Week 2 Transcript

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It's recording by itself.

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That's good.

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All right.

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So lecture two today.

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Well,

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our learning intention that this lecture would be will be looking at explicit teaching

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strategies and manipulatives to support conceptual understanding and

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in secondary mathematics.

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So basically explicit teaching and conceptual manipulatives.

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So success criteria would be you should be able to explain the

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components of explicit teaching,

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justify why explicit instruction is important in maths and

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explain how

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support conceptual understanding,

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not just engagement,

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and select a proper manipulative for stage four or stage five mathematics

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topic.

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So that's your success criteria.

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So heavily focused on...

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explicit teaching and a little bit about the manipulators as well all

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right now explicit teaching what is explicit teaching it's a big word

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big buzzword at the moment so basically it's a priority area

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one of the priority areas since um the 2025 curriculum

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reform so no matter which school you go to especially the public school the big

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buzzword is explicit teaching what exactly is it it's

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a basically a key instructional strategy that's

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It's research -backed,

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and it's a key instructional strategy that supports all learners,

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irrespective of what sort of learners they are.

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It's structured,

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teacher -led approach,

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where instruction is clear,

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modeled,

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and scaffolded.

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They often say that I do,

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we do, and you do method as well.

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So it's basically you're in charge,

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you teach,

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and you give them a little bit of responsibility,

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and we do it together,

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and then you give them the chance to...

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go and explore by themselves so that's pretty much it it's nothing really new

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if you're a good teacher you've been doing that all the time but it's now

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giving like a more structure to it i guess

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So it's identified since 2015,

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Centre for Education Statistics and Evaluation.

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You may have heard the name CC.

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So in short,

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we call that CC.

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They do lots of educational research.

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And based on their research,

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they release this What Works Best.

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So every two years,

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they release this paper of What Works Best based on the research.

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So it was identified since 2015 from that document.

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Now, how does that look in practice?

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So start with learning intention.

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So you make to your learners what they are learning.

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I've been sort of trying to model that in here as well.

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So the learners are aware what they are in for.

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So you start with learning intention.

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So once again,

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it doesn't have to be right at the beginning.

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You have the learning intention.

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Learning intention could be somewhere in the middle as well.

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Learners are very clear about what they are learning.

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So that's what we start off with.

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But the key thing is retrieving prior

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knowledge.

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So you don't just go and start the new topic.

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You're always connected to the previous knowledge.

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Say if I'm my learning intention for one of the year 10 classes,

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say, for example,

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it's data using.

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comparing two data sets using medians and interquartile range.

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So I would have that as my learning intention to the students.

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And then I start with retrieving the prior knowledge.

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I would start probably like,

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what does box in a box plot represent?

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So they would have learned that because now we are using that

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to compare the medians and interquartile range.

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So that means they would have done the box and visca plot

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before.

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So we start with,

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what is that?

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okay what does box in a box plot represent then we try

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think aloud modeling to compare two box plots we show them how

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how we compare so if i have the data in front of me with two box

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plots i'll start with okay this

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data a has got say for example it has got higher mean higher

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median high interquartile range so i literally think aloud

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how i'm analyzing that box and visca plot those two box and

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visca plot so that's that part is i do i show as a teacher

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to them how that works

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Then what we do is ask students to interpret different sets

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with support.

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Now, we don't say that,

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okay, I've showed you one example.

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Now you go and do one more example.

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It's not that.

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We do it as a class.

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So we basically say,

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all right, I've showed you how that works.

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Now we'll do one together.

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All right.

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And then you put another question.

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They can discuss in pairs and then share the responses.

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So that part is.

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we do so it's as a class we do that and that's where you

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check for understanding because you may have taught wonderfully the

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first first example that doesn't mean that everyone understood so

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we do part is basically they go and discuss and come back and

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then you kind of gauge the class knowing that oh well this group

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has understood that group didn't understand that sort of thing so that's

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where you gauge their understanding

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Next, students complete a graphic organizer to record the comparison.

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That's where they go and do that.

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So the whole point of that is to reduce the cognitive load.

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We'll talk about that a bit later.

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They can use the visual cues or color -coded plots to

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reinforce the schema for center and spread.

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So that's kind of how it looks if I'm teaching,

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comparing two data sets using median and interquartile range.

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So I show them an example,

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and then we do 1S together and discuss,

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and then we...

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give them the ownership to do the next one but the thing is still

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you go around and you check for understanding it's not that okay we've

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done two example you're on your own that's not how it works we still go around

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and check for the understanding

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All right.

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And then we provide feedback and return to return to modeling if

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misconception occurs.

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It may like you may have taught it wonderfully.

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They would have understand one example.

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But when you're walking around,

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when they are doing it by themselves,

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now you realize that now there is some misconception or some of the

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students haven't understood.

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So you go back,

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revisit and then teach that part again.

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So you have to address that misconception if there

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is any.

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So it's.

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it's not just a very like a linear one yeah i do you do

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we do and done it's not that it's very like you need to it's a fluid movement

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between the faces so i do you do but then looks like you haven't

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understood so i'll do another one and then we come back to the you do face again

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and then we do like so it's it's sort of um you're moving

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between the faces okay now why is explicit

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teaching important

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So it aligns with the cognitive load theory.

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We'll look at what that is as well.

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And again,

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the research backs up that it has improved the engagement,

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understanding and long -term retention.

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So that's the benefits of explicit teaching.

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Promotes equity proven to work across all ages,

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backgrounds and ability level.

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As I said, there was an extensive research conducted on this one and

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it's proved that it's or irrespective of what age background

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and ability level.

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This is one of the strategies that works very well along among the

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school school students.

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Now, what is cognitive load theory?

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So as you can see,

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that diagram represents what cognitive load theory is.

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So when information is very complex or new.

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It's important that we reduce the cognitive load on students'

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working memory.

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All right.

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When information is easy for students to understand,

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you can gradually increase the complexity.

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All right.

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So limit on how much new information the human brain

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can process at one time in working memory.

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All right.

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So you cannot go and give all the complex information at one go.

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You need to limit that how much it can go.

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no limits on how much can be stored in long -term memory so that can go

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forever so you can once it enters the long -term memory you can

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then put more information into the working memory so i

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keep talking about that so there are two memory systems as you may know one is

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the working memory and the other one is the long -term memory all right in working

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memory whatever is happening there it doesn't last for too long

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yeah whereas the one which goes into the long -term memory stays there so

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our intention is to make sure the amount of information in

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the working memory gets transferred to long -term memory so basically

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what happens is so that's working memory that has to get into the long

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-term memory which they can later recall and apply again

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so our aim is to move from working memory to long

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-term memory all right so how do we do that

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So because humans can hold a lot of knowledge in the

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long -term memory,

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but only few information in the working memory,

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so only for that to only for a short period of time.

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So what we do is when we are giving the information while

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teaching, limit the amount of new complex information.

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This is where you are connecting the prior knowledge comes into effect.

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So don't give too much new information at one go.

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Limit how much can go in there.

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all right and then once that information is connected with the prior

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knowledge that gets encoded and that goes into the long -term memory

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all right then it stays there that's there for good and

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then when you have to

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put new information again it the long -term memories like

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information gets retrieved back to working memory and then that's

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where the new new information gets processed and codes and gets into the long

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-term memory again so it's kind of a cycle so that's why it's important

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you don't give too much information or complex information at one

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go so that's sort of how it works

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Now, again,

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in math's perspective,

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how does that work or how we can do that?

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So, for example,

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if I'm teaching the volume of composite solids,

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so if I go and start with the composite solid,

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obviously I will lose the whole class.

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So I start with retrieving the prior knowledge.

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They would have done volume of a prism,

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area of 2D shapes.

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So it's important you retrieve that knowledge from their long -term

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memory.

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okay so talk about that do a couple of example and make

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them feel comfortable with that before you start the new concept

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now the new concept that you're going to teach is volume of composite

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solids all right so from their long -term memory you retrieve

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the information about the volume of the prism and area of 2d shapes already

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now you are starting the new concept which is volume of composite

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solids

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This is where you teach the concept explicitly,

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prompting recall,

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scaffolding problem solving,

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building schema for multi -step reasoning.

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So you can't just go and say,

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OK, this is how this question is done.

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Chunk that information and then again,

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connect it back to the previous knowledge and then start building the

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complexity of the question.

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And that gets turned into schema,

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and then that goes and stays in the long -term memory.

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So that's kind of the idea that you need to use.

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Now,

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again,

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how does that look in practice?

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So one more example I'm going to give,

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linear function.

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Say, for example,

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interpreting and creating equation of a straight line.

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Not an easy topic for year 8 or year 9 students.

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So how I do that using explicit teaching?

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So at the start,

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each element of the linear equation y equals to m of mx plus

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b is a separate new idea for students all right m is

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the gradient b is the y -intercept where it crosses the x -axis x

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is the input y is the output so a lot of information is

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there for them to grasp at one goal okay so it's not very easy

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for them to understand that in one go so each of these

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Concepts take up space in the students working memory.

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It's a lot to hold at one place,

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one time at once.

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Yeah. So what we do is explicit teaching and

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chunking, break it down over multiple sessions.

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So we just don't go and say,

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OK, this is the formula.

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This is what it means.

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And here we go.

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That's not how we do it.

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First,

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we focus only on gradient.

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Talk about what it means visually,

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coming down the slide,

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going up the railing,

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things like that.

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Talk about that and make them visualize that.

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Once they are familiar with the slope and the gradient,

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they connect that gradient is nothing but it's the slope,

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and they see it in everyday life as well,

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then you introduce y -intercept as a separate idea.

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now you've given them two different information finally combine them

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with the rule 2 y equals to mx plus b and then you introduce

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the graphs so that's how you are chunking the information and giving

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bit at a time

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Now, over time,

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these separate chunks become one schema.

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So then they can,

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perhaps the whole thing linear function has a gradient.

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It determines the steepness and y -intercept that determines the position.

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And then they can come up with,

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okay, the equation is going to be y equals to mx plus v.

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That's how you can look at it.

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Instead of just introducing that and going from there,

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we start off with the slope.

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We let them visualize that and then eventually give the rest

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of the information.

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So explicit teaching strategies.

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There are two major components with explicit teaching strategies.

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So that is Department of Education has got that diagram.

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You may see when you go around to different schools.

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So there are two different things that you need to be aware of.

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One is the enabling factor.

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S… Speaker 2 (Week 2 Transcript)

Other one is the explicit teaching strategies.

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S… Speaker 2 (Week 2 Transcript)

So we'll try and go through each one of them and then see how

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S… Speaker 2 (Week 2 Transcript)

that works in our classrooms as well.

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S… Speaker 2 (Week 2 Transcript)

So we'll start with the right in the core is teaching and learning cycle.

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S… Speaker 2 (Week 2 Transcript)

So that's our job.

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S… Speaker 1 (Week 2 Transcript)

All right.

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S… Speaker 1 (Week 2 Transcript)

So how we do that,

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S… Speaker 2 (Week 2 Transcript)

how we do address that using explicit teaching strategies.

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S… Speaker 2 (Week 2 Transcript)

There are some enabling factors.

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S… Speaker 1 (Week 2 Transcript)

All right.

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S… Speaker 1 (Week 2 Transcript)

So there are four of them.

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S… Speaker 2 (Week 2 Transcript)

Know your students and how they learn.

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S… Speaker 1 (Week 2 Transcript)

High expectation.

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S… Speaker 1 (Week 2 Transcript)

Safe.

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S… Speaker 1 (Week 2 Transcript)

inclusive learning environment and know the content and how to teach so

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S… Speaker 1 (Week 2 Transcript)

we'll go through each one of them and dissect and see how that looks

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S… Speaker 1 (Week 2 Transcript)

yeah enabling so no students how

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S… Speaker 1 (Week 2 Transcript)

they learn let's start with that one all

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S… Speaker 1 (Week 2 Transcript)

right what does that mean to you anyone want to take have a go at that

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S… Speaker 1 (Week 2 Transcript)

question what does that mean to you no students and how they learn what

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S… Speaker 3 (Week 2 Transcript)

does that mean to you anyone

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S… Speaker 1 (Week 2 Transcript)

any online people as well can have a go

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S… Speaker 1 (Week 2 Transcript)

Yeah.

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S… Speaker 3 (Week 2 Transcript)

Yeah.

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S… Speaker 3 (Week 2 Transcript)

Yeah.

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S… Speaker 1 (Week 2 Transcript)

Very good.

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S… Speaker 1 (Week 2 Transcript)

Yeah. So some some students are visual learners.

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S… Speaker 1 (Week 2 Transcript)

All right.

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S… Speaker 1 (Week 2 Transcript)

They can see only they can learn through visually.

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S… Speaker 1 (Week 2 Transcript)

Some would be kinesthetic learners.

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S… Speaker 1 (Week 2 Transcript)

They like the tactile feeling.

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S… Speaker 1 (Week 2 Transcript)

And yeah.

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S… Speaker 1 (Week 2 Transcript)

What's the other thing?

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S… Speaker 2 (Week 2 Transcript)

your classes when you go through that retrieval of prerequisite knowledge you can explain

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S… Speaker 2 (Week 2 Transcript)

things in a number of ways so whether that's putting up visuals then explaining it verbally

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S… Speaker 2 (Week 2 Transcript)

different things like that and you'll see students actually go oh i can't remember

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S… Speaker 1 (Week 2 Transcript)

how they respond to that

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S… Speaker 1 (Week 2 Transcript)

yeah yeah very good very good and the other thing that you

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S… Speaker 1 (Week 2 Transcript)

could look at is the student profile so students will have I'll

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S… Speaker 1 (Week 2 Transcript)

come to you in a second students will the schools will have student profile

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S… Speaker 1 (Week 2 Transcript)

in there all right so you can go and look at the student profile which

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S… Speaker 1 (Week 2 Transcript)

which will give you information about their past like the

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S… Speaker 1 (Week 2 Transcript)

report comments and things so you can look at that and then kind of get an

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S… Speaker 3 (Week 2 Transcript)

idea as well wish you had something yeah yeah

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S… Speaker 1 (Week 2 Transcript)

their strengths and weakness will help us to improve them?

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S… Speaker 1 (Week 2 Transcript)

Yeah, definitely.

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S… Speaker 1 (Week 2 Transcript)

Yeah, definitely.

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S… Speaker 1 (Week 2 Transcript)

Yeah.

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S… Speaker 3 (Week 2 Transcript)

100%.

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S… Speaker 1 (Week 2 Transcript)

100%.

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S… Speaker 1 (Week 2 Transcript)

yeah yeah so you may have the EALD students you may

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S… Speaker 1 (Week 2 Transcript)

have students with disability all right so it's it's important you

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S… Speaker 1 (Week 2 Transcript)

understand all of those and see how they learn as well so

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S… Speaker 1 (Week 2 Transcript)

it's always I suggest it's good idea to talk to the teachers who taught them before

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S… Speaker 1 (Week 2 Transcript)

like say if you have obviously you can't do that with E7 students but if

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S… Speaker 1 (Week 2 Transcript)

you are teaching year 8 students it's always good idea to talk to the E7 maths teacher

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S… Speaker 1 (Week 2 Transcript)

and

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S… Speaker 1 (Week 2 Transcript)

talk about like i've got these students you taught them last year so

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S… Speaker 1 (Week 2 Transcript)

is there a way that these particular students respond so that's good information

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S… Speaker 1 (Week 2 Transcript)

good amount of information you can get from there so it's very important you

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S… Speaker 1 (Week 2 Transcript)

know your students and how they learn and teaching standard that's one

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S… Speaker 1 (Week 2 Transcript)

of the teaching standards as well

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S… Speaker 1 (Week 2 Transcript)

So again,

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S… Speaker 1 (Week 2 Transcript)

we covered quite a bit,

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S… Speaker 1 (Week 2 Transcript)

monitor student learning,

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S… Speaker 1 (Week 2 Transcript)

know where the students are in their learning,

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S… Speaker 1 (Week 2 Transcript)

move fluidly back and forth between modeling,

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S… Speaker 1 (Week 2 Transcript)

guided and independent practice to best support student learning.

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S… Speaker 1 (Week 2 Transcript)

So I didn't even need to go through that because we've covered that quite well.

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S… Speaker 1 (Week 2 Transcript)

Often what the beginning teachers or the teachers think is managing

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S… Speaker 1 (Week 2 Transcript)

cognitive load means we cannot give,

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S… Speaker 1 (Week 2 Transcript)

we have to only give simple concepts.

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S… Speaker 1 (Week 2 Transcript)

That's not right.

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S… Speaker 1 (Week 2 Transcript)

So what you shouldn't be doing is it's not managing

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S… Speaker 1 (Week 2 Transcript)

cognitive load doesn't mean that only see.

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S… Speaker 1 (Week 2 Transcript)

teaching simple concepts or avoiding teaching complex concepts

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S… Speaker 1 (Week 2 Transcript)

explicit teaching does not mean following the script or a

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S… Speaker 1 (Week 2 Transcript)

rigid path for instruction as i said it says i do you do we

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S… Speaker 1 (Week 2 Transcript)

do but i keep saying it's very fluid you

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S… Speaker 1 (Week 2 Transcript)

just go,

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S… Speaker 1 (Week 2 Transcript)

it's not linear.

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S… Speaker 1 (Week 2 Transcript)

So you do it and then see,

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S… Speaker 1 (Week 2 Transcript)

gauge the class.

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S… Speaker 1 (Week 2 Transcript)

If you have lost them and then if you say,

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S… Speaker 1 (Week 2 Transcript)

okay, you go,

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S… Speaker 1 (Week 2 Transcript)

now I've done my,

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S… Speaker 1 (Week 2 Transcript)

I do bit,

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S… Speaker 1 (Week 2 Transcript)

it's you do bit and you do it,

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S… Speaker 1 (Week 2 Transcript)

you lose the class.

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S… Speaker 1 (Week 2 Transcript)

So it's very important.

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S… Speaker 1 (Week 2 Transcript)

You read the room and then you move between those spaces.

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S… Speaker 1 (Week 2 Transcript)

Yeah.

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S… Speaker 1 (Week 2 Transcript)

Yeah.

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S… Speaker 2 (Week 2 Transcript)

So there's a whole point of information

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S… Speaker 2 (Week 2 Transcript)

about students working memory and that's kind of the

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S… Speaker 2 (Week 2 Transcript)

main. Correct.

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S… Speaker 1 (Week 2 Transcript)

correct yeah yeah because long -term memory can hold information

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S… Speaker 1 (Week 2 Transcript)

for a longer time as well as it's there it's and it can hold large

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S… Speaker 1 (Week 2 Transcript)

amount of um

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S… Speaker 1 (Week 2 Transcript)

like information but it's working memories here you do it today and tomorrow it's

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S… Speaker 1 (Week 2 Transcript)

gone so that's why and then when you have to retrieve the information back

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S… Speaker 1 (Week 2 Transcript)

it's not coming from the working memory it's coming from the long -term memory so

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S… Speaker 1 (Week 2 Transcript)

that's why that's very important you help them transfer the knowledge

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S… Speaker 1 (Week 2 Transcript)

from like a working memory to long -term memory that's what the schema is

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S… Speaker 1 (Week 2 Transcript)

yeah all right now no content and how

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S… Speaker 1 (Week 2 Transcript)

to teach okay i'm going to give you an example of back in a long time

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S… Speaker 1 (Week 2 Transcript)

ago i had two teachers one teacher he had a phd

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S… Speaker 1 (Week 2 Transcript)

in maths and you give him any question under the sun

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S… Speaker 1 (Week 2 Transcript)

he will be able to do that question all right he taught me trigonometry and

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S… Speaker 1 (Week 2 Transcript)

i can tell you i haven't understood a single thing and i had another teacher

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S… Speaker 1 (Week 2 Transcript)

all right if you ask her anything out of the norm sort of

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S… Speaker 1 (Week 2 Transcript)

questions you would say yeah

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S… Speaker 1 (Week 2 Transcript)

To be honest, I don't know how to do that question at the moment,

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S… Speaker 1 (Week 2 Transcript)

but I'll come back to you and then she will come back to me.

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S… Speaker 1 (Week 2 Transcript)

So which one would you prefer or which one you want to be?

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S… Speaker 1 (Week 2 Transcript)

When it says know the content and how to teach it,

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S… Speaker 1 (Week 2 Transcript)

do you have to be an expert in maths and should be able

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S… Speaker 1 (Week 2 Transcript)

to do every single question students going to ask you?

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S… Speaker 1 (Week 2 Transcript)

Does that is that what it means?

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S… Speaker 2 (Week 2 Transcript)

No.

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S… Speaker 2 (Week 2 Transcript)

All right.

20:45

S… Speaker 1 (Week 2 Transcript)

So I teach extension to maths.

20:48

S… Speaker 2 (Week 2 Transcript)

All right.

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S… Speaker 1 (Week 2 Transcript)

Kids come to me with this question and sometimes I have no clue how

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S… Speaker 1 (Week 2 Transcript)

to do that question.

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S… Speaker 1 (Week 2 Transcript)

All right.

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S… Speaker 1 (Week 2 Transcript)

I have to think and I cannot operate when the kids are chatting.

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S… Speaker 1 (Week 2 Transcript)

I cannot think and do that question.

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S… Speaker 1 (Week 2 Transcript)

So I'll have to come back and then do it and then go back to them.

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S… Speaker 1 (Week 2 Transcript)

So it's OK.

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S… Speaker 1 (Week 2 Transcript)

You don't have to be a great mathematician.

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S… Speaker 2 (Week 2 Transcript)

Obviously,

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S… Speaker 1 (Week 2 Transcript)

you know, have to know your content and important part is how to teach.

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S… Speaker 1 (Week 2 Transcript)

That's more important than knowing the content.

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S… Speaker 1 (Week 2 Transcript)

So how you can master.

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S… Speaker 1 (Week 2 Transcript)

that knowing the content is beep like where before you go into a class

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S… Speaker 1 (Week 2 Transcript)

prepare your lessons all right think about all the questions

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S… Speaker 1 (Week 2 Transcript)

that can come all right what would students say ask the

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S… Speaker 1 (Week 2 Transcript)

When I do this sort of thing,

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S… Speaker 1 (Week 2 Transcript)

even then you won't be fully prepared because you will have some surprises always.

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S… Speaker 1 (Week 2 Transcript)

All right.

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S… Speaker 1 (Week 2 Transcript)

But be honest to students saying that,

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S… Speaker 1 (Week 2 Transcript)

oh, that's a very good question.

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S… Speaker 1 (Week 2 Transcript)

I haven't thought about that one.

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S… Speaker 1 (Week 2 Transcript)

Probably I'll have to come back to you on that question.

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S… Speaker 1 (Week 2 Transcript)

Students appreciate your honesty and then they will respond

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S… Speaker 1 (Week 2 Transcript)

to you.

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S… Speaker 1 (Week 2 Transcript)

So.

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S… Speaker 1 (Week 2 Transcript)

Yes, you need to know your content.

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S… Speaker 1 (Week 2 Transcript)

So that means your syllabus.

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S… Speaker 1 (Week 2 Transcript)

And the best way to go through the content is if you are especially

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S… Speaker 1 (Week 2 Transcript)

teaching the senior classes,

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S… Speaker 1 (Week 2 Transcript)

best way to do is do past HSE papers.

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S… Speaker 1 (Week 2 Transcript)

That's the best way you learn your content.

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S… Speaker 1 (Week 2 Transcript)

So it's important you know your content.

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S… Speaker 1 (Week 2 Transcript)

And but understanding,

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S… Speaker 1 (Week 2 Transcript)

as I was saying,

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S… Speaker 1 (Week 2 Transcript)

understanding what students,

22:13

S… Speaker 1 (Week 2 Transcript)

what knowledge students need in order to build the understanding.

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S… Speaker 1 (Week 2 Transcript)

That's what you need to be looking at.

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S… Speaker 1 (Week 2 Transcript)

Use their subject matter knowledge to identify illicit prior learning.

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S… Speaker 1 (Week 2 Transcript)

Again, coming back to prior learning,

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S… Speaker 1 (Week 2 Transcript)

it's very important you connect that.

22:27

S… Speaker 2 (Week 2 Transcript)

All right.

22:27

S… Speaker 1 (Week 2 Transcript)

And sequencing is very important as well.

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S… Speaker 1 (Week 2 Transcript)

So sometimes you will prepare your lesson,

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S… Speaker 1 (Week 2 Transcript)

get into the classroom and then that.

22:36

S… Speaker 1 (Week 2 Transcript)

you had a fantastic preparation but for some reason that class

22:40

S… Speaker 1 (Week 2 Transcript)

doesn't respond to that and you have to be able to change that to

22:44

S… Speaker 1 (Week 2 Transcript)

suit their needs all right it comes with experience and sometimes even

22:49

S… Speaker 1 (Week 2 Transcript)

after several years of experience you come back from the class you say oh what a disaster

22:53

S… Speaker 1 (Week 2 Transcript)

that was all right but then you can always go back and fix it all

22:57

S… Speaker 1 (Week 2 Transcript)

right yep

23:00

S… Speaker 2 (Week 2 Transcript)

doing past hsc papers is a good way to assist teachers correct yeah

23:04

S… Speaker 1 (Week 2 Transcript)

yeah correct yeah because we won't be able to take you through the content even with

23:08

S… Speaker 1 (Week 2 Transcript)

method two we'll be addressing certain part of it the ones which are really hard

23:13

S… Speaker 1 (Week 2 Transcript)

but then yeah it's it's for you to be a good way to practice is hsc

23:17

S… Speaker 1 (Week 2 Transcript)

papers because i have one person stage of working with me at the moment

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S… Speaker 1 (Week 2 Transcript)

and he comes back and says oh he did extension two he was my

23:25

S… Speaker 1 (Week 2 Transcript)

student he did extension two did

23:27

S… Speaker 1 (Week 2 Transcript)

panics and everything.

23:28

S… Speaker 1 (Week 2 Transcript)

But he says,

23:29

S… Speaker 1 (Week 2 Transcript)

you know what,

23:30

S… Speaker 1 (Week 2 Transcript)

the teaching is different.

23:31

S… Speaker 1 (Week 2 Transcript)

So I'm sitting and doing the HSE questions.

23:33

S… Speaker 1 (Week 2 Transcript)

And that's helping me because you are thinking it's not just

23:37

S… Speaker 1 (Week 2 Transcript)

a rotten.

23:38

S… Speaker 1 (Week 2 Transcript)

learning it's you have to think in different ways that sort of gives you an idea of

23:42

S… Speaker 1 (Week 2 Transcript)

our students might be thinking in this direction so it's not just one solution

23:46

S… Speaker 1 (Week 2 Transcript)

it could be they would be doing this they would be doing that so it gives you a good understanding

23:50

S… Speaker 1 (Week 2 Transcript)

so look at the syllabus junior is pretty easy the content wise i'm

23:54

S… Speaker 1 (Week 2 Transcript)

pretty sure all of you will be able to handle that but when you are teaching the

23:59

S… Speaker 1 (Week 2 Transcript)

stage six courses especially higher level of maths i would highly recommend

24:03

S… Speaker 1 (Week 2 Transcript)

you guys to do the hsc questions

24:06

S… Speaker 2 (Week 2 Transcript)

All right.

24:07

S… Speaker 1 (Week 2 Transcript)

What isn't a good practice?

24:10

S… Speaker 1 (Week 2 Transcript)

Being an expert in an area of knowledge without consideration of how

24:14

S… Speaker 1 (Week 2 Transcript)

that knowledge is connected.

24:15

S… Speaker 1 (Week 2 Transcript)

Sequence developed for learners.

Week 2 Transcript

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