent
28 N/A 3 0 3
29 0 0 0 0 0 0
From this evidence:
Q1 – need to look at all areas of column/bar graphs – creating – graphing/labelling/key
Q2 – a select few need extension work on interpreting line graphs
Q3 – most students need explicit teaching to interpret dot plots 31
Lesson 4 (Middle of Unit) - Lesson Plan including Lesson Evaluation and Supervising Teacher Observation
LESSON PLAN (4)

Pre-service Teacher ‘s name: Amanda Christofis Date: 2 September 2019
Year level/ age range & number of children: Year 5, Highlight planning process:
10-11-year olds, approximately 29 students Planned Independently
Estimated duration of the learning experience: 55mins

Prior learning and background of the children: Prior lessons have included:
1 - Prior Knowledge and Diagnostic Assessment
2 – Collecting Data – When do we collect data? How do we collect data? – Collect data on students favourite PE activities
3 – Collecting and Recording Data – How can I record your favourite PE activities? Authentic data collection – Data of Interest
– Students to work on ‘Pair Inquiry of interest’
Learning intention (aim): At the end of this lesson students will be able to:
- Identify the essential features of a graph
- Use data presented in a graph to tell a story
- Make mathematical statements about data presented in graphs
Learning area: Mathematics
Strand: Statistics and Probability
Sub-strand: Data representation and interpretation
Australian Curriculum content descriptions:
- Pose questions and collect categorical or numerical data by observation or survey
- Construct displays, including column graphs, dot plots and tables, appropriate for data type, with
and without the use of digital technologies
- Describe and interpret different data sets in context
Relevant parts of the achievement standard from the Australian Curriculum:
By the end of Year 5, students pose questions to gather data, and construct data displays appropriate for
the data.
Success criteria for children (objectives):

- Can identify essential features of a graph
- Able to use data presented in a graph to tell a story
- Able to make mathematical statements about data presented in graphs
Success criteria for the teacher:
- Students participate in discussion about what is missing from our graph from lesson 1 and make
suggestions
- Students share their story about the data in the graph
Teaching strategies: Preparation/ organisation/ resources:
- Encourage discussion through questioning Height graph from lesson 1 (The Hook)
- Model, Group and Individual activity (I do, we do, you Laminated words and questions (for height graph)
do) Markers
- Reminders ‘The Unlabelled Graph’
- Check where students at – ‘who needs more time?’ ‘Data Tells a Story’
- Think, Pair (constructive feedback from partner), Share
Differentiation (pre-core/core/extension/acceleration):
Ask specific questions to students who need support to encourage critical thinking
32
Reduce writing expectations for lower ability students (eg – instead of write a story about the graph just
make statements about the graph – dot points)
Opportunities to provide feedback:
Think, Pair (constructive feedback from partner), Share
Teacher positioning to provide support and feedback
LESSON RUNNING SCHEDULE: Time frames
Introduction: 5-10 minutes

Height Graph from Lesson 1
Look at this representation of data. What is it telling us? (our heights etc)
How do we know that it is our heights? (because we measured ourselves) So we collected
our height information through measuring!
If someone else comes in here when we aren’t here to tell them about it will they know
that they are our classes heights? (no) Why not? (no information)
What information would we need so they know what the data is? (Stick on labels and
write the data on)
Title – what could we call it? Class > Heights
Label – what would we put as a label on the bottom Axis? (Student names) does anyone
know what this horizontal line is called? This is the x axis.
- What is this telling us? (How tall we are) what should we label this as? Height
- What other details could we add to provide more information? Scale (Heights) how
would we mark this?
From looking at the graph can you notice anything else? About the colours – is there a
pattern? (girls one colour, boys another). We could show this information by using a Key
Who knows what kind of data representation this is? What is it called (not a trick question
if no-one answers) a Column Graph / Bar Graph
Now that we have all this data labelled – what are the answers to these questions on my
pieces of paper (stick around the graph)? Who is the tallest? Who is the shortest? What is
the difference in heights between the shortest and tallest student in cms?
What other questions can we ask? (Write them and stick them around).
Development: 10-15 minutes

Show PowerPoint graph ‘The Unlabelled Graph’ (no titles/information: just columns)
What might this graph be showing? What might be the story behind the data being
represented? I am going to ask you to answer these questions on your own after, but I will
give you an example…
- provide a story to the graph that is authentic – e.g. number of library books
borrowed by students, ‘so I can help the student with the lowest number find
books that are appropriate for them and that they may like to read’).
Students to help label the graph from my story information.

Students to discuss and help make 4 mathematical statements as a group about the data
in the graph (scribe on whiteboard).
33
Consolidation and practice: 20-30 minutes
Give out the ‘Unlabelled Graph’ with questions “stick them in your maths book”
(differentiated worksheet)
What might this graph be telling you? I want you to tell me a different story behind the
data being represented. Something that you can explain to the class.
‘Remember - A good graph will need to have a title, labels, scale’
Check in at 10/15 minutes…. ‘Who needs more time or some assistance?’

If you have finished share your story with the person next to you and give each other
constructive feedback.
Choose students from pop sticks to share with the class.
(Differentiation: challenge - students to present the data in a different way)

Conclusion WWW reflection: 5 minutes
Choose students using pop sticks to identify 1 essential feature of a graph each
If someone gives you data on a graph could make mathematical statements about the
data? (complete student feedback sheet)
- Thumbs up – Yes
- Thumbs sideways – I might need a little bit more practice
- Thumbs down – No
PST Evaluation:
The lesson was a success which I think was due to allowing students time to answer the questions and gain
‘help’ from peers if needed. There were only 2 students who identified that they think they need more
practice, but they were able to verbally share and participate during the lesson.
The timing was good. I ended up shortening the time for the second graph ‘story’ as the students were
starting to disengage but by that time, I think most of the students understood why labelling graphs is
crucial to understanding data in graphs. It was then that I decided to move on to conclude the lesson and
the students enjoyed sharing their knowledge.
The next lesson it is time to move onto other types of graphs –interpreting and producing pie charts then
dot plots
Supervising teacher feedback on the implementation of the lesson:
Discussion:
“Completing the height graph from your first lesson will be a great reference to help students remember
what needs to be included in graphs – and getting the two tallest students to actually stand next to each
other in front of the graph was a great visual representation”
“Great use of real-life example for your graph – some students love reading and others need more
encouragement”
“Getting the students to complete and make up stories about the information was a great way to get them
to understand how important titles and labels are to graphs”
“Great checking on certain students during work time – good checking in”
“It was a good choice to finish the lesson whey you did – you were starting to lose them”
“Good pacing and class movement: being mobile and motivating individual students when needed”
“Offered good open-ended advice – helping them arrive to the answer rather than giving it to them”
“Your behaviour management strategies are much better – waiting for the class to be quiet worked”
34
Lesson 4 (Middle of Unit) - Work Sample (The Unlabelled Graph)
Shows good
understanding of the
essential features of
graphs
35
Lesson 4 (Middle of Unit) - Student Feedback (Self-Assessment -Thumbs Up, Thumbs down, Thumbs
sideways)
36
Lesson 8 (End of Unit) - Lesson Plan including Lesson Evaluation and Supervising Teacher Observation
LESSON PLAN (8)


2 – Collecting Data – When do we collect data? How do we collect data? – Collect data on students favourite PE activities (on
cards)
3 – Collecting and Recording Data – How can I record your favourite PE activities from the cards (from Lesson 2)? Authentic data
collection – Data of Interest – Students to work on ‘Pair Inquiry of interest’
4 – Elements of a column/bar graph – What makes a good graph? How to read a column graph
5 – Elements of a pie graph – When are pie graphs used? What do they show? Construct pie charts on an area of interest
6 – Elements of a dot plot – how to interpret and construct dot plots
7 – Interpreting Line Graphs – Why are line graphs used?
- Construct column and line graphs from data collected and recorded
- Decide most appropriate graph for the data
- Answer questions about graphs
the data.

- Able to construct graphs using all the essential features of a graph
- Decide which graph is most appropriate for the data
- Students are able to answer questions about the graphs they construct
- Encourage discussion through questioning and sharing Have a table on the whiteboard ready to complete
knowledge Markers
- Model and work together as a class
- Reminders from previous lessons
Extension:
Encourage comparison between data collected, encourage critical explanation/ reasoning
37
Evaluate other students’ graphs and discuss any missing features

Introduction: Explain that we are going to the times we have collected from our runs to 2 minutes
prepare a column graph and line graph and compare the two against each other.
Development: Collect various students times and complete the ‘table’ on the whiteboard 10-15 minutes
with a variety from different students.
Work through completing a column graph with the students’ advice, adding all the
features of a graph
Use questioning “what should I put on the x axis/y axis etc?
How should I add in the second weeks run times? Ask a student to come up and show us.
Question if others agree – or are there any other ways?
Now we will look at using the same data to construct a line graph (erase the data in the
graph – leaving the base of the graph – titles/labels/key)
“We can use the same graph labels for the line graph”
Model and self-talk while creating the first week’s line graph – discussing what I am doing.
“Think about some of the line graphs that we interpreted in the last maths lesson – how
could we add in the second weeks times?”
In a different colour add the line graph for the second week.
What do I need to do to show what each of the coloured lines means?
Add the key
Consolidation and practice: (write steps on whiteboard) 20-30 minutes

Students to use their own run times to complete a column graph.
Students to use their own run times to complete a line graph.
Extension: students to add a partners run times in and come up with 4 mathematical
statements about the data.

Discuss what questions could be created about the graph.
- What day is my fastest time?
- What is the difference in time from my slowest run to my fastest run?
- Are there any patterns in the data?
(Interview Case Study students)
38
PST Evaluation:
Group discussions and working as a whole class ensures all students participate and are engaged,
particularly when they are able to provide input and show the class their knowledge. The class also like
having input on whether they agree or have another way to complete the task. All ability levels within the
class are happy to contribute.
One of the most important strategies I have learnt is to give students time to think before sharing, and not
‘rescue’ them too soon. I also like questioning “who can help them?”
I sat one-on-one with students who were finding it difficult to complete the written and visual features of
the graphs. There were two students who refused to talk to me and answer questions, but the other three
students were able to answer questions about graphs, but had trouble putting their knowledge on paper.
Discussion:
“Good to use their own data collected over the last few weeks – shows them that there is data everywhere
“Great linking to the City to Bay Fun Run that many students are completing”
“Great to recap some important content, remind students what you are looking for”
“I like that you asked different questions of different students to ensure they all feel successful”
“Good idea to ask students to come up with questions about their graph to ask another student – shows in-
depth knowledge of graphs”
“Kids enjoyed comparing their graphs with their friends”
“Engaging the higher ability students with critical, reasoning questions helped them to develop deeper
knowledge and understanding”
39
Lesson 8 (End of Unit) - Work Sample (Time Record Data Collection)
40
Lesson 8 (End of Unit) - Work Samples (Column Graph and Line Graph of personal data)
41
Lesson 8 (End of Unit) - Student Feedback (Interview Discussion)
42
Appendix H: Mr E Case 2 evidence
Lesson 1 (Beginning of Unit) - Daily Planner
43
Lesson 1 (Beginning of Unit) - Lesson Evaluation
44
Lesson 1 (Beginning of Unit) - Supervising Teacher Observation Feedback
45
Lesson 1 (Beginning of Unit) - Work Sample (Diagnostic Assessment)
46
47
Lesson 1 (Beginning of Unit) - Student Feedback (Exit Slip)
48
Lesson 1 (Beginning of Unit) - Diagnostic Assessment Results
Mathematics I used results from

Statistics and Probability the whole class to
plan following
Data representation and interpretation lessons
Lesson 1 - Diagnostic Assessment
Construct data displays including tables, column graphs, dot plots and line graphs
appropriate for the data type.
Student Question 1 Question 2 Question 3 Score Notes
Use Table data to Interpret Interpret
create a Column Line Graph Dot Plot N/A=not attempted
Graph (3) (4) (3) (10)
Graph Label Key
Not side-by-side
2 Absent
3 0 0 0 1.5 3 4.5 Attempted Q1 (only numbers)
4 0 0 0 3 0 3
5 0 .5 0 4 3 7.5 Not side-by-side
Separated boys and girls
6 .5 0 0 4 2 6.5
8 N/A 2 0 2
9 Mr E N/A 2 0 2
10 0 0 0 3 1 4 Labelled incorrectly
Misunderstood Q3
11 0 0 0 3 3 Separated boys and girls graph
Not side-by-side
13 N/A 0 0 0
14 Absent
16 0 0 0 3 0 3 Only girls data
17 Absent
18 N/A 0 0 0
19 N/A 2 0 2
22 .5 0 1 4 3 8.5
23 .5 0 1 3 1 5.5
25 0 0 0 3 0 3 Attempted Q1 but erased
27 Absent
28 N/A 3 0 3
29 0 0 0 0 0 0
From this evidence:
Q1 – need to look at all areas of column/bar graphs – creating – graphing/labelling/key
Q2 – a select few need extension work on interpreting line graphs
Q3 – most students need explicit teaching to interpret dot plots 49
Lesson 4 (Middle of Unit) - Lesson Plan including Lesson Evaluation and Supervising Teacher Observation
LESSON PLAN (4)


2 – Collecting Data – When do we collect data? How do we collect data? – Collect data on students favourite PE activities
3 – Collecting and Recording Data – How can I record your favourite PE activities? Authentic data collection – Data of Interest
– Students to work on ‘Pair Inquiry of interest’
- Identify the essential features of a graph
- Use data presented in a graph to tell a story
- Make mathematical statements about data presented in graphs
the data.

- Can identify essential features of a graph
- Able to use data presented in a graph to tell a story
- Able to make mathematical statements about data presented in graphs
- Students participate in discussion about what is missing from our graph from lesson 1 and make
suggestions
- Students share their story about the data in the graph
- Encourage discussion through questioning Height graph from lesson 1 (The Hook)
- Model, Group and Individual activity (I do, we do, you Laminated words and questions (for height graph)
do) Markers
- Reminders ‘The Unlabelled Graph’
- Check where students at – ‘who needs more time?’ ‘Data Tells a Story’
- Think, Pair (constructive feedback from partner), Share
Ask specific questions to students who need support to encourage critical thinking
50
Reduce writing expectations for lower ability students (eg – instead of write a story about the graph just
make statements about the graph – dot points)
Think, Pair (constructive feedback from partner), Share
Introduction: 5-10 minutes

Height Graph from Lesson 1
Look at this representation of data. What is it telling us? (our heights etc)
How do we know that it is our heights? (because we measured ourselves) So we collected
our height information through measuring!
If someone else comes in here when we aren’t here to tell them about it will they know
that they are our classes heights? (no) Why not? (no information)
What information would we need so they know what the data is? (Stick on labels and
write the data on)
Title – what could we call it? Class > Heights
Label – what would we put as a label on the bottom Axis? (Student names) does anyone
know what this horizontal line is called? This is the x axis.
- What is this telling us? (How tall we are) what should we label this as? Height
- What other details could we add to provide more information? Scale (Heights) how
would we mark this?
From looking at the graph can you notice anything else? About the colours – is there a
pattern? (girls one colour, boys another). We could show this information by using a Key
Who knows what kind of data representation this is? What is it called (not a trick question
if no-one answers) a Column Graph / Bar Graph
Now that we have all this data labelled – what are the answers to these questions on my
pieces of paper (stick around the graph)? Who is the tallest? Who is the shortest? What is
the difference in heights between the shortest and tallest student in cms?
What other questions can we ask? (Write them and stick them around).
Development: 10-15 minutes

Show PowerPoint graph ‘The Unlabelled Graph’ (no titles/information: just columns)
What might this graph be showing? What might be the story behind the data being
represented? I am going to ask you to answer these questions on your own after, but I will
give you an example…
- provide a story to the graph that is authentic – eg. number of library books
borrowed by students, ‘so I can help the student with the lowest number find
books that are appropriate for them and that they may like to read’).
Students to help label the graph from my story information.

Students to discuss and help make 4 mathematical statements as a group about the data
in the graph (scribe on whiteboard).
51
Consolidation and practice: 20-30 minutes
Give out the ‘Unlabelled Graph’ with questions “stick them in your maths book”
(differentiated worksheet)
What might this graph be telling you? I want you to tell me a different story behind the
data being represented. Something that you can explain to the class.
‘Remember - A good graph will need to have a title, labels, scale’
Check in at 10/15 minutes…. ‘Who needs more time or some assistance?’

If you have finished share your story with the person next to you and give each other
constructive feedback.
Choose students from pop sticks to share with the class.
(Differentiation: challenge - students to present the data in a different way)

Choose students using pop sticks to identify 1 essential feature of a graph each
If someone gives you data on a graph could make mathematical statements about the
data? (complete student feedback sheet)
- Thumbs up – Yes
- Thumbs sideways – I might need a little bit more practice
- Thumbs down – No
PST Evaluation:
The lesson was a success which I think was due to allowing students time to answer the questions and gain
‘help’ from peers if needed. There were only 2 students who identified that they think they need more
practice, but they were able to verbally share and participate during the lesson.
The timing was good. I ended up shortening the time for the second graph ‘story’ as the students were
starting to disengage but by that time, I think most of the students understood why labelling graphs is
crucial to understanding data in graphs. It was then that I decided to move on to conclude the lesson and
the students enjoyed sharing their knowledge.
The next lesson it is time to move onto other types of graphs –interpreting and producing pie charts then
dot plots
Discussion:
“Completing the height graph from your first lesson will be a great reference to help students remember
what needs to be included in graphs – and getting the two tallest students to actually stand next to each
other in front of the graph was a great visual representation”
“Great use of real-life example for your graph – some students love reading and others need more
encouragement”
“Getting the students to complete and make up stories about the information was a great way to get them
to understand how important titles and labels are to graphs”
“Great checking on certain students during work time – good checking in”
“It was a good choice to finish the lesson whey you did – you were starting to lose them”
“Good pacing and class movement: being mobile and motivating individual students when needed”
“Offered good open-ended advice – helping them arrive to the answer rather than giving it to them”
“Your behaviour management strategies are much better – waiting for the class to be quiet worked”
52
Lesson 4 (Middle of Unit) - Work Sample (The Unlabelled Graph)
Shows some
understanding of the
essential features of
graphs
53
Lesson 4 (Middle of Unit) - Student Feedback (Self-Assessment -Thumbs Up, Thumbs down, Thumbs
sideways)
54
Lesson 8 (End of Unit) - Lesson Plan including Lesson Evaluation and Supervising Teacher Observation
LESSON PLAN (8)


2 – Collecting Data – When do we collect data? How do we collect data? – Collect data on students favourite PE activities (on
cards)
3 – Collecting and Recording Data – How can I record your favourite PE activities from the cards (from Lesson 2)? Authentic data
collection – Data of Interest – Students to work on ‘Pair Inquiry of interest’
4 – Elements of a column/bar graph – What makes a good graph? How to read a column graph
5 – Elements of a pie graph – When are pie graphs used? What do they show? Construct pie charts on an area of interest
6 – Elements of a dot plot – how to interpret and construct dot plots
7 – Interpreting Line Graphs – Why are line graphs used?
- Construct column and line graphs from data collected and recorded
- Decide most appropriate graph for the data
- Answer questions about graphs
the data.

- Able to construct graphs using all the essential features of a graph
- Decide which graph is most appropriate for the data
- Students are able to answer questions about the graphs they construct
- Encourage discussion through questioning and sharing Have a table on the whiteboard ready to complete
knowledge Markers
- Model and work together as a class
- Reminders from previous lessons
Extension:
Encourage comparison between data collected, encourage critical explanation/ reasoning
55
Evaluate other students’ graphs and discuss any missing features

Introduction: Explain that we are going to the times we have collected from our runs to 2 minutes
prepare a column graph and line graph and compare the two against each other.
Development: Collect various students times and complete the ‘table’ on the whiteboard 10-15 minutes
with a variety from different students.
Work through completing a column graph with the students’ advice, adding all the
features of a graph
Use questioning “what should I put on the x axis/y axis etc?
How should I add in the second weeks run times? Ask a student to come up and show us.
Question if others agree – or are there any other ways?
Now we will look at using the same data to construct a line graph (erase the data in the
graph – leaving the base of the graph – titles/labels/key)
“We can use the same graph labels for the line graph”
Model and self-talk while creating the first week’s line graph – discussing what I am doing.
“Think about some of the line graphs that we interpreted in the last maths lesson – how
could we add in the second weeks times?”
In a different colour add the line graph for the second week.
What do I need to do to show what each of the coloured lines means?
Add the key
Consolidation and practice: (write steps on whiteboard) 20-30 minutes

Students to use their own run times to complete a column graph.
Students to use their own run times to complete a line graph.
Extension: students to add a partners run times in and come up with 4 mathematical
statements about the data.

Discuss what questions could be created about the graph.
- What day is my fastest time?
- What is the difference in time from my slowest run to my fastest run?
- Are there any patterns in the data?
(Interview Case Study students)
56
PST Evaluation:
Group discussions and working as a whole class ensures all students participate and are engaged,
particularly when they are able to provide input and show the class their knowledge. The class also like
having input on whether they agree or have another way to complete the task. All ability levels within the
class are happy to contribute.
One of the most important strategies I have learnt is to give students time to think before sharing, and not
‘rescue’ them too soon. I also like questioning “who can help them?”
I sat one-on-one with students who were finding it difficult to complete the written and visual features of
the graphs. There were two students who refused to talk to me and answer questions, but the other three
students were able to answer questions about graphs, but had trouble putting their knowledge on paper.
Discussion:
“Good to use their own data collected over the last few weeks – shows them that there is data everywhere
“Great linking to the City to Bay Fun Run that many students are completing”
“Great to recap some important content, remind students what you are looking for”
“I like that you asked different questions of different students to ensure they all feel successful”
“Good idea to ask students to come up with questions about their graph to ask another student – shows in-
depth knowledge of graphs”
“Kids enjoyed comparing their graphs with their friends”
“Engaging the higher ability students with critical, reasoning questions helped them to develop deeper
knowledge and understanding”
57
Lesson 8 (End of Unit) - Work Sample (Time Record Data Collection)
58
Lesson 8 (End of Unit) - Work Sample (Column Graph and Line Graph of personal data)
59
Lesson 8 (End of Unit) - Student Feedback (Interview Discussion)
60

Written Report - Final

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INQUIRY WRITTEN REPORT

INTRODUCING AUTHENTIC MATHEMATICAL CONTEXTS

BACHELOR OF EDUCATION (PRIMARY)

Division of Education, Arts and Social Sciences

University of South Australia

The school values of ‘R.E.S.P.E.C.T.: Resilience, Excellence, Self-Management, Perseverance, Empathy,

3.1 Action research

3.2 Case study

3.3 Research questions

3.5 Data Collection

3.5.2 Data sources

Word Count: 4,345 (4,766-421 in-text referencing, headings, title)

Velliaris, D 2015, ‘Interdisciplinary Perceptions: Academic Acculturation and a Pathway to Improved

Appendix B: Photographs of the classroom environment

Appendix C: Analysis of learning for case 1 & 2

Appendix D: Anticipatory planning web (mind map/brainstorm) for case 1 & 2

Appendix E: Data collection method templates

Appendix H: Case 2 evidence: Mr E – Planning Documents, Lesson Evaluations, Supervising Teacher

2 – HB2 – Home Base 2/Classroom

The classroom environment during lead in days.

Pose Construct Describe and

Case Study 1 Case Study 2

Differentiation Lesson 1 Differentiation

What did you learn?

How can the teacher improve her teaching?

What did you learn?

How can the teacher improve her teaching?

What did you learn?

How can the teacher improve her teaching?

Name: Date: Time:

Assist ‘I need more practice’ students (will develop a

Further Explicit Teaching with Educator

Ideas to Challenge ‘I get it’ students:

Ideas of activities for ‘I need more practice’ students:

Ideas of activities for ‘I don’t get it’ students:

Week 1 Data Collection Data Analysis Reflection on Reflection on

Week 2 Data Collection Data Analysis Reflection on Reflection on

Lesson 1 (Beginning of Unit) - Daily Planner

Lesson 1 (Beginning of Unit) - Lesson Evaluation

Lesson 1 (Beginning of Unit) - Supervising Teacher Observation

Lesson 1 (Beginning of Unit) - Work Sample (Diagnostic Assessment)

Lesson 1 (Beginning of Unit) - Student Feedback (Exit Slip)

Lesson 1 (Beginning of Unit) - Diagnostic Assessment Results

Mathematics I used results from

Lesson 1 - Diagnostic Assessment Results

LESSON PLAN (4)

Estimated duration of the learning experience: 55mins

Success criteria for children (objectives):

Introduction: 5-10 minutes

Development: 10-15 minutes

Students to help label the graph from my story information.

‘Remember - A good graph will need to have a title, labels, scale’

Check in at 10/15 minutes…. ‘Who needs more time or some assistance?’

Choose students from pop sticks to share with the class.

(Differentiation: challenge - students to present the data in a different way)

Lesson 4 (Middle of Unit) - Work Sample (The Unlabelled Graph)

LESSON PLAN (8)

Estimated duration of the learning experience: 45mins

Success criteria for children (objectives):

Opportunities to provide feedback:

LESSON RUNNING SCHEDULE: Time frames

Consolidation and practice: (write steps on whiteboard) 20-30 minutes

Conclusion WWW reflection: 5 minutes