Testimonials from the
'Mathematics-Agency' PD
Note: These testimonials are from the previous version of the Mathematics-Agency PD when it was called 'Engagement - Winning Over your Mathematics Class'.
I found the course really helpful in reigniting some ideas and teaching methods that I sometimes have thought I'm too busy to implement. Richard was so quick with responses and very encouraging. Even at this late stage of my teaching career, I am energised by what I have learned and encountered during this course. Ruth Clarke, Wycliffe Christian School, Jan 2022
This course was so inspiring with it's many great facets, ideas, articles, videos and links. It should be compulsory in all teacher training courses and then should be compulsory again after teaching for your first 2-3 years. Thanks Richard. Paul Chesher, Westfields Sports High School, Dec 2021.
This course made me reflect and carefully analyse my way of teaching, and made me strive to improve myself further. It made me become more willing to 'take risks', thus utilising a variety of different approaches/strategies within my teaching of Maths, even at differing year levels. It was also great to be able to share ideas with the Team members and learn other highly effective ways to keep students motivated (especially at a particular age - Years 7/8 - when many students start to become disengaged or disinterested). Matthew Lafranchi, Bacchus Marsh Grammar, Oct 2021
I really like the self-paced nature of this course, the repeated reminders of what's good for the students and wonderful interactions with Richard. I'm inspired by the course to continue the good work of putting students in the center so we can endeavour to help each individual grow collectively through the power of open-ended tasks/questioning and metacognition. Yes, the course has had positive changes in me. I think I'll revisit the concepts in this course whenever I feel like I'm getting stuck on a tediously boring mode of teaching. Thank you! Liz Tan, Masada College, May 2021
I have really enjoyed the course. Now the rubber hits the road and I have a smorgasbord of strategies to continue implementing and begin implementing. It continues to be an exciting but slightly anxious road as I learn to give up more control, gain confidence and give up more control.....
I have definitely been inspired and look forward to my teaching becoming increasingly more enjoyable as I implement these strategies. Natalia Curline, Nowra Christian School. April 2021
The course gives materials to develop a conceptual approach to teaching with a student-centred style without "sugar-coating" this. It focuses on classroom practice by providing a large volume of ready-to-use teaching resources. The videos provided show teachers applying a conceptual approach in the classroom along with their initial doubts and subsequent reflections.
I liked the high volume of resources and variety of videos assembled. It helped me to understand the conceptual shift required.
Additionally, high-quality arguments are made to convince others regarding using a conceptual, student-centred approach against a purely procedural, whole-class teacher-directed approach (that many think is identically equal to explicit teaching). James Kiely, Coomealla High School, Oct 2020
I really did enjoy this course and had no favorite pieces. The resources and videos are practical and much appreciated. Although I am just finishing I feel like I have been applying this course to my classroom teaching due to conversations with James for quite a while now. I look forward to continuing to improve my classroom teaching through the implementation of these strategies in 2021. Nicole Fraser, Coomealla High School, Jan 2021
This course really kept me inspired throughout the struggles of teaching this year, as soon as I read about a new strategy I wanted to implement it straight away. The student engagement in the classes I have implemented things into has sky rocketed, I'm having students from other classes asking me about the lessons I did with my class and why their teacher doesn't do the same thing with them. I wish my maths teachers in high school did this course. Tammy Brennan, Toormina HIgh School, 24.9.20
The biggest thing that stood out for me is that student centred is the way to go. Whenever a student has a voice, an impact, a choice that they are allowed to make, they automatically become engaged in the class. (Which is what we want) So, with simple changes, you impact their engagement. Conceptual learning is amazing but hard to do with certain topics (e.g. Surds). I think the aim should be to teach conceptually as much as you can, but there will always be topics when it won't be possible. This course is ... Inspiring. When I go through the information, I automatically want to have a go at it. Thank you. Leanne Vaquerano, Mount Lilydale Mercy College, 25.8.20
Besides the resources and ideas that I have gained, the best part is the self-paced aspect of the course. This course has inspired some ideas and approaches (Brick-wall, WRS to name a few that I really like) and I can't wait to continue implementing these ideas in different topics! I have noticed some improvement in the engagement of students and some are starting to take more responsibility for their own learning which are two things I was hoping to gain from this course. Grace Piol, Lithgow High School, Feb 2020
Every maths teacher needs to take this course. It doesn’t matter if you are new to teaching or have been teaching for 30 years – this course will make you think about teaching for understanding and hence generate an open, engaged learning environment. It is a hands-on, practical course that creates opportunities to make genuine changes in your classroom as you go.
Richard has a great understanding of the needs of a classroom teacher and the challenges that we all face. He provides us with strategies that are easy to implement. The course is a pleasure to take, rather than work. Every part of it is well-thought out, interesting and extremely practical. It requires you to stop regularly and reflect on different aspects of your own teaching style. Feedback from others taking the course also regularly happens which is really encouraging. You will not go back to your old ways after taking this course and your students will be the ones who benefit from that. (Team Course) Debra Penny, Head of Mathematics, Bacchus Marsh Grammar, Victoria, October 2018
One of the best PD courses I think I have done as far as approaching mathematics is concerned. This course has helped me narrow my focus in the way I approach content in the classroom. I feel like I have always been in constant experimental mode and this course has helped finalise the details. I have implemented so much already and will continue to refine and expand my repertoire in these areas. Belinda Naujok, Moss Vale High School, November 2019
This course is refreshing! The best aspects for me was the exposure to many small tools that can make big changes. There were many elements of the course that I was already aware of but needed a few examples/encouragements/inspirations to start implementing them. I'm glad that I could stretch the course over a period of a terms so I could experiment elements of the course that I liked. Some of the strategies from the course I now implement on a daily basis so this is a great achievement of this wonderful course.
Students respond well to the changes, although the changes are not major at this stage - it's more to do with the way I present a new topic, and the first five minutes of every lesson that now make a big difference.
E. D. Moriah College May 2020
I have been encouraged and inspired to try new things. I am so motivated for next year!
I have done a few courses via Open Learning and love that I can go as fast or slow as I like when I like. The GeoGebra and Year 12 Advanced courses are on my radar for next year! Thank you for all your work, assistance, feedback and the resources you provide. Dainelle Meyers, Coolah Central School, December 2019
Great course - excellent resources and examples. It's great to have information given and then time to trial. I also went over the 15 hours; I like to re-read and review so I expected that. My classes have definitely benefited from this course, so that's a huge win. Samantha Laird, Lalor Secondary College, Victoria, October 2019
This is the best PD I've done in a while if not ever. My favourite part of the course was the lack of long winded theoretical research papers saying what should work. It was straight to the point, this is what I've done and it works with real workable examples. Thankyou for giving examples of what you have done and reading other peoples work was also good to get some ideas as well. Peter Davies, Narrandera High School, ‘Engaged-Maths’ course, March 2018
I enjoyed the course as I was able to put into practise the things I was reading and it worked. I started off being wary as I never had the confidence to change my style of teaching, but the videos were so easy to follow I attempted the ideas put forward and basically they worked. With continued organisational skills on my behalf I know there is a lot more I can achieve within the realms of the ideas of this course. I also like getting feedback whenever I posted something and it motivated me to keep navigating through the course to get finished. It was really user-friendly as I am not good at technology but managed this course relatively well, and also knowing Richard answered emails immediately if there were difficulties. Gail Bachmann, Kesser Torah College, May 2019
I think this course will make a massive difference to the learning and confidence of students. By teaching teachers to re-evaluate the way the teach, and particularly why they teach a certain way, will help them to see what is better for the student. This course not only gets teachers to re-evaluate, but then also gives you the methods and the milestones to help you on your new path. (Team Course) Daniel Screen, Bacchus Marsh Grammar, October 2019
This was my first 'Learn, implement, share' course that I have worked on. I find that any other time I have completed an online course, I race through it and never see any real point or practical application that I haven't already discovered in my own experience through common sense and trial and error. So far with this course, I have genuinely read every single word of each page and it held my attention. My pet hate is completing a course that is a waste of my time and energy. I would much prefer to use that time planning and implementing quality lessons for my students. Your course allows me time to do just that, whilst inspiring new angles of thinking. Thank you for a very positive and worthwhile experience! Stacey Ward, Cessnock High School, January 2019
This course has taught me many aspects of my teaching that needed an upgrade so that mathematical concepts are better received by the student body to result in improved understanding. It is our job to keep persisting so that we can mould them as independent learners. Jyothi Subramanian, Muirfield High School, March 2019
Thank you for this course – it has genuinely been an opportunity to reflect on my craft and stop and consider the consequences of the lazy teaching strategies that I sometimes employ. I have Year 7s this year, and I had to renew my approach as I have an unstreamed class and differentiation is a priority as the weaker students fall behind and the stronger students become disengaged because there is no challenge. The questioning techniques, teaching for conceptual understanding and having a student centred focus has made differentiation much easier to plan for. Most importantly, the students love coming to class “Maths is apparently their favourite subject”. The other aspect of this course was reading other peoples reflections! I underestimated the value and joy that I gained from this. Rhiannon Geddis, HoD, Governor Stirling Senior HS WA, ‘Engaged-Maths’ course, April 2018
The positive side of your courses is they are online and I can complete it on my own time. I can read-read information and replay videos. I will recommend it to my next school that the Maths department must do it as a group and then the whole department can grow in the same direction. I think it is good to talk about it with your peers and learn from each other.
We are never too old to learn....this course reminded me to re-think my "traditional" way of teaching and to look at the new generation of how they learn. With a few changes, I think 2020 looks bright and positive. To engage all students are hard work but with the right tools, anything is possible. Thank you. Wand Swart, Fremantle Christian College, Nov 2019
The best aspects of this course are the focus on developing understanding in the students, and learning how to teach in a way that promotes this. I like that the components of the course can be implemented gradually, it doesn't require an immediate and completely new style. There are so many small tweaks that can be made around the edges and gradually develop the resources and strategies to change the way you teach.
Tim Everett, Tenterfield High School, March 2018
(TEAM course) I enjoyed the practicality of the course and having plenty of ideas and inspiration for my classes. i was definitely inspired for having a student centred approach to learning especially with workshopping open ended questions. Samuel Williams, Oxford Falls Grammar School, Nov 2018
(TEAM course) I am so glad i did this course and have to thank Antonella and Sue for organising it for us. I got a lot of great ideas out of it and am inspired to think about and change how i teach and what happens in my classroom. There have been many great ideas that i have and can use to make students more engaged with their learning. Thankyou Richard for presenting so well and for sharing your personal experiences and ideas. Jane Collins, Oxford Falls Grammar School, Nov 2018
(TEAM course) Doing this course as a TEAM fired us up with some great ideas which we have started to share with the entire faculty. Each faculty meeting now has designated time when we share new strategies we have implemented. This has been a great course and especially so because it was online and because we had to implement ideas as the course progressed. Melissa Hurn, All Saints College, St Peter’s, ‘Engaged-Maths’ TEAM course, June 2016
I really liked that the course was self-paced and not restricted to certain days and/or times. The course is filled with practical strategies supported by great resources - it has definitely inspired me to try new things, and more importantly to rethink what and how I am doing currently. It was great to share in the experiences of the other participants in the course. Wilhelmin Du Toit, UTS Insearch, Haymarket, ‘Engaged-Maths’ course, Dec 2017
Prior to this course, I was so frustrated due to distractions, students not understanding my teaching and so on. But since I began this online course things have changed a lot in my favour. Thanks Richard for designing this course and I recommend that every teacher should do this course for their own betterment.
Sanil Sen, Australian Islamic College of Sydney, ‘Engaged-Maths’ course, Aug 2016
(TEAM course) I've found the practical ideas given and ways to manage the classroom to be very useful. It is helpful to see new ways of teaching things that inspire a desire to learn in our students. The course has definitely created a positive change for me, and I have been thinking about how to implement more of the ideas presented here throughout the year. Alexandra Morris, Burgmann Anglican School, Valley Campus, ACT, 25.11.18
(TEAM course) This course has been great for discussions on professional development level in the staffroom – in being the first to fractional doings section I immediately volunteered to photocopy it and said “Richard has this to try”. In using ideas from the course and what we tried next as a result has been enlightening as we spoke openly about what we were doing. It has been a joy to come to school with Brett and Prue to find out what their next set of ideas were. It’s been freeing. Louise Horsburgh, St Catherine's Catholic College, ‘Engaged-Maths’ TEAM course, July 2015
Seeing the actual resources, and being made aware of the resulting outcomes was definitely beneficial in that it showed that change can happen. This course has given me reinforcement, inspiration and some tools to promote change. Julie Ware, San Clemente High School, ‘Engaged-Maths’ course, July 2016
I wish more courses were as useful as this one. This course has changed the way I am teaching my current classes as well as my outlook on how to deal with disengaged students. The changes have been very positive. My students are actually liking maths and can't quite believe that "I can do this" regularly slips out of their mouths. Reading other peoples' thoughts and ideas has been truly enlightening. Richard's feedback and comments were very helpful, thought provoking and supportive. Lyndell Hatch, NBSC, Cromer, ‘Engaged-Maths’, Sept 2016.
I have really enjoyed working through the course and am very inspired about more of the strategies. I finished the course with a renewed sense of purpose and am determined to continue to encourage students to focus on directing their own learning. The change in attitude and the drive and interest that I have witnessed in my Year 12 students is just wonderful - and this from just one new strategy! Thank you, Richard, for such a range of engaging and productive strategies. Shelly Alonso, Brigidine College, ‘Engaged-Maths’ course, Oct 2016
I found the course both informative and practical. The best aspect was the virtue of making you think outside the box. Based on the positive reaction I have got from the students participating in the few implementation exercises, I see the merit of a more engaging approach to teaching and learning than the traditional ‘rule, example, exercises’ approach. Excellent delivery and feedback. Jose Alvarez, Muirfield HS, ‘Engaged-Maths’ course, Aug 2016
I think the key benefit for me was the collection of practical suggestions that I could trial immediately with my classes. Specific examples or worksheets were given so that implementation could be swift - and everyone knows how time presses we all are. I thought Richard gave reasons why a certain technique might work, so it wasn't just the latest fad going around. I was inspired by the course - it has given me direction with where to go with my teaching technique, reassured me that not every new method works, or doesn't pay dividends immediately. Thanks Richard and everyone that participated in the discussions. Much appreciated. Alan Blyth Forbes High School, ‘Engaged-Maths’ course, Aug 2016
Loved it, so many classroom-ready and tried strategies. I think this should be required for many teachers like me that are 10+ years in and need an encouragement that they are on the right track and gives some great ideas for simple,time-effective tweaks. Graeme Baxter, Maths-Engagement course, Snowy Mountains Christian School, Feb 2018
I have really enjoyed all aspects of the course. It has sent me on a journey of reflection and discovery about the 'best' ways of teaching mathematics. I feel invigorated, and even after over 30 successful years of teaching, there is always room for improvement. I just have to be mindful now to keep trying new approaches and not to fall back into comfortable routines. Fortunately many of my colleagues are on the same track and we're sharing our ideas and encouraging each other. Reading other teacher's ideas and comments has been very interesting, and with this type of forum, everyone gets to have their say without being interrupted. I hope we are going to experience some radical changes to mathematics education in the near future, which will see much greater emphasis on thinking mathematically and problem solving, rather than perfecting processes. Thanks Richard and all my fellow participants! Valerie Kadarusman, Newcastle High School, ‘Engaged-Maths’ course, Aug 2016
I have really enjoyed learning some new strategies. My students have enjoyed being 'guinea pigs' for new ideas and apparently I don't get as frustrated with them as I used too (oops!). My classes are much more collaborative and there seems to be a much more positive approach and desire to understand than there was before. I have definitely been inspired to take a step back and relinquish some of the control to the students. It has been really interesting to see how the course has made an impact on other teachers as well.
Carolyn Towell, Samuel Marsden Collegiate School, Karori, Wellington, ‘Engaged-Maths’ course, Sept 2016
Richard I have loved this PD so much I just couldn’t wait to do the next topic. I have encouraged the rest of the maths department to do this PD. I have got so many ideas that I can trial in my classroom - I am choosing the few I think will make a huge difference. Thank you once again for the time and effort put into putting this PD together. Every now and then teaching can get you down and you feel disheartened. You have given me back my spark. Thank you. Tiffany Chandler, Notre Dame College Victoria, ‘Engaged-Maths’ course, Feb 2014
I have found this PD to be an enormous help. I am implementing some strategies from the course. It has also encouraged me to seek further professional reading on engaging students in Maths. I would recommend this course to all maths teachers. I am using the WRS with my Year 9 and they are eating it up! I love it. I am also going to use the I can do to check their understanding. Students also a keen to ask if they do not know (they own their learning). These are Awesome ideas. Donna Anderson, St Mary MacKillop Catholic College, ‘Engaged-Maths’, July 2014
Richard, I have thoroughly enjoyed this course. I have learned so much and have found that the strategies you have suggested have not been big changes to implement but have created big improvements in my students appreciation and understanding of maths. Thank you very much. Lisa Pirlo, St John's College, ‘Engaged-Maths’, Dec 2013
I found this course extremely useful, there were so many great ideas that I have started using and I am already seeing the improvement in my students engagement. I would recommend this course to all teachers of Mathematics. Damien Allan, Denison College of Secondary Education Bathurst High Campus, ‘Engaged-Maths’ course, June 2014
I thoroughly enjoyed this course and have recommended it to my school Principal. I appreciated how practical the course was. It makes a difference when the presenter is a classroom teacher who is honest about his successes and failures! Thank you Richard for your encouragement and support and gentle reminders of where we should be up to throughout the course. Belinda Elliott, Orange Anglican Grammar School, ‘Engaged-Maths’, June 2014
Thank you so much Richard for this wonderful course. It has helped me so much in many many ways - far more that I expected. I am recommending that others in our Maths team should consider doing it or one of the other courses on offer. Neelima Gupta, St Mary MacKillop Catholic College Wanniassa Campus, ‘Engaged-Maths’ course, Aug 2014
I would definitely recommend all Secondary School Mathematics Teachers to invest their time in this course. Richard presented meaningful information in an entertaining and easy to read manner. The approaches presented and resources supplied are so easy to immediately implement. I love how this course made me think about how I teach and whether the students were getting the best out of me as their teacher. They have enjoyed the new strategies that I have introduced and I have enjoyed seeing their new found appreciation of Mathematics. Thanks Richard. Jenny Chaperon, Gladstone Park Secondary College, ‘Engaged-Maths’ course, June, 2014
This course was so inspiring with it's many great facets, ideas, articles, videos and links. It should be compulsory in all teacher training courses and then should be compulsory again after teaching for your first 2-3 years. Thanks Richard. Paul Chesher, Westfields Sports High School, Dec 2021.
This course made me reflect and carefully analyse my way of teaching, and made me strive to improve myself further. It made me become more willing to 'take risks', thus utilising a variety of different approaches/strategies within my teaching of Maths, even at differing year levels. It was also great to be able to share ideas with the Team members and learn other highly effective ways to keep students motivated (especially at a particular age - Years 7/8 - when many students start to become disengaged or disinterested). Matthew Lafranchi, Bacchus Marsh Grammar, Oct 2021
I really like the self-paced nature of this course, the repeated reminders of what's good for the students and wonderful interactions with Richard. I'm inspired by the course to continue the good work of putting students in the center so we can endeavour to help each individual grow collectively through the power of open-ended tasks/questioning and metacognition. Yes, the course has had positive changes in me. I think I'll revisit the concepts in this course whenever I feel like I'm getting stuck on a tediously boring mode of teaching. Thank you! Liz Tan, Masada College, May 2021
I have really enjoyed the course. Now the rubber hits the road and I have a smorgasbord of strategies to continue implementing and begin implementing. It continues to be an exciting but slightly anxious road as I learn to give up more control, gain confidence and give up more control.....
I have definitely been inspired and look forward to my teaching becoming increasingly more enjoyable as I implement these strategies. Natalia Curline, Nowra Christian School. April 2021
The course gives materials to develop a conceptual approach to teaching with a student-centred style without "sugar-coating" this. It focuses on classroom practice by providing a large volume of ready-to-use teaching resources. The videos provided show teachers applying a conceptual approach in the classroom along with their initial doubts and subsequent reflections.
I liked the high volume of resources and variety of videos assembled. It helped me to understand the conceptual shift required.
Additionally, high-quality arguments are made to convince others regarding using a conceptual, student-centred approach against a purely procedural, whole-class teacher-directed approach (that many think is identically equal to explicit teaching). James Kiely, Coomealla High School, Oct 2020
I really did enjoy this course and had no favorite pieces. The resources and videos are practical and much appreciated. Although I am just finishing I feel like I have been applying this course to my classroom teaching due to conversations with James for quite a while now. I look forward to continuing to improve my classroom teaching through the implementation of these strategies in 2021. Nicole Fraser, Coomealla High School, Jan 2021
This course really kept me inspired throughout the struggles of teaching this year, as soon as I read about a new strategy I wanted to implement it straight away. The student engagement in the classes I have implemented things into has sky rocketed, I'm having students from other classes asking me about the lessons I did with my class and why their teacher doesn't do the same thing with them. I wish my maths teachers in high school did this course. Tammy Brennan, Toormina HIgh School, 24.9.20
The biggest thing that stood out for me is that student centred is the way to go. Whenever a student has a voice, an impact, a choice that they are allowed to make, they automatically become engaged in the class. (Which is what we want) So, with simple changes, you impact their engagement. Conceptual learning is amazing but hard to do with certain topics (e.g. Surds). I think the aim should be to teach conceptually as much as you can, but there will always be topics when it won't be possible. This course is ... Inspiring. When I go through the information, I automatically want to have a go at it. Thank you. Leanne Vaquerano, Mount Lilydale Mercy College, 25.8.20
Besides the resources and ideas that I have gained, the best part is the self-paced aspect of the course. This course has inspired some ideas and approaches (Brick-wall, WRS to name a few that I really like) and I can't wait to continue implementing these ideas in different topics! I have noticed some improvement in the engagement of students and some are starting to take more responsibility for their own learning which are two things I was hoping to gain from this course. Grace Piol, Lithgow High School, Feb 2020
Every maths teacher needs to take this course. It doesn’t matter if you are new to teaching or have been teaching for 30 years – this course will make you think about teaching for understanding and hence generate an open, engaged learning environment. It is a hands-on, practical course that creates opportunities to make genuine changes in your classroom as you go.
Richard has a great understanding of the needs of a classroom teacher and the challenges that we all face. He provides us with strategies that are easy to implement. The course is a pleasure to take, rather than work. Every part of it is well-thought out, interesting and extremely practical. It requires you to stop regularly and reflect on different aspects of your own teaching style. Feedback from others taking the course also regularly happens which is really encouraging. You will not go back to your old ways after taking this course and your students will be the ones who benefit from that. (Team Course) Debra Penny, Head of Mathematics, Bacchus Marsh Grammar, Victoria, October 2018
One of the best PD courses I think I have done as far as approaching mathematics is concerned. This course has helped me narrow my focus in the way I approach content in the classroom. I feel like I have always been in constant experimental mode and this course has helped finalise the details. I have implemented so much already and will continue to refine and expand my repertoire in these areas. Belinda Naujok, Moss Vale High School, November 2019
This course is refreshing! The best aspects for me was the exposure to many small tools that can make big changes. There were many elements of the course that I was already aware of but needed a few examples/encouragements/inspirations to start implementing them. I'm glad that I could stretch the course over a period of a terms so I could experiment elements of the course that I liked. Some of the strategies from the course I now implement on a daily basis so this is a great achievement of this wonderful course.
Students respond well to the changes, although the changes are not major at this stage - it's more to do with the way I present a new topic, and the first five minutes of every lesson that now make a big difference.
E. D. Moriah College May 2020
I have been encouraged and inspired to try new things. I am so motivated for next year!
I have done a few courses via Open Learning and love that I can go as fast or slow as I like when I like. The GeoGebra and Year 12 Advanced courses are on my radar for next year! Thank you for all your work, assistance, feedback and the resources you provide. Dainelle Meyers, Coolah Central School, December 2019
Great course - excellent resources and examples. It's great to have information given and then time to trial. I also went over the 15 hours; I like to re-read and review so I expected that. My classes have definitely benefited from this course, so that's a huge win. Samantha Laird, Lalor Secondary College, Victoria, October 2019
This is the best PD I've done in a while if not ever. My favourite part of the course was the lack of long winded theoretical research papers saying what should work. It was straight to the point, this is what I've done and it works with real workable examples. Thankyou for giving examples of what you have done and reading other peoples work was also good to get some ideas as well. Peter Davies, Narrandera High School, ‘Engaged-Maths’ course, March 2018
I enjoyed the course as I was able to put into practise the things I was reading and it worked. I started off being wary as I never had the confidence to change my style of teaching, but the videos were so easy to follow I attempted the ideas put forward and basically they worked. With continued organisational skills on my behalf I know there is a lot more I can achieve within the realms of the ideas of this course. I also like getting feedback whenever I posted something and it motivated me to keep navigating through the course to get finished. It was really user-friendly as I am not good at technology but managed this course relatively well, and also knowing Richard answered emails immediately if there were difficulties. Gail Bachmann, Kesser Torah College, May 2019
I think this course will make a massive difference to the learning and confidence of students. By teaching teachers to re-evaluate the way the teach, and particularly why they teach a certain way, will help them to see what is better for the student. This course not only gets teachers to re-evaluate, but then also gives you the methods and the milestones to help you on your new path. (Team Course) Daniel Screen, Bacchus Marsh Grammar, October 2019
This was my first 'Learn, implement, share' course that I have worked on. I find that any other time I have completed an online course, I race through it and never see any real point or practical application that I haven't already discovered in my own experience through common sense and trial and error. So far with this course, I have genuinely read every single word of each page and it held my attention. My pet hate is completing a course that is a waste of my time and energy. I would much prefer to use that time planning and implementing quality lessons for my students. Your course allows me time to do just that, whilst inspiring new angles of thinking. Thank you for a very positive and worthwhile experience! Stacey Ward, Cessnock High School, January 2019
This course has taught me many aspects of my teaching that needed an upgrade so that mathematical concepts are better received by the student body to result in improved understanding. It is our job to keep persisting so that we can mould them as independent learners. Jyothi Subramanian, Muirfield High School, March 2019
Thank you for this course – it has genuinely been an opportunity to reflect on my craft and stop and consider the consequences of the lazy teaching strategies that I sometimes employ. I have Year 7s this year, and I had to renew my approach as I have an unstreamed class and differentiation is a priority as the weaker students fall behind and the stronger students become disengaged because there is no challenge. The questioning techniques, teaching for conceptual understanding and having a student centred focus has made differentiation much easier to plan for. Most importantly, the students love coming to class “Maths is apparently their favourite subject”. The other aspect of this course was reading other peoples reflections! I underestimated the value and joy that I gained from this. Rhiannon Geddis, HoD, Governor Stirling Senior HS WA, ‘Engaged-Maths’ course, April 2018
The positive side of your courses is they are online and I can complete it on my own time. I can read-read information and replay videos. I will recommend it to my next school that the Maths department must do it as a group and then the whole department can grow in the same direction. I think it is good to talk about it with your peers and learn from each other.
We are never too old to learn....this course reminded me to re-think my "traditional" way of teaching and to look at the new generation of how they learn. With a few changes, I think 2020 looks bright and positive. To engage all students are hard work but with the right tools, anything is possible. Thank you. Wand Swart, Fremantle Christian College, Nov 2019
The best aspects of this course are the focus on developing understanding in the students, and learning how to teach in a way that promotes this. I like that the components of the course can be implemented gradually, it doesn't require an immediate and completely new style. There are so many small tweaks that can be made around the edges and gradually develop the resources and strategies to change the way you teach.
Tim Everett, Tenterfield High School, March 2018
(TEAM course) I enjoyed the practicality of the course and having plenty of ideas and inspiration for my classes. i was definitely inspired for having a student centred approach to learning especially with workshopping open ended questions. Samuel Williams, Oxford Falls Grammar School, Nov 2018
(TEAM course) I am so glad i did this course and have to thank Antonella and Sue for organising it for us. I got a lot of great ideas out of it and am inspired to think about and change how i teach and what happens in my classroom. There have been many great ideas that i have and can use to make students more engaged with their learning. Thankyou Richard for presenting so well and for sharing your personal experiences and ideas. Jane Collins, Oxford Falls Grammar School, Nov 2018
(TEAM course) Doing this course as a TEAM fired us up with some great ideas which we have started to share with the entire faculty. Each faculty meeting now has designated time when we share new strategies we have implemented. This has been a great course and especially so because it was online and because we had to implement ideas as the course progressed. Melissa Hurn, All Saints College, St Peter’s, ‘Engaged-Maths’ TEAM course, June 2016
I really liked that the course was self-paced and not restricted to certain days and/or times. The course is filled with practical strategies supported by great resources - it has definitely inspired me to try new things, and more importantly to rethink what and how I am doing currently. It was great to share in the experiences of the other participants in the course. Wilhelmin Du Toit, UTS Insearch, Haymarket, ‘Engaged-Maths’ course, Dec 2017
Prior to this course, I was so frustrated due to distractions, students not understanding my teaching and so on. But since I began this online course things have changed a lot in my favour. Thanks Richard for designing this course and I recommend that every teacher should do this course for their own betterment.
Sanil Sen, Australian Islamic College of Sydney, ‘Engaged-Maths’ course, Aug 2016
(TEAM course) I've found the practical ideas given and ways to manage the classroom to be very useful. It is helpful to see new ways of teaching things that inspire a desire to learn in our students. The course has definitely created a positive change for me, and I have been thinking about how to implement more of the ideas presented here throughout the year. Alexandra Morris, Burgmann Anglican School, Valley Campus, ACT, 25.11.18
(TEAM course) This course has been great for discussions on professional development level in the staffroom – in being the first to fractional doings section I immediately volunteered to photocopy it and said “Richard has this to try”. In using ideas from the course and what we tried next as a result has been enlightening as we spoke openly about what we were doing. It has been a joy to come to school with Brett and Prue to find out what their next set of ideas were. It’s been freeing. Louise Horsburgh, St Catherine's Catholic College, ‘Engaged-Maths’ TEAM course, July 2015
Seeing the actual resources, and being made aware of the resulting outcomes was definitely beneficial in that it showed that change can happen. This course has given me reinforcement, inspiration and some tools to promote change. Julie Ware, San Clemente High School, ‘Engaged-Maths’ course, July 2016
I wish more courses were as useful as this one. This course has changed the way I am teaching my current classes as well as my outlook on how to deal with disengaged students. The changes have been very positive. My students are actually liking maths and can't quite believe that "I can do this" regularly slips out of their mouths. Reading other peoples' thoughts and ideas has been truly enlightening. Richard's feedback and comments were very helpful, thought provoking and supportive. Lyndell Hatch, NBSC, Cromer, ‘Engaged-Maths’, Sept 2016.
I have really enjoyed working through the course and am very inspired about more of the strategies. I finished the course with a renewed sense of purpose and am determined to continue to encourage students to focus on directing their own learning. The change in attitude and the drive and interest that I have witnessed in my Year 12 students is just wonderful - and this from just one new strategy! Thank you, Richard, for such a range of engaging and productive strategies. Shelly Alonso, Brigidine College, ‘Engaged-Maths’ course, Oct 2016
I found the course both informative and practical. The best aspect was the virtue of making you think outside the box. Based on the positive reaction I have got from the students participating in the few implementation exercises, I see the merit of a more engaging approach to teaching and learning than the traditional ‘rule, example, exercises’ approach. Excellent delivery and feedback. Jose Alvarez, Muirfield HS, ‘Engaged-Maths’ course, Aug 2016
I think the key benefit for me was the collection of practical suggestions that I could trial immediately with my classes. Specific examples or worksheets were given so that implementation could be swift - and everyone knows how time presses we all are. I thought Richard gave reasons why a certain technique might work, so it wasn't just the latest fad going around. I was inspired by the course - it has given me direction with where to go with my teaching technique, reassured me that not every new method works, or doesn't pay dividends immediately. Thanks Richard and everyone that participated in the discussions. Much appreciated. Alan Blyth Forbes High School, ‘Engaged-Maths’ course, Aug 2016
Loved it, so many classroom-ready and tried strategies. I think this should be required for many teachers like me that are 10+ years in and need an encouragement that they are on the right track and gives some great ideas for simple,time-effective tweaks. Graeme Baxter, Maths-Engagement course, Snowy Mountains Christian School, Feb 2018
I have really enjoyed all aspects of the course. It has sent me on a journey of reflection and discovery about the 'best' ways of teaching mathematics. I feel invigorated, and even after over 30 successful years of teaching, there is always room for improvement. I just have to be mindful now to keep trying new approaches and not to fall back into comfortable routines. Fortunately many of my colleagues are on the same track and we're sharing our ideas and encouraging each other. Reading other teacher's ideas and comments has been very interesting, and with this type of forum, everyone gets to have their say without being interrupted. I hope we are going to experience some radical changes to mathematics education in the near future, which will see much greater emphasis on thinking mathematically and problem solving, rather than perfecting processes. Thanks Richard and all my fellow participants! Valerie Kadarusman, Newcastle High School, ‘Engaged-Maths’ course, Aug 2016
I have really enjoyed learning some new strategies. My students have enjoyed being 'guinea pigs' for new ideas and apparently I don't get as frustrated with them as I used too (oops!). My classes are much more collaborative and there seems to be a much more positive approach and desire to understand than there was before. I have definitely been inspired to take a step back and relinquish some of the control to the students. It has been really interesting to see how the course has made an impact on other teachers as well.
Carolyn Towell, Samuel Marsden Collegiate School, Karori, Wellington, ‘Engaged-Maths’ course, Sept 2016
Richard I have loved this PD so much I just couldn’t wait to do the next topic. I have encouraged the rest of the maths department to do this PD. I have got so many ideas that I can trial in my classroom - I am choosing the few I think will make a huge difference. Thank you once again for the time and effort put into putting this PD together. Every now and then teaching can get you down and you feel disheartened. You have given me back my spark. Thank you. Tiffany Chandler, Notre Dame College Victoria, ‘Engaged-Maths’ course, Feb 2014
I have found this PD to be an enormous help. I am implementing some strategies from the course. It has also encouraged me to seek further professional reading on engaging students in Maths. I would recommend this course to all maths teachers. I am using the WRS with my Year 9 and they are eating it up! I love it. I am also going to use the I can do to check their understanding. Students also a keen to ask if they do not know (they own their learning). These are Awesome ideas. Donna Anderson, St Mary MacKillop Catholic College, ‘Engaged-Maths’, July 2014
Richard, I have thoroughly enjoyed this course. I have learned so much and have found that the strategies you have suggested have not been big changes to implement but have created big improvements in my students appreciation and understanding of maths. Thank you very much. Lisa Pirlo, St John's College, ‘Engaged-Maths’, Dec 2013
I found this course extremely useful, there were so many great ideas that I have started using and I am already seeing the improvement in my students engagement. I would recommend this course to all teachers of Mathematics. Damien Allan, Denison College of Secondary Education Bathurst High Campus, ‘Engaged-Maths’ course, June 2014
I thoroughly enjoyed this course and have recommended it to my school Principal. I appreciated how practical the course was. It makes a difference when the presenter is a classroom teacher who is honest about his successes and failures! Thank you Richard for your encouragement and support and gentle reminders of where we should be up to throughout the course. Belinda Elliott, Orange Anglican Grammar School, ‘Engaged-Maths’, June 2014
Thank you so much Richard for this wonderful course. It has helped me so much in many many ways - far more that I expected. I am recommending that others in our Maths team should consider doing it or one of the other courses on offer. Neelima Gupta, St Mary MacKillop Catholic College Wanniassa Campus, ‘Engaged-Maths’ course, Aug 2014
I would definitely recommend all Secondary School Mathematics Teachers to invest their time in this course. Richard presented meaningful information in an entertaining and easy to read manner. The approaches presented and resources supplied are so easy to immediately implement. I love how this course made me think about how I teach and whether the students were getting the best out of me as their teacher. They have enjoyed the new strategies that I have introduced and I have enjoyed seeing their new found appreciation of Mathematics. Thanks Richard. Jenny Chaperon, Gladstone Park Secondary College, ‘Engaged-Maths’ course, June, 2014
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