Throughout 2016, I am going to be profiling a number of different St Andrew’s College staff. The first of these was a post that I wrote a few weeks ago about Ms Donna Jones, in the English department. The subject of this post, is Mr John Quealy, a teacher in our Mathematics department.
We have previously blogged about some of the great Teaching and Learning that occurs in this department. This week I had the pleasure of chatting to Mr Quealy, and the Head of Department, Mr Mitch Howard, about the work they are doing to redesign the content and delivery of the Year 11 General Mathematics Course. This course focuses on the practical application of mathematics in everyday life and achieving Numeracy. For students working towards level 5 of the New Zealand curriculum with the opportunity to progress to NCEA Level One Achievement Standards.
Due to the nature of this particular Year 11 course, and the specific learning needs of the group of students enrolled in the course, a few deliberate changes have been made in 2016. As this group of students are in a 1:1 computing environment, the decision was made to increase the role of the device in the course. The pleasing aspect of this course development was that this increased use of technology was not simply as a direct substitute from the original textbook and exercise book model used in the past, but included the deliberate integration of technology into specific, and most importantly authentic, learning tasks.
Working collaboratively, Mr Quealy and Mr Howard identified that these particular students would benefit from more practical and hands-on learning. An example was the Number topic that they are currently working on.
Practical applications of Number in Mathematics
To give this topic a more practical application the decision was made to embed this important learning into a wider topic around food, and food labeling. Students have been using Microsoft Excel to keep a food diary, which they have embedded into their OneNote class notebook. The benefit of this was that it allows Mr Quealy to access the students’ work and provide the extra feedback, and assistance that certain students require.
The second benefit from using Excel in this situation was that the students were able to develop the basic skills required to complete basic formula, such as percentages and decimals, and data display within Excel through tables and graphs.
“It is great to be able to engage students with real life activities that they can hook onto and see the relevance of life long skills” – Mr John Quealy
Mr Howard shares the same sentiments, particularly about the benefits of these students engaging with their devices.
“Numeracy is about being able to use numbers in an everyday setting. If this is the last Mathematics course that these students do, we want it to be useful and practical. We want to be able to teach these students how to use spreadsheets for calculations and organising their thinking. Also if a person is comfortable using a spreadsheet, they will be comfortable using most software that they might be asked to use in a workplace.” – Mr Mitch Howard
The benefits of Collaboration between classes
Another clear benefit of this new, computer based course, is that it allows the teachers of both Y11 General Mathematics courses, Mr Howard and Mr Quealy, to collaborate in the planning, delivery and reflection stages of the topic. By having access to each other’s class notebooks, they can keep in close contact, and share ideas, all while obviously maintaining the differences that their individual teaching styles, and student’s needs require.
“It’s also great to be able to collaborate with John, bouncing ideas off each other and seeing which ideas have worked or not. John’s architectural knowledge will be great for when we do our measurement unit on autocad.” – Mr Mitch Howard
A department constantly developing their practice
Within the Mathematics department there are an increasing range of eLearning tools being utilised. There are a small number of staff who run flipped classroom, while others are experimenting with Microsoft Surface tablets. What I particularly liked in this example was the fact that the technology is being used to allow teachers to work more closely together, and use their shared expertise and experience to improve the learning, and engagement, of their students.
It is great to see the increasing engagement with Technology within the department, and I look forward to documenting their innovations in later Blogs.