Whole-staff tailored professional learning

Let Anita bring her infectious passion, practical ideas and professional knowledge to your school. Learn how to:

  • Use concrete materials and mathematical language to help students grasp key mathematical  concepts
  • Develop key mathematical concepts across the whole school K-6
  • Truly differentiate and scaffold mathematics learning
  • Translate the curriculum into dynamic, inspiring classroom practice using powerful tasks, tools and talk

​All professional learning comes complete with an electronic folder of resources and practical ideas, ready to implement the next day. ​

Demonstration lessons

Anita’s one-hour demonstration lessons allow teachers to experience whole-class differentiated instruction, Anita style.

With Anita teaching in your classrooms, teachers get to watch Anita’s use of tasks, tools and talk and see for themselves true differentiation in action. Watch how Anita ‘walks the floor’ to maximise the time spent on actual mathematics learning. See her strategies and techniques for engaging all learners through the use of open-ended questions. Experience minute-by-minute assessment for learning as she shows you how to teach the same concept K-6 using one-resource for the whole class!

Anita’s dem lessons follow a 5-Part Lesson format, providing an invaluable learning opportunity for your team.

PART 1  |  Warm-up (daily REVIEW AND REFINE prior learning)

Students are usually seated on the floor in an array.

Often called ‘Daily Number Sense’ this is where students are given an opportunity to practise prior learning and make connections between concepts.

  • Whole-class, teacher centred: students are immersed in using mathematical language to describe an image whilst seated on the floor.
  • Individual, student centred: using prepared student whiteboard insert sheets whilst seated at desks.

PART 2  |  Explicitly INTRODUCE new content

Students are usually seated on the floor in an array.

Teachers differentiate to make new content accessible and rigorous for all learners by:

  • connecting to prior knowledge to build meaning and understanding
  • explaining the new content by breaking it down into small steps with student practise after each step
  • using a range of mathematical language
  • using concrete materials and visual models as appropriate to support understanding 
  • modelling mathematical thinking verbally
  • modelling written recordings including words and symbols
  • questioning to check student understanding. 

PART 3  |  Teacher-led PRACTISE

Students are strategically seated at desks arranged in groups of six (K), groups of four (Y1-Y5) and/or pairs (Y6). Written communication can be via student whiteboards and/or maths exercise books (either blank scrapbooks or lined exercise books, but not grid books).

Students actively practise the new content: 

  • using a whole-class low floor, high ceiling task
  • are actively doing the maths
  • guided by the teacher with enabling prompts, extending prompts, thinking aloud and feedback, and/or
  • independently, in pairs or small groups, using mathematical language, and visual models / concrete materials as appropriate. 

PART 4  |  Student-centred PRACTISE

Teachers ‘walk the floor’ to monitor student progress on the task by:

  • identifying student misconceptions and taking action
  • questioning using enabling prompts and extending prompts
  • listening to students use of mathematical language and providing feedback
  • provide scaffolds, eg think alouds, language word walls, concrete materials
  • encouraging productive struggle and risk taking.

PART 5  |  REFLECT on learning
Students describe verbally or in written form (either as a whole class, individually or in pairs) what they have:

  • learned during the lesson, and/or 
  • enjoyed about the lesson.

Teachers summarise and connect to the mathematical focus of the lesson using student responses when given.

Students are seated as they were during the practise part of the lesson. 

Staff development days and after-school workshops

These in-depth PL sessions provide your school with the opportunity for your whole staff to delve deeply into mathematical content knowledge, pedagogy, and practical ideas for classroom implementation. Anita will empower your staff to be confident teachers of mathematics K-6 and to also love teaching maths!

Anita will tailor the content to your schools’ specific needs, but common focus areas often include:

  • Leading a whole-school approach to maths
  • Teaching the full range of learners
  • Syllabus knowledge
  • Writing a whole school scope and sequence
  • Structuring high-quality lessons
  • Observational assessment checklists.

Schools can choose from whole-day workshops (5 hours) and after-school workshops (2 hours or 3 hours).

Anita Chin Mathematics Consultancy is endorsed to provide NSW Education Standards Authority (NESA) Registered Professional Development for teachers accredited at Proficient Teacher.

Parent workshops

Maths is taught differently these days compared to when your students’ parents were at school. So how do you get your parents on board with the new ways of teaching maths? Anita can do the hard work for you with one of her inspirational and informative workshops.

In these jam-packed 1-hour tailored workshops your school’s parents and community members will experience what a high-quality maths lesson can look, sound and feel like.

Workshop 1: Understanding How Maths is Taught in the 21st Century for Parents K-6

Ready to step up your learning journey?