Welcome back everyone to Term 3 at Ivanhoe East Primary School. Firstly I hope that you all had a relaxing break.

Pupil Free Day Report

At our Pupil Free day on Monday our staff participated in a fantastic program run by the Maths Association of Victoria (MAV). The focus on the day was on Numeracy planning so that staff can build their capacity to deliver great activities, that lead to a deep understanding of core mathematical concepts. Central to this is the idea of sequencing tasks in the most meaningful way possible.

Our presenter challenged us to consider the dynamic notion of variance and invariance. It sounded fairly complicated at first but in a nutshell it can be characterised in this way;

In an effective maths program there should be some elements of the lesson that remain constant from session to session. There should also be elements of the learning that should address the key concept in a slightly different way, using slightly different formats.

In previous editions of the Bulletin I am sure that I have mentioned High Impact Teaching Strategies (HITS). In a nutshell they are ten things that teachers can do that are going to have a big impact on student learning. One of these is called Multiple Exposures and it fits in exactly with the way we approach Maths at IEPS.

Why is it important to plan in this way? 

Multiple exposures provide students with multiple opportunities to learn and retain new knowledge and skills. Research demonstrates (from both education and neuro science) that deep learning is developed over time via multiple and spaced interactions with new knowledge and concepts. It is sometimes called spaced practice and interleaving. This can occur across several days using different activities to vary the interactions learners have with the new knowledge. 

How effective is this type of planning?

Research demonstrates that multiple exposures greatly improve learner retention of new knowledge. It is most effective when exposures are used deliberately to assist learners to master new knowledge and skills, and when the exposures are spaced over time.

How are we looking to optimise learning?

Multiple exposures are most effective when strategically spread over time, as part of a unit and/or lesson structure.

Multiple exposures require planning and structure. They provide opportunities to engage, and re-engage, with concepts and ideas, and to practice new skills in different contexts. Planned, intentional repetition supports transfer of learning from earlier exposures to later exposures.

If you would like to read more about this then I can recommend Andrew Watson from Boston University , a researcher named Pooja Agarwal or the papers listed below-

• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, USA: ASCD.
• Nuthall, G.A. (2000). ‘The role of memory in the acquisition and retention of knowledge in science and social studies units.’ Cognition and Instruction, 18(1), 83-139.

A bit of a reminder

We did mention this late last term but it might be timely to put out a little reminder about QR Codes. This section is taken from the DET operations Guide about QR Codes and checking in.

QR codes and record keeping

The use of Service Victoria QR codes for electronic record keeping is now mandatory in all schools to enable the effective contact tracing of any COVID-19 cases.

This requirement will continue into Term 3 until further notice.

QR code check ins are required to be used by:

• all visitors on school site (including contractors, external Department staff and building and maintenance staff)
• all parents who enter school buildings when on school site.

QR code check ins are not required to be used by:

• staff
• students
• parents who come onto school grounds for drop off or pick up, but do not enter buildings.

Brett Millott.

brett.millott@education.vic.gov.au