## Your Student-centred Learning

Implementation Report (& Peer Reviews)

By the end of this PD, you should have implemented one or more strategies that specifically aim to give students more agency; in other words, student-centred activities.

Write one or more short implementation reports below explaining your student-centred experiences.

**Examples of activities and strategies that fall into the U-1, P-2 category:**

- Implementing a version of the WRS.
- Any activity that has students discussing and collaborating.
- Any activity that has students grappling with a concept in the absence of a procedure to fall back on.
- Etc...

**Peer Reviews:**

Respond to at least one implementation report from each of the implementation pages. Click

**'Reply'**to the post you want to peer-review and then post your reply.

Guidelines for peer reviews

- Write one or two things you liked.
- Write one suggestion for improvement if applicable.

**Keep progressing to the last page of the last module ...**

After writing your comment, navigate through all pages of this and the next (final) module. The last page is where you inform us you have finished!

Thanks,

Richard.

## Some Past Reports ...

**Heath Barlin**

(Success with the disengaged!)

The work I have been doing with Pythagoras has been interesting. I had the students measuring some triangles (with known triads) and then letting them know that there was something interesting about the numbers. I also used as example where the lengths were squares (9:16:25) and let them have a discussion on whether or not that was important. A convoluted discussion later (and with a bit of prompting) led us back to original questions and measurements where we found out that they all worked using the Pythagorean formula. They were then keen to try it out in new examples. This was one class, but my more reserved class needed much more prompting to engage and wasn't as successful. However, at the end of the lesson, a student with an ADHD diagnosis informed me that they enjoyed the lesson and it gave her to ask for more assistance in other areas where she is struggling. I am now providing her with some extra work outside of school to help her improve her understanding.

**Richard**

Oh wow, Heath is on a roll. Fabulous!

**Heath Barlin**

I think it helps that I like Pythagoras and bringing in Egyptian pyramids caught the attention of a lot of the students. I mentioned that my grandfather who was a builder used to use a string separated into 12 lengths to check for right angles, and it perked up the interest of a few of the practically minded kids. They commented they'd heard about that. That link kept them engaged for the rest of the lesson.

**Richard**

Did you see my article on my Pythag discovery using GeoGebra?

**Indar Deo**

I implemeted the mini lesson approach to my year 10 5.1 class where I had a lot of behaviour issues. It also helped me to deal with student spread. In the topic Financial maths I provided the students with paper to write ,What they understood by Financial maths, How people earned money, and how to calculate pay etc. The more able students got in groups and discussed the questions while I went around talking with the students that had no idea. I noticed that as the topic dealt with money lot of students showed some interest and made attempts to answer questions. This was for 10 to 15 minutes and than showed them how to calculate the pay. I also used the UDL ( universal Design For Learning) where students had to go on laptops(internet) to find answers. This provided an incentive to students which decreased the bad behaviour and more engagement (student centred) approach. After developing the formula to calculate pay I used the Brick-wall strategy when calculating Wages (Pay) I gave a worksheet on calculating wages using the rate of pay and the hours worked. I had a question on how to calculate the rate of pay and also question where the students had to calculate pay per week given annual salary. I used the mini lesson to help the less capable students to workout the answers. As the students were in groups the peer teaching approach was also used with the more able students. With the mini groups I could also use the 9 second rule to settle the students. At the end of the topic I used the matching card strategy to revise and gage the level of understanding. I was really happy to see the level of improvement in student understanding especially the lower level students. What a relief. Overall I am happy with the variety of techniques i have learnt in this course and the patience that is required in implementing these techniques. I will be implementing more of the concepts I have learnt in the U1-P2 course in developoing student agency in the classroom.

**Richard**

That's a great report Indar. it is pretty incredible that you are finding that a change in presenting maths ALSO improves behaviour! Well done.