Week 2 Transcript

0:19

S… Speaker 1 (Week 2 Transcript)

It's recording by itself.

0:21

S… Speaker 1 (Week 2 Transcript)

That's good.

0:22

S… Speaker 1 (Week 2 Transcript)

All right.

0:25

S… Speaker 2 (Week 2 Transcript)

So lecture two today.

0:29

S… Speaker 1 (Week 2 Transcript)

Well,

0:30

S… Speaker 2 (Week 2 Transcript)

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

0:34

S… Speaker 2 (Week 2 Transcript)

strategies and manipulatives to support conceptual understanding and

0:38

S… Speaker 2 (Week 2 Transcript)

in secondary mathematics.

0:39

S… Speaker 2 (Week 2 Transcript)

So basically explicit teaching and conceptual manipulatives.

0:44

S… Speaker 2 (Week 2 Transcript)

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

0:48

S… Speaker 2 (Week 2 Transcript)

components of explicit teaching,

0:50

S… Speaker 2 (Week 2 Transcript)

justify why explicit instruction is important in maths and

0:55

S… Speaker 2 (Week 2 Transcript)

explain how

0:56

S… Speaker 2 (Week 2 Transcript)

support conceptual understanding,

0:58

S… Speaker 2 (Week 2 Transcript)

not just engagement,

0:59

S… Speaker 2 (Week 2 Transcript)

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

1:03

S… Speaker 1 (Week 2 Transcript)

topic.

1:04

S… Speaker 2 (Week 2 Transcript)

So that's your success criteria.

1:06

S… Speaker 2 (Week 2 Transcript)

So heavily focused on...

1:08

S… Speaker 2 (Week 2 Transcript)

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

1:13

S… Speaker 2 (Week 2 Transcript)

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

1:17

S… Speaker 2 (Week 2 Transcript)

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

1:21

S… Speaker 2 (Week 2 Transcript)

one of the priority areas since um the 2025 curriculum

1:25

S… Speaker 2 (Week 2 Transcript)

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

1:29

S… Speaker 2 (Week 2 Transcript)

buzzword is explicit teaching what exactly is it it's

1:34

S… Speaker 2 (Week 2 Transcript)

a basically a key instructional strategy that's

1:36

S… Speaker 2 (Week 2 Transcript)

It's research -backed,

1:38

S… Speaker 2 (Week 2 Transcript)

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

1:42

S… Speaker 2 (Week 2 Transcript)

irrespective of what sort of learners they are.

1:44

S… Speaker 1 (Week 2 Transcript)

It's structured,

1:46

S… Speaker 2 (Week 2 Transcript)

teacher -led approach,

1:47

S… Speaker 2 (Week 2 Transcript)

where instruction is clear,

1:49

S… Speaker 1 (Week 2 Transcript)

modeled,

1:50

S… Speaker 2 (Week 2 Transcript)

and scaffolded.

1:51

S… Speaker 2 (Week 2 Transcript)

They often say that I do,

1:53

S… Speaker 2 (Week 2 Transcript)

we do, and you do method as well.

1:55

S… Speaker 2 (Week 2 Transcript)

So it's basically you're in charge,

1:58

S… Speaker 2 (Week 2 Transcript)

you teach,

1:58

S… Speaker 2 (Week 2 Transcript)

and you give them a little bit of responsibility,

2:01

S… Speaker 2 (Week 2 Transcript)

and we do it together,

2:03

S… Speaker 2 (Week 2 Transcript)

and then you give them the chance to...

2:06

S… Speaker 2 (Week 2 Transcript)

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

2:10

S… Speaker 2 (Week 2 Transcript)

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

2:14

S… Speaker 2 (Week 2 Transcript)

giving like a more structure to it i guess

2:17

S… Speaker 2 (Week 2 Transcript)

So it's identified since 2015,

2:20

S… Speaker 2 (Week 2 Transcript)

Centre for Education Statistics and Evaluation.

2:23

S… Speaker 2 (Week 2 Transcript)

You may have heard the name CC.

2:25

S… Speaker 2 (Week 2 Transcript)

So in short,

2:26

S… Speaker 2 (Week 2 Transcript)

we call that CC.

2:27

S… Speaker 2 (Week 2 Transcript)

They do lots of educational research.

2:30

S… Speaker 2 (Week 2 Transcript)

And based on their research,

2:32

S… Speaker 2 (Week 2 Transcript)

they release this What Works Best.

2:34

S… Speaker 2 (Week 2 Transcript)

So every two years,

2:36

S… Speaker 2 (Week 2 Transcript)

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

2:39

S… Speaker 2 (Week 2 Transcript)

So it was identified since 2015 from that document.

2:44

S… Speaker 2 (Week 2 Transcript)

Now, how does that look in practice?

2:46

S… Speaker 2 (Week 2 Transcript)

So start with learning intention.

2:49

S… Speaker 2 (Week 2 Transcript)

So you make to your learners what they are learning.

2:52

S… Speaker 2 (Week 2 Transcript)

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

2:55

S… Speaker 2 (Week 2 Transcript)

So the learners are aware what they are in for.

2:59

S… Speaker 2 (Week 2 Transcript)

So you start with learning intention.

3:01

S… Speaker 2 (Week 2 Transcript)

So once again,

3:02

S… Speaker 2 (Week 2 Transcript)

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

3:04

S… Speaker 2 (Week 2 Transcript)

You have the learning intention.

3:06

S… Speaker 2 (Week 2 Transcript)

Learning intention could be somewhere in the middle as well.

3:09

S… Speaker 2 (Week 2 Transcript)

Learners are very clear about what they are learning.

3:12

S… Speaker 2 (Week 2 Transcript)

So that's what we start off with.

3:15

S… Speaker 2 (Week 2 Transcript)

But the key thing is retrieving prior

3:19

S… Speaker 1 (Week 2 Transcript)

knowledge.

3:19

S… Speaker 2 (Week 2 Transcript)

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

3:22

S… Speaker 2 (Week 2 Transcript)

You're always connected to the previous knowledge.

3:25

S… Speaker 2 (Week 2 Transcript)

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

3:29

S… Speaker 2 (Week 2 Transcript)

say, for example,

3:30

S… Speaker 2 (Week 2 Transcript)

it's data using.

3:31

S… Speaker 2 (Week 2 Transcript)

comparing two data sets using medians and interquartile range.

3:35

S… Speaker 2 (Week 2 Transcript)

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

3:38

S… Speaker 2 (Week 2 Transcript)

And then I start with retrieving the prior knowledge.

3:42

S… Speaker 2 (Week 2 Transcript)

I would start probably like,

3:43

S… Speaker 2 (Week 2 Transcript)

what does box in a box plot represent?

3:46

S… Speaker 2 (Week 2 Transcript)

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

3:50

S… Speaker 2 (Week 2 Transcript)

to compare the medians and interquartile range.

3:52

S… Speaker 2 (Week 2 Transcript)

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

3:56

S… Speaker 1 (Week 2 Transcript)

before.

3:57

S… Speaker 2 (Week 2 Transcript)

So we start with,

3:58

S… Speaker 2 (Week 2 Transcript)

what is that?

3:59

S… Speaker 2 (Week 2 Transcript)

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

4:04

S… Speaker 2 (Week 2 Transcript)

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

4:08

S… Speaker 2 (Week 2 Transcript)

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

4:12

S… Speaker 2 (Week 2 Transcript)

plots i'll start with okay this

4:15

S… Speaker 2 (Week 2 Transcript)

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

4:19

S… Speaker 2 (Week 2 Transcript)

median high interquartile range so i literally think aloud

4:23

S… Speaker 2 (Week 2 Transcript)

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

4:27

S… Speaker 2 (Week 2 Transcript)

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

4:32

S… Speaker 2 (Week 2 Transcript)

to them how that works

4:34

S… Speaker 2 (Week 2 Transcript)

Then what we do is ask students to interpret different sets

4:38

S… Speaker 1 (Week 2 Transcript)

with support.

4:39

S… Speaker 2 (Week 2 Transcript)

Now, we don't say that,

4:41

S… Speaker 2 (Week 2 Transcript)

okay, I've showed you one example.

4:42

S… Speaker 2 (Week 2 Transcript)

Now you go and do one more example.

4:44

S… Speaker 2 (Week 2 Transcript)

It's not that.

4:45

S… Speaker 2 (Week 2 Transcript)

We do it as a class.

4:46

S… Speaker 2 (Week 2 Transcript)

So we basically say,

4:47

S… Speaker 2 (Week 2 Transcript)

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

4:49

S… Speaker 2 (Week 2 Transcript)

Now we'll do one together.

4:52

S… Speaker 1 (Week 2 Transcript)

All right.

4:52

S… Speaker 2 (Week 2 Transcript)

And then you put another question.

4:55

S… Speaker 2 (Week 2 Transcript)

They can discuss in pairs and then share the responses.

4:58

S… Speaker 2 (Week 2 Transcript)

So that part is.

5:00

S… Speaker 2 (Week 2 Transcript)

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

5:04

S… Speaker 2 (Week 2 Transcript)

check for understanding because you may have taught wonderfully the

5:08

S… Speaker 2 (Week 2 Transcript)

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

5:12

S… Speaker 2 (Week 2 Transcript)

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

5:16

S… Speaker 2 (Week 2 Transcript)

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

5:20

S… Speaker 2 (Week 2 Transcript)

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

5:24

S… Speaker 2 (Week 2 Transcript)

where you gauge their understanding

5:26

S… Speaker 2 (Week 2 Transcript)

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

5:31

S… Speaker 2 (Week 2 Transcript)

That's where they go and do that.

5:33

S… Speaker 2 (Week 2 Transcript)

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

5:37

S… Speaker 2 (Week 2 Transcript)

We'll talk about that a bit later.

5:41

S… Speaker 2 (Week 2 Transcript)

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

5:45

S… Speaker 2 (Week 2 Transcript)

reinforce the schema for center and spread.

5:47

S… Speaker 2 (Week 2 Transcript)

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

5:50

S… Speaker 2 (Week 2 Transcript)

comparing two data sets using median and interquartile range.

5:54

S… Speaker 2 (Week 2 Transcript)

So I show them an example,

5:56

S… Speaker 2 (Week 2 Transcript)

and then we do 1S together and discuss,

5:58

S… Speaker 2 (Week 2 Transcript)

and then we...

6:00

S… Speaker 2 (Week 2 Transcript)

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

6:04

S… Speaker 2 (Week 2 Transcript)

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

6:08

S… Speaker 2 (Week 2 Transcript)

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

6:12

S… Speaker 2 (Week 2 Transcript)

and check for the understanding

6:15

S… Speaker 1 (Week 2 Transcript)

All right.

6:16

S… Speaker 2 (Week 2 Transcript)

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

6:20

S… Speaker 2 (Week 2 Transcript)

misconception occurs.

6:21

S… Speaker 2 (Week 2 Transcript)

It may like you may have taught it wonderfully.

6:24

S… Speaker 2 (Week 2 Transcript)

They would have understand one example.

6:25

S… Speaker 2 (Week 2 Transcript)

But when you're walking around,

6:27

S… Speaker 2 (Week 2 Transcript)

when they are doing it by themselves,

6:28

S… Speaker 2 (Week 2 Transcript)

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

6:32

S… Speaker 2 (Week 2 Transcript)

students haven't understood.

6:33

S… Speaker 2 (Week 2 Transcript)

So you go back,

6:35

S… Speaker 2 (Week 2 Transcript)

revisit and then teach that part again.

6:38

S… Speaker 2 (Week 2 Transcript)

So you have to address that misconception if there

6:42

S… Speaker 1 (Week 2 Transcript)

is any.

6:42

S… Speaker 2 (Week 2 Transcript)

So it's.

6:43

S… Speaker 2 (Week 2 Transcript)

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

6:47

S… Speaker 2 (Week 2 Transcript)

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

6:51

S… Speaker 2 (Week 2 Transcript)

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

6:55

S… Speaker 2 (Week 2 Transcript)

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

7:00

S… Speaker 2 (Week 2 Transcript)

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

7:04

S… Speaker 2 (Week 2 Transcript)

between the faces okay now why is explicit

7:08

S… Speaker 2 (Week 2 Transcript)

teaching important

7:10

S… Speaker 2 (Week 2 Transcript)

So it aligns with the cognitive load theory.

7:13

S… Speaker 2 (Week 2 Transcript)

We'll look at what that is as well.

7:15

S… Speaker 2 (Week 2 Transcript)

And again,

7:16

S… Speaker 2 (Week 2 Transcript)

the research backs up that it has improved the engagement,

7:20

S… Speaker 2 (Week 2 Transcript)

understanding and long -term retention.

7:22

S… Speaker 2 (Week 2 Transcript)

So that's the benefits of explicit teaching.

7:26

S… Speaker 2 (Week 2 Transcript)

Promotes equity proven to work across all ages,

7:29

S… Speaker 2 (Week 2 Transcript)

backgrounds and ability level.

7:31

S… Speaker 2 (Week 2 Transcript)

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

7:35

S… Speaker 2 (Week 2 Transcript)

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

7:39

S… Speaker 2 (Week 2 Transcript)

and ability level.

7:40

S… Speaker 2 (Week 2 Transcript)

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

7:45

S… Speaker 2 (Week 2 Transcript)

school school students.

7:47

S… Speaker 2 (Week 2 Transcript)

Now, what is cognitive load theory?

7:49

S… Speaker 2 (Week 2 Transcript)

So as you can see,

7:50

S… Speaker 2 (Week 2 Transcript)

that diagram represents what cognitive load theory is.

7:53

S… Speaker 2 (Week 2 Transcript)

So when information is very complex or new.

7:56

S… Speaker 2 (Week 2 Transcript)

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

8:01

S… Speaker 2 (Week 2 Transcript)

working memory.

8:01

S… Speaker 1 (Week 2 Transcript)

All right.

8:02

S… Speaker 2 (Week 2 Transcript)

When information is easy for students to understand,

8:06

S… Speaker 2 (Week 2 Transcript)

you can gradually increase the complexity.

8:08

S… Speaker 1 (Week 2 Transcript)

All right.

8:09

S… Speaker 2 (Week 2 Transcript)

So limit on how much new information the human brain

8:13

S… Speaker 2 (Week 2 Transcript)

can process at one time in working memory.

8:16

S… Speaker 1 (Week 2 Transcript)

All right.

8:17

S… Speaker 2 (Week 2 Transcript)

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

8:21

S… Speaker 2 (Week 2 Transcript)

You need to limit that how much it can go.

8:24

S… Speaker 2 (Week 2 Transcript)

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

8:29

S… Speaker 2 (Week 2 Transcript)

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

8:33

S… Speaker 2 (Week 2 Transcript)

then put more information into the working memory so i

8:37

S… Speaker 2 (Week 2 Transcript)

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

8:41

S… Speaker 2 (Week 2 Transcript)

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

8:45

S… Speaker 2 (Week 2 Transcript)

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

8:49

S… Speaker 2 (Week 2 Transcript)

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

8:53

S… Speaker 2 (Week 2 Transcript)

our intention is to make sure the amount of information in

8:57

S… Speaker 2 (Week 2 Transcript)

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

9:02

S… Speaker 2 (Week 2 Transcript)

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

9:06

S… Speaker 2 (Week 2 Transcript)

-term memory which they can later recall and apply again

9:10

S… Speaker 2 (Week 2 Transcript)

so our aim is to move from working memory to long

9:14

S… Speaker 2 (Week 2 Transcript)

-term memory all right so how do we do that

9:18

S… Speaker 2 (Week 2 Transcript)

So because humans can hold a lot of knowledge in the

9:22

S… Speaker 2 (Week 2 Transcript)

long -term memory,

9:22

S… Speaker 2 (Week 2 Transcript)

but only few information in the working memory,

9:25

S… Speaker 2 (Week 2 Transcript)

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

9:28

S… Speaker 2 (Week 2 Transcript)

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

9:32

S… Speaker 2 (Week 2 Transcript)

teaching, limit the amount of new complex information.

9:36

S… Speaker 2 (Week 2 Transcript)

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

9:40

S… Speaker 2 (Week 2 Transcript)

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

9:43

S… Speaker 2 (Week 2 Transcript)

Limit how much can go in there.

9:46

S… Speaker 2 (Week 2 Transcript)

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

9:50

S… Speaker 2 (Week 2 Transcript)

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

9:54

S… Speaker 2 (Week 2 Transcript)

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

9:58

S… Speaker 2 (Week 2 Transcript)

then when you have to

10:00

S… Speaker 2 (Week 2 Transcript)

put new information again it the long -term memories like

10:04

S… Speaker 2 (Week 2 Transcript)

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

10:08

S… Speaker 2 (Week 2 Transcript)

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

10:12

S… Speaker 2 (Week 2 Transcript)

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

10:16

S… Speaker 1 (Week 2 Transcript)

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

10:21

S… Speaker 2 (Week 2 Transcript)

go so that's sort of how it works

10:24

S… Speaker 1 (Week 2 Transcript)

Now, again,

10:26

S… Speaker 2 (Week 2 Transcript)

in math's perspective,

10:27

S… Speaker 2 (Week 2 Transcript)

how does that work or how we can do that?

10:29

S… Speaker 1 (Week 2 Transcript)

So, for example,

10:31

S… Speaker 2 (Week 2 Transcript)

if I'm teaching the volume of composite solids,

10:35

S… Speaker 2 (Week 2 Transcript)

so if I go and start with the composite solid,

10:38

S… Speaker 2 (Week 2 Transcript)

obviously I will lose the whole class.

10:40

S… Speaker 2 (Week 2 Transcript)

So I start with retrieving the prior knowledge.

10:43

S… Speaker 2 (Week 2 Transcript)

They would have done volume of a prism,

10:46

S… Speaker 1 (Week 2 Transcript)

area of 2D shapes.

10:47

S… Speaker 2 (Week 2 Transcript)

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

10:51

S… Speaker 1 (Week 2 Transcript)

memory.

10:52

S… Speaker 2 (Week 2 Transcript)

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

10:56

S… Speaker 2 (Week 2 Transcript)

them feel comfortable with that before you start the new concept

11:00

S… Speaker 2 (Week 2 Transcript)

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

11:04

S… Speaker 2 (Week 2 Transcript)

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

11:08

S… Speaker 2 (Week 2 Transcript)

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

11:13

S… Speaker 2 (Week 2 Transcript)

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

11:17

S… Speaker 1 (Week 2 Transcript)

solids

11:17

S… Speaker 2 (Week 2 Transcript)

This is where you teach the concept explicitly,

11:21

S… Speaker 1 (Week 2 Transcript)

prompting recall,

11:23

S… Speaker 2 (Week 2 Transcript)

scaffolding problem solving,

11:25

S… Speaker 2 (Week 2 Transcript)

building schema for multi -step reasoning.

11:27

S… Speaker 2 (Week 2 Transcript)

So you can't just go and say,

11:30

S… Speaker 2 (Week 2 Transcript)

OK, this is how this question is done.

11:32

S… Speaker 2 (Week 2 Transcript)

Chunk that information and then again,

11:34

S… Speaker 2 (Week 2 Transcript)

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

11:39

S… Speaker 2 (Week 2 Transcript)

complexity of the question.

11:41

S… Speaker 2 (Week 2 Transcript)

And that gets turned into schema,

11:43

S… Speaker 2 (Week 2 Transcript)

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

11:46

S… Speaker 1 (Week 2 Transcript)

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

11:50

S… Speaker 1 (Week 2 Transcript)

Now,

11:51

S… Speaker 1 (Week 2 Transcript)

again,

11:52

S… Speaker 2 (Week 2 Transcript)

how does that look in practice?

11:54

S… Speaker 2 (Week 2 Transcript)

So one more example I'm going to give,

11:56

S… Speaker 1 (Week 2 Transcript)

linear function.

11:57

S… Speaker 1 (Week 2 Transcript)

Say, for example,

11:58

S… Speaker 2 (Week 2 Transcript)

interpreting and creating equation of a straight line.

12:01

S… Speaker 2 (Week 2 Transcript)

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

12:04

S… Speaker 2 (Week 2 Transcript)

So how I do that using explicit teaching?

12:07

S… Speaker 1 (Week 2 Transcript)

So at the start,

12:09

S… Speaker 2 (Week 2 Transcript)

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

12:13

S… Speaker 2 (Week 2 Transcript)

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

12:17

S… Speaker 2 (Week 2 Transcript)

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

12:21

S… Speaker 2 (Week 2 Transcript)

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

12:25

S… Speaker 2 (Week 2 Transcript)

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

12:29

S… Speaker 2 (Week 2 Transcript)

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

12:33

S… Speaker 2 (Week 2 Transcript)

Concepts take up space in the students working memory.

12:36

S… Speaker 2 (Week 2 Transcript)

It's a lot to hold at one place,

12:38

S… Speaker 1 (Week 2 Transcript)

one time at once.

12:39

S… Speaker 2 (Week 2 Transcript)

Yeah. So what we do is explicit teaching and

12:43

S… Speaker 2 (Week 2 Transcript)

chunking, break it down over multiple sessions.

12:46

S… Speaker 2 (Week 2 Transcript)

So we just don't go and say,

12:47

S… Speaker 2 (Week 2 Transcript)

OK, this is the formula.

12:49

S… Speaker 2 (Week 2 Transcript)

This is what it means.

12:50

S… Speaker 1 (Week 2 Transcript)

And here we go.

12:51

S… Speaker 2 (Week 2 Transcript)

That's not how we do it.

12:53

S… Speaker 1 (Week 2 Transcript)

First,

12:53

S… Speaker 2 (Week 2 Transcript)

we focus only on gradient.

12:56

S… Speaker 2 (Week 2 Transcript)

Talk about what it means visually,

12:58

S… Speaker 2 (Week 2 Transcript)

coming down the slide,

13:01

S… Speaker 2 (Week 2 Transcript)

going up the railing,

13:03

S… Speaker 1 (Week 2 Transcript)

things like that.

13:03

S… Speaker 2 (Week 2 Transcript)

Talk about that and make them visualize that.

13:06

S… Speaker 2 (Week 2 Transcript)

Once they are familiar with the slope and the gradient,

13:10

S… Speaker 1 (Week 2 Transcript)

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

13:13

S… Speaker 2 (Week 2 Transcript)

and they see it in everyday life as well,

13:16

S… Speaker 2 (Week 2 Transcript)

then you introduce y -intercept as a separate idea.

13:21

S… Speaker 2 (Week 2 Transcript)

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

13:25

S… Speaker 2 (Week 2 Transcript)

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

13:30

S… Speaker 1 (Week 2 Transcript)

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

13:34

S… Speaker 2 (Week 2 Transcript)

bit at a time

13:36

S… Speaker 1 (Week 2 Transcript)

Now, over time,

13:38

S… Speaker 2 (Week 2 Transcript)

these separate chunks become one schema.

13:40

S… Speaker 2 (Week 2 Transcript)

So then they can,

13:42

S… Speaker 1 (Week 2 Transcript)

perhaps the whole thing linear function has a gradient.

13:45

S… Speaker 2 (Week 2 Transcript)

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

13:50

S… Speaker 2 (Week 2 Transcript)

And then they can come up with,

13:52

S… Speaker 2 (Week 2 Transcript)

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

13:56

S… Speaker 2 (Week 2 Transcript)

That's how you can look at it.

13:58

S… Speaker 2 (Week 2 Transcript)

Instead of just introducing that and going from there,

14:01

S… Speaker 2 (Week 2 Transcript)

we start off with the slope.

14:04

S… Speaker 2 (Week 2 Transcript)

We let them visualize that and then eventually give the rest

14:08

S… Speaker 1 (Week 2 Transcript)

of the information.

14:12

S… Speaker 2 (Week 2 Transcript)

So explicit teaching strategies.

14:14

S… Speaker 2 (Week 2 Transcript)

There are two major components with explicit teaching strategies.

14:17

S… Speaker 2 (Week 2 Transcript)

So that is Department of Education has got that diagram.

14:21

S… Speaker 2 (Week 2 Transcript)

You may see when you go around to different schools.

14:24

S… Speaker 2 (Week 2 Transcript)

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

14:28

S… Speaker 2 (Week 2 Transcript)

One is the enabling factor.

14:29

S… Speaker 2 (Week 2 Transcript)

Other one is the explicit teaching strategies.

14:32

S… Speaker 2 (Week 2 Transcript)

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

14:36

S… Speaker 2 (Week 2 Transcript)

that works in our classrooms as well.

14:39

S… Speaker 2 (Week 2 Transcript)

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

14:43

S… Speaker 2 (Week 2 Transcript)

So that's our job.

14:44

S… Speaker 1 (Week 2 Transcript)

All right.

14:45

S… Speaker 1 (Week 2 Transcript)

So how we do that,

14:46

S… Speaker 2 (Week 2 Transcript)

how we do address that using explicit teaching strategies.

14:50

S… Speaker 2 (Week 2 Transcript)

There are some enabling factors.

14:52

S… Speaker 1 (Week 2 Transcript)

All right.

14:52

S… Speaker 1 (Week 2 Transcript)

So there are four of them.

14:54

S… Speaker 2 (Week 2 Transcript)

Know your students and how they learn.

14:57

S… Speaker 1 (Week 2 Transcript)

High expectation.

14:58

S… Speaker 1 (Week 2 Transcript)

Safe.

15:00

S… Speaker 1 (Week 2 Transcript)

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

15:04

S… Speaker 1 (Week 2 Transcript)

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

15:08

S… Speaker 1 (Week 2 Transcript)

yeah enabling so no students how

15:12

S… Speaker 1 (Week 2 Transcript)

they learn let's start with that one all

15:16

S… Speaker 1 (Week 2 Transcript)

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

15:21

S… Speaker 1 (Week 2 Transcript)

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

15:25

S… Speaker 3 (Week 2 Transcript)

does that mean to you anyone

15:29

S… Speaker 1 (Week 2 Transcript)

any online people as well can have a go

15:32

S… Speaker 1 (Week 2 Transcript)

Yeah.

15:33

S… Speaker 3 (Week 2 Transcript)

Yeah.

15:36

S… Speaker 3 (Week 2 Transcript)

Yeah.

15:44

S… Speaker 1 (Week 2 Transcript)

Very good.

15:45

S… Speaker 1 (Week 2 Transcript)

Yeah. So some some students are visual learners.

15:48

S… Speaker 1 (Week 2 Transcript)

All right.

15:48

S… Speaker 1 (Week 2 Transcript)

They can see only they can learn through visually.

15:51

S… Speaker 1 (Week 2 Transcript)

Some would be kinesthetic learners.

15:53

S… Speaker 1 (Week 2 Transcript)

They like the tactile feeling.

15:55

S… Speaker 1 (Week 2 Transcript)

And yeah.

15:56

S… Speaker 1 (Week 2 Transcript)

What's the other thing?

16:01

S… Speaker 2 (Week 2 Transcript)

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

16:06

S… Speaker 2 (Week 2 Transcript)

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

16:10

S… Speaker 2 (Week 2 Transcript)

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

16:14

S… Speaker 1 (Week 2 Transcript)

how they respond to that

16:19

S… Speaker 1 (Week 2 Transcript)

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

16:23

S… Speaker 1 (Week 2 Transcript)

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

16:27

S… Speaker 1 (Week 2 Transcript)

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

16:31

S… Speaker 1 (Week 2 Transcript)

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

16:36

S… Speaker 1 (Week 2 Transcript)

which will give you information about their past like the

16:40

S… Speaker 1 (Week 2 Transcript)

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

16:44

S… Speaker 3 (Week 2 Transcript)

idea as well wish you had something yeah yeah

16:57

S… Speaker 1 (Week 2 Transcript)

their strengths and weakness will help us to improve them?

17:00

S… Speaker 1 (Week 2 Transcript)

Yeah, definitely.

17:01

S… Speaker 1 (Week 2 Transcript)

Yeah, definitely.

17:02

S… Speaker 1 (Week 2 Transcript)

Yeah.

17:02

S… Speaker 3 (Week 2 Transcript)

100%.

17:09

S… Speaker 1 (Week 2 Transcript)

100%.

17:13

S… Speaker 1 (Week 2 Transcript)

yeah yeah so you may have the EALD students you may

17:17

S… Speaker 1 (Week 2 Transcript)

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

17:22

S… Speaker 1 (Week 2 Transcript)

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

17:26

S… Speaker 1 (Week 2 Transcript)

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

17:30

S… Speaker 1 (Week 2 Transcript)

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

17:34

S… Speaker 1 (Week 2 Transcript)

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

17:38

S… Speaker 1 (Week 2 Transcript)

and

17:39

S… Speaker 1 (Week 2 Transcript)

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

17:43

S… Speaker 1 (Week 2 Transcript)

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

17:48

S… Speaker 1 (Week 2 Transcript)

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

17:53

S… Speaker 1 (Week 2 Transcript)

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

17:57

S… Speaker 1 (Week 2 Transcript)

of the teaching standards as well

17:59

S… Speaker 1 (Week 2 Transcript)

So again,

18:00

S… Speaker 1 (Week 2 Transcript)

we covered quite a bit,

18:02

S… Speaker 1 (Week 2 Transcript)

monitor student learning,

18:03

S… Speaker 1 (Week 2 Transcript)

know where the students are in their learning,

18:05

S… Speaker 1 (Week 2 Transcript)

move fluidly back and forth between modeling,

18:08

S… Speaker 1 (Week 2 Transcript)

guided and independent practice to best support student learning.

18:11

S… Speaker 1 (Week 2 Transcript)

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

18:17

S… Speaker 1 (Week 2 Transcript)

Often what the beginning teachers or the teachers think is managing

18:21

S… Speaker 1 (Week 2 Transcript)

cognitive load means we cannot give,

18:24

S… Speaker 1 (Week 2 Transcript)

we have to only give simple concepts.

18:26

S… Speaker 1 (Week 2 Transcript)

That's not right.

18:27

S… Speaker 1 (Week 2 Transcript)

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

18:32

S… Speaker 1 (Week 2 Transcript)

cognitive load doesn't mean that only see.

18:34

S… Speaker 1 (Week 2 Transcript)

teaching simple concepts or avoiding teaching complex concepts

18:38

S… Speaker 1 (Week 2 Transcript)

explicit teaching does not mean following the script or a

18:42

S… Speaker 1 (Week 2 Transcript)

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

18:47

S… Speaker 1 (Week 2 Transcript)

do but i keep saying it's very fluid you

18:50

S… Speaker 1 (Week 2 Transcript)

just go,

18:50

S… Speaker 1 (Week 2 Transcript)

it's not linear.

18:51

S… Speaker 1 (Week 2 Transcript)

So you do it and then see,

18:54

S… Speaker 1 (Week 2 Transcript)

gauge the class.

18:55

S… Speaker 1 (Week 2 Transcript)

If you have lost them and then if you say,

18:58

S… Speaker 1 (Week 2 Transcript)

okay, you go,

18:59

S… Speaker 1 (Week 2 Transcript)

now I've done my,

19:00

S… Speaker 1 (Week 2 Transcript)

I do bit,

19:00

S… Speaker 1 (Week 2 Transcript)

it's you do bit and you do it,

19:02

S… Speaker 1 (Week 2 Transcript)

you lose the class.

19:03

S… Speaker 1 (Week 2 Transcript)

So it's very important.

19:05

S… Speaker 1 (Week 2 Transcript)

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

19:09

S… Speaker 1 (Week 2 Transcript)

Yeah.

19:09

S… Speaker 1 (Week 2 Transcript)

Yeah.

19:10

S… Speaker 2 (Week 2 Transcript)

So there's a whole point of information

19:15

S… Speaker 2 (Week 2 Transcript)

about students working memory and that's kind of the

19:19

S… Speaker 2 (Week 2 Transcript)

main. Correct.

19:20

S… Speaker 1 (Week 2 Transcript)

correct yeah yeah because long -term memory can hold information

19:24

S… Speaker 1 (Week 2 Transcript)

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

19:29

S… Speaker 1 (Week 2 Transcript)

amount of um

19:30

S… Speaker 1 (Week 2 Transcript)

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

19:34

S… Speaker 1 (Week 2 Transcript)

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

19:38

S… Speaker 1 (Week 2 Transcript)

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

19:43

S… Speaker 1 (Week 2 Transcript)

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

19:47

S… Speaker 1 (Week 2 Transcript)

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

19:51

S… Speaker 1 (Week 2 Transcript)

yeah all right now no content and how

19:55

S… Speaker 1 (Week 2 Transcript)

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

20:00

S… Speaker 1 (Week 2 Transcript)

ago i had two teachers one teacher he had a phd

20:04

S… Speaker 1 (Week 2 Transcript)

in maths and you give him any question under the sun

20:08

S… Speaker 1 (Week 2 Transcript)

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

20:12

S… Speaker 1 (Week 2 Transcript)

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

20:16

S… Speaker 1 (Week 2 Transcript)

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

20:20

S… Speaker 1 (Week 2 Transcript)

questions you would say yeah

20:23

S… Speaker 1 (Week 2 Transcript)

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

20:25

S… Speaker 1 (Week 2 Transcript)

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

20:28

S… Speaker 1 (Week 2 Transcript)

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

20:31

S… Speaker 1 (Week 2 Transcript)

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

20:34

S… Speaker 1 (Week 2 Transcript)

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

20:39

S… Speaker 1 (Week 2 Transcript)

to do every single question students going to ask you?

20:41

S… Speaker 1 (Week 2 Transcript)

Does that is that what it means?

20:43

S… Speaker 2 (Week 2 Transcript)

No.

20:45

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.

20:49

S… Speaker 1 (Week 2 Transcript)

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

20:53

S… Speaker 1 (Week 2 Transcript)

to do that question.

20:54

S… Speaker 1 (Week 2 Transcript)

All right.

20:54

S… Speaker 1 (Week 2 Transcript)

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

20:58

S… Speaker 1 (Week 2 Transcript)

I cannot think and do that question.

21:01

S… Speaker 1 (Week 2 Transcript)

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

21:04

S… Speaker 1 (Week 2 Transcript)

So it's OK.

21:05

S… Speaker 1 (Week 2 Transcript)

You don't have to be a great mathematician.

21:08

S… Speaker 2 (Week 2 Transcript)

Obviously,

21:09

S… Speaker 1 (Week 2 Transcript)

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

21:13

S… Speaker 1 (Week 2 Transcript)

That's more important than knowing the content.

21:16

S… Speaker 1 (Week 2 Transcript)

So how you can master.

21:18

S… Speaker 1 (Week 2 Transcript)

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

21:22

S… Speaker 1 (Week 2 Transcript)

prepare your lessons all right think about all the questions

21:26

S… Speaker 1 (Week 2 Transcript)

that can come all right what would students say ask the

21:30

S… Speaker 1 (Week 2 Transcript)

When I do this sort of thing,

21:32

S… Speaker 1 (Week 2 Transcript)

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

21:36

S… Speaker 1 (Week 2 Transcript)

All right.

21:37

S… Speaker 1 (Week 2 Transcript)

But be honest to students saying that,

21:40

S… Speaker 1 (Week 2 Transcript)

oh, that's a very good question.

21:41

S… Speaker 1 (Week 2 Transcript)

I haven't thought about that one.

21:43

S… Speaker 1 (Week 2 Transcript)

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

21:46

S… Speaker 1 (Week 2 Transcript)

Students appreciate your honesty and then they will respond

21:50

S… Speaker 1 (Week 2 Transcript)

to you.

21:50

S… Speaker 1 (Week 2 Transcript)

So.

21:51

S… Speaker 1 (Week 2 Transcript)

Yes, you need to know your content.

21:53

S… Speaker 1 (Week 2 Transcript)

So that means your syllabus.

21:55

S… Speaker 1 (Week 2 Transcript)

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

21:59

S… Speaker 1 (Week 2 Transcript)

teaching the senior classes,

22:00

S… Speaker 1 (Week 2 Transcript)

best way to do is do past HSE papers.

22:03

S… Speaker 1 (Week 2 Transcript)

That's the best way you learn your content.

22:06

S… Speaker 1 (Week 2 Transcript)

So it's important you know your content.

22:09

S… Speaker 1 (Week 2 Transcript)

And but understanding,

22:11

S… Speaker 1 (Week 2 Transcript)

as I was saying,

22:12

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.

22:17

S… Speaker 1 (Week 2 Transcript)

That's what you need to be looking at.

22:19

S… Speaker 1 (Week 2 Transcript)

Use their subject matter knowledge to identify illicit prior learning.

22:23

S… Speaker 1 (Week 2 Transcript)

Again, coming back to prior learning,

22:25

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.

22:30

S… Speaker 1 (Week 2 Transcript)

So sometimes you will prepare your lesson,

22:33

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

23:21

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

Ringkasan

Takon AI Ngendi Transkrip Iki