Conference PaperPDF Available

Mathematics Curriculum Documents as a Pedagogical and Professional Development Tool

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Abstract and Figures

Teacher professional development and pedagogical content knowledge are known to be crucial factors for systems seeking to improve the quality of teaching and learning. Traditionally, pedagogical approaches have been separated from curriculum standards and other policy documents; many education systems publish lists of mathematical content and skills students are expected to master but these specifications do not contain guidance on pedagogical approaches. Pedagogical advice may exist but is not integrated within curriculum documentation itself. Based on research and international benchmarking, the Abu Dhabi Education Council’s P-12 mathematics curriculum team have developed and implemented a new approach which integrates subject content and subject-specific pedagogical approaches throughout curriculum documentation on an outcome-by-outcome basis. The move to this new approach has been driven by a number of contextual factors including an extremely diverse international teaching force and the need to develop a consistent, best-practice approach to support the Council’s education reform agenda. It is also supported by literature in the fields of education reform, teacher professional development, and teacher knowledge. Teacher professional development can be seen as any “activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher” (OECD, 2009). If this definition is used, curriculum policy documents which integrate both ‘what’ and ‘how’ to teach become not only a reference but a professional development vehicle. This presentation will introduce the curriculum development and review processes used and the reasons for these. We will describe the collection of qualitative data over three years from mathematics teachers, Education Advisors and other stakeholders through focus groups, school visits, and a teacher survey, and the extremely positive responses received from all stakeholders. We will then show how this feedback informed the refinement of the style of curriculum documentation to further promote teaching for understanding and consistency of practice across the system. Certain key principles were followed throughout the process to ensure successful implementation; these will be shared and justified during the presentation also. This presentation will be of interest to curriculum writers; school administrators and subject leaders; academics; teacher educators; and classroom teachers. Practical implications and recommendations for each of these groups will be discussed as part of the presentation. KEYWORDS: Curriculum; learning outcomes; standards; mathematics; teacher professional development; teacher knowledge; pedagogical content knowledge; education reform; Abu Dhabi Education Council.
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MathematicsCurriculumDocumentsasa
PedagogicalandProfessionalDevelopmentTool
ةادأو ﺔﯾوﺑرﺗ ﺔﻠﯾﺳوﻛ تﺎﯾﺿﺎﯾرﻟا ﺞﮭﻧﻣ ﻖﺋﺎﺛو
ﺔﯾﻧﮭﻣﻟا ﺔﯾﻣﻧﺗﻠﻟ
JenniferRobinson–SeniorSpecialistCurriculum
KatrinaMcChesney– EducationAdvisor
AbuDhabiEducationCouncil
نوﺳﻧﯾﺑور رﻔﯾﻧﯾﺟ- لوأ ﻲﺋﺎﺻﺧأ ﺞھﺎﻧﻣ
ﻲﻧزﯾﺷﺗﻛﺎﻣ ﺎﻧﯾرﺗﺎﻛ- رﺎﺷﺗﺳﻣ
يوﺑرﺗ
مﯾﻠﻌﺗﻠﻟ ﻲﺑظوﺑأ سﻠﺟﻣ
www.adec.ac.ae
Developingastrategy
ﺔﯾﺟﯾﺗارﺗﺳﻻا رﯾوطﺗ
ADECphilosophy
ﻲﺑظوﺑأ سﻠﺟﻣ ﺔﻔﺳﻠﻓ
مﯾﻠﻌﺗﻠﻟ
International
benchmarking
ﺔﯾﻣﻟﺎﻌﻟا رﯾﯾﺎﻌﻣﻟا
Ourcontext
ﺎﻧﺑ صﺎﺧﻟا قﺎﯾﺳﻟا
Bestpracticein
educationreform
ﻲﻓ تﺎﺳرﺎﻣﻣﻟا لﺿﻓأ
مﯾﻠﻌﺗﻟا حﻼﺻإ
www.adec.ac.ae
ADECMathematicsPhilosophy
مﯾﻠﻌﺗﻠﻟ ﻲﺑظوﺑأ سﻠﺟﻣ ﻲﻓ تﺎﯾﺿﺎﯾرﻟا ﺔﻔﺳﻠﻓ
Curriculum
جﺎﮭﻧﻣﻟا
Pedagogy
سﯾردﺗﻟا بﯾﻟﺎﺳأ Assessment
مﯾوﻘﺗﻟا
THELEARNER
مﻠﻌﺗﻣﻟا
Howto
teach فﯾﻛ
؟ مّﻠﻌُ
Howyouknow
studentshave
learned
ﺔﺑﻠطﻟا نأ دﻛﺄﺗﻧ فﯾﻛ
؟ اوﻣﻠﻌﺗ دﻗ
Whattoteach
؟ مّﻠﻌُﻧ اذﺎﻣ
www.adec.ac.ae
InternationalBenchmarking
Singapore: ةروﻓﺎﻐﻧﺳ
ﺔﯾﻟودﻟا رﯾﯾﺎﻌﻣﻟا
9 ﺎﻣﻟ ﺔﺣﺿاو تﺎﻔﺻاوﻣ
هدﺎﻌﺑﺗﺳا وأ ﮫّﻣﺿ بﺟﯾ
9Clear
specificationsof
whattoincludeand
exclude
www.adec.ac.ae
InternationalBenchmarking
Ontario(Canada),Grade6: وﯾرﺎﺗﻧوأ ) ادﻧﻛ ( سدﺎﺳﻟا فﺻﻟا ،
ﺔﯾﻟودﻟا رﯾﯾﺎﻌﻣﻟا
9Sampleproblems
showinggood
pedagogy–higher
orderthinking
9 لﺋﺎﺳﻣﻟا نﻣ جذﺎﻣﻧ
سﯾردﺗﻟا بﯾﻟﺎﺳأ رﮭظﺗ
بﻠطﺗﺗ ﻲﺗﻟا و ةدﯾﺟﻟا
ﯾﻛﻔﺗﻟا نﻣ ﺎﯾﻟﺎﻋ ىوﺗﺳﻣ ر
www.adec.ac.ae
InternationalBenchmarking
Ontario(Canada),Grade6: وﯾرﺎﺗﻧوأ ) ادﻧﻛ (سدﺎﺳﻟا فﺻﻟا ،
ﺔﯾﻟودﻟا رﯾﯾﺎﻌﻣﻟا
9Useof
manipulativesand
visualrepresentations
9 ﯾودﯾﻟا لﺋﺎﺳوﻟا مادﺧﺗﺳا و ﺔ
ﺔﯾرﺻﺑﻟا تﻼﯾﺛﻣﺗﻟا
www.adec.ac.ae
InternationalBenchmarking
Qatar,Grade8: نﻣﺎﺛﻟا فﺻﻟا ، رطﻗ ﺔﻟود
ﺔﯾﻟودﻟا رﯾﯾﺎﻌﻣﻟا
www.adec.ac.ae
InternationalBenchmarking
Qatar,Grade8: نﻣﺎﺛﻟا فﺻﻟا ، رطﻗ ﺔﻟود
ﺔﯾﻟودﻟا رﯾﯾﺎﻌﻣﻟا
9Sampleproblems
showinggood
pedagogy–higher
orderthinking
9 لﺋﺎﺳﻣﻟا نﻣ جذﺎﻣﻧ
سﯾردﺗﻟا بﯾﻟﺎﺳأ رﮭظﺗ
بﻠطﺗﺗ ﻲﺗﻟا و ةدﯾﺟﻟا
ﯾﻛﻔﺗﻟا نﻣ ﺎﯾﻟﺎﻋ ىوﺗﺳﻣ ر
9UseofTIMSS
questions
9 مادﺧﺗﺳا تﺎﻧﺎﺣﺗﻣا ﺔﻠﺋﺳأ
TIMSS
www.adec.ac.ae
Conclusions
¾Curriculumdocumentscan
bemore thanjustlistsof
contenttocover.
¾Curriculumdocumentscan
betoolsforpromotinggood
pedagogy.
¾ﺛﻛأ نوﻛﺗ نأ ﺞﮭﻧﻣﻟا ﻖﺋﺎﺛوﻟ نﻛﻣﯾ ر
تﺎﯾوﺗﺣﻣﻟا ﺔﻣﺋﺎﻗ درﺟﻣ نﻣ.
¾ودأ نوﻛﺗ نأ ﺞﮭﻧﻣﻟا ﻖﺋﺎﺛوﻟ نﻛﻣﯾ تا
زﯾزﻌﺗﻟ سﯾردﺗﻟا بﯾﻟﺎﺳأدﯾﺟﻟاة
ﺔﺻﻼﺧﻟا
www.adec.ac.ae
Conclusions
¾Professionaldevelopment=
any“activitiesthatdevelop
anindividual’sskills,
knowledge,expertiseand
othercharacteristicsasa
teacher”(OECD,2009)
¾Curriculumdocumentscan
beusedasaprofessional
development tool.
¾ ﻲھ ﺔﯾﻧﮭﻣﻟا ﺔﯾﻣﻧﺗﻟا ﻲﺗﻟا ﺔطﺷﻧﻷا
ﺗرﺑﺧ و ﮫﺗﻓرﻌﻣ و درﻔﻟا تارﺎﮭﻣ روطﺗ
مﻠﻌﻣﻛ ىرﺧﻷا ﮫﺗﺎﻔﺻ و ) ﺔﻣظﻧﻣ
، ﺔﯾﻣﻧﺗﻟا و يدﺎﺻﺗﻗﻻا نوﺎﻌﺗﻟا2009 (
¾ ةادﺄﻛ ﺞﮭﻧﻣﻟا ﻖﺋﺎﺛو مادﺧﺗﺳا نﻛﻣﯾ
ﺔﯾﻣﻧﺗﻠﻟ ﺔﯾﻧﮭﻣﻟا
ﺔﺻﻼﺧﻟا
www.adec.ac.ae
OurContext
¾Diverseinternational
teachingforcewithdifferent
backgrounds/assumptions
¾Needforconsistent,best
practiceapproach
¾Needforteacher
professionaldevelopment
¾Educationreformagenda
¾ و ﺔﯾﻣﻟﺎﻋ سرادﻣﻟا ﻲﻓ ﺔﻠﻣﺎﻌﻟا ةوﻘﻟا
ﻔﻠﺗﺧﻣ تﺎﯾﻔﻠﺧو تﺎﺋﯾﺑ نﻣو ﺔﻋوﻧﺗﻣ.
¾ تﺎﺳرﺎﻣﻣﻟا لﺿﻓأ ﻖﯾﺑطﺗ ﻰﻟإ ﺔﺟﺎﺣﻟا
ﺔﺑﺳﺎﻧﻣﻟا .
¾ﻌﻣﻠﻟ ﺔﯾﻧﮭﻣﻟا ﺔﯾﻣﻧﺗﻟا لﻣﻋ ﻰﻟإ ﺔﺟﺎﺣﻟا مﻠ .
¾ مﯾﻠﻌﺗﻟا حﻼﺻإ ةدﻧﺟأ.
ﺎﻧﻟ ﺔﺑﺳﻧﻟﺎﺑ
www.adec.ac.ae
Bestpracticeineducationreform
¾McKinseyReport(2010)
internationalsynthesisof
howtosuccessfullyimprove
educationsystems
¾“Prescribeadequacy,unleash
greatness”
¾Earlyinreform,highly
specificguidelinesfor
teachersareneededto:
¾Improveteacher
knowledge
¾Promoteimplementation
ofdesiredpractices
¾ يزﻧﻛﻣ رﯾرﻘﺗ)2010( ﺔﺑﯾﻛرﺗﻟا
ﻟا ﺔﻣظﻧﻷا نﯾﺳﺣﺗ ﺔﯾﻔﯾﻛﻟ ﺔﯾﻣﻟﺎﻌﻟا ﺔﯾﻣﯾﻠﻌﺗ حﺎﺟﻧﺑ.
¾ﺗﻠﻟ نﺎﻧﻌﻟا قﻼطإ و ةءﺎﻔﻛﻟا دﯾدﺣﺗزﯾﻣ .
¾ ﺔﺟﺎﺣﺑ ، حﻼﺻﻹا ﻲﻓ ارﻛﺑﻣ ءدﺑﻟا
صوﺻﺧﺑ نﯾﻣﻠﻌﻣﻠﻟ تادﺎﺷرﻹ :
¾ مﻠﻌﻣﻟا ﺔﻓرﻌﻣ نﯾﺳﺣﺗ.
¾ﻠطﻣﻟا تﺎﺳرﺎﻣﻣﻟا ذﯾﻔﻧﺗ زﯾزﻌﺗ ﺔﺑو.
مﯾﻠﻌﺗﻟا حﻼﺻإ ﻲﻓ تﺎﺳرﺎﻣﻣﻟا لﺿﻓأ
www.adec.ac.ae
Developingastrategy
ﺔﯾﺟﯾﺗارﺗﺳﻻا رﯾوطﺗ
ADECphilosophy
ﻲﺑظوﺑأ سﻠﺟﻣ ﺔﻔﺳﻠﻓ
مﯾﻠﻌﺗﻠﻟ
International
benchmarking
ﺔﯾﻣﻟﺎﻌﻟا رﯾﯾﺎﻌﻣﻟا
Ourcontext
ﺎﻧﺑ صﺎﺧﻟا قﺎﯾﺳﻟا
Bestpracticein
educationreform
ﻲﻓ تﺎﺳرﺎﻣﻣﻟا لﺿﻓأ
مﯾﻠﻌﺗﻟا حﻼﺻإ
¾Developnewdocumentswith
explicitpedagogical and
content guidanceforteachers.
¾Beexplicit,butnot
prescriptive –giveexamples
andideas.
¾ ﻰﻠﻋ يوﺗﺣﺗ ةدﯾدﺟ ﻖﺋﺎﺛو رﯾوطﺗ
صﺧﯾ ﺎﻣﯾﻓ مﻠﻌﻣﻠﻟ ﺔﺣﺿاو تادﺎﺷرإ
ىوﺗﺣﻣﻟا و سﯾردﺗﻟا بﯾﻟﺎﺳأ .
¾ﯾﺟوﺗ بوﻠﺳﺄﺑ سﯾﻟ نﻛﻟ و ﺎﺣﺿاو نﻛﻲﮭ.
ارﺎﻛﻓأ و ﺔﻠﺛﻣأ طﻋأ .
www.adec.ac.ae
Firstversion–20132014
ﻰﻟوﻷا ﺔﺧﺳﻧﻟا2013 - 2014
www.adec.ac.ae
Feedbackandobservations
¾Explanatorynoteswere
receivedverypositively
¾Curriculumdocuments
(includingENs)wereusedin
schoolsonadailybasisto
guideteachingandlearning
¾Requestsforevenmore
support:
9Extraexplanation
9Showingprogression
fromgradetograde
9WhatisNOTrequired
¾ ﺔﯾﺣﯾﺿوﺗﻟا تﺎظﺣﻼﻣﻟا ﻲﻘﻠﺗ مﺗ
ﺔﯾﺑﺎﺟﯾﺈﺑ .
¾ ﺞﮭﻧﻣﻟا ﻖﺋﺎﺛو ) تﺎظﺣﻼﻣﻟا ﺎﮭﯾﻓ ﺎﻣﺑ
ﺔﯾﺣﯾﺿوﺗﻟا ( ﻲﻓ ﺎﮭﻣادﺧﺗﺳا مﺗ
ﺔﯾﻠﻣﻌﻟا ﻲﻓ ﻲﻣوﯾ لﻛﺷﺑ سرادﻣﻟا
ﺔﯾﻣﯾﻠﻌﺗﻟا .
¾ رﺛﻛأ مﻋدﺑ بﻟﺎطﻣ :
9 ﻰﻓوأ حرﺷ.
9 ىرﺧأ ﻰﻟإ ﺔﻠﺣرﻣ نﻣ مدﻘﺗﻟا رﺎﮭظإ
9 بوﻠطﻣ رﯾﻏ وھ ﺎﻣ.
تادھﺎﺷﻣﻟا و تﺎظﺣﻼﻣﻟا
www.adec.ac.ae
Revisedversion–20142015
ﺔﻟدﻌﻣﻟا ﺔﺧﺳﻧﻟا- 2014 - 2015
www.adec.ac.ae
Feedbackandobservations
¾Again,teachersand
curriculumreviewers
respondedverypositively
¾Documentsuseddailyas
‘workingdocuments’in
schools
¾Moreconsistencyofpractice
¾Suggestedpedagogical
approachesusedinschools
¾Noconcernsaboutlengthof
document/toomuch
information
¾و نﯾﻣﻠﻌﻣﻟا ﺔﺑﺎﺟﺗﺳا تﻧﺎﻛ ،ىرﺧأ ةرﻣ
ادﺟ ﺔﯾﺑﺎﺟﯾإ ﺞﮭﻧﻣﻟا ﻲﻌﺟارﻣ .
¾ ﻲﻓ ﻲﻣوﯾ لﻛﺷﺑ ﻖﺋﺎﺛوﻟا تﻣدﺧﺗﺳا
سرادﻣﻟا لﻣﻋ ﻖﺋﺎﺛوﻛ .
¾لﻣﻌﻟا ﻲﻓ رﺛﻛأ سﻧﺎﺟﺗ .
¾ﻓ مدﺧﺗﺳُﺗ ﺔﺣرﺗﻘﻣ سﯾردﺗ بﯾﻟﺎﺳأ
سرادﻣﻟا ﻲﻓ مﯾﻠﻌﺗﻟا .
¾ ﺔﻘﯾﺛوﻟا لوط نﻣ فوﺎﺧﻣ دﺟوﯾ / وأ
تﺎﻣوﻠﻌﻣﻟا ةرﺛﻛ نﻣ .
تادھﺎﺷﻣﻟا و تﺎظﺣﻼﻣﻟا
www.adec.ac.ae
Feedbackandobservations
Teachersaskedusto:
¾Moreclearlydescribethe
differentE,D,Mlevels
¾Specificallyshowthelevelof
difficulty
¾StateADECterms(different
countriesusedifferentterms
e.g.BEDMAS/PEMDAS/
BODMAS…)
¾Boldimportantwords
¾Saywhatstudentshad
learnedthepreviousyear
ﻲﺗﻵا نوﻣﻠﻌﻣﻟا بﻠط :
¾زﺎﺟﻧﻹا تﺎﯾوﺗﺳﻣ حرﺷ- ﺗﻣ ، ئدﺗﺑﻣ مدﻘ
نﻘﺗﻣ ، ﺢﺿوأ لﻛﺷﺑ .
¾ ددﺣﻣ لﻛﺷﺑ ﺔﺑوﻌﺻﻟا ىوﺗﺳﻣ رﺎﮭظإ.
¾ ﻲﻓ ﺔﻣدﺧﺗﺳﻣﻟا تﺎﺣﻠطﺻﻣﻟا دﯾدﺣﺗ
مﯾﻠﻌﺗﻠﻟ ﻲﺑظوﺑأ سﻠﺟﻣ ) .ﺗﯾ ثﯾﺣ م
د لﻛ ﻲﻓ ﺔﻔﻠﺗﺧﻣ تﺎﺣﻠطﺻﻣ مادﺧﺗﺳا ﺔﻟو
( ﻼﺛﻣ :BEDMAS ،PEMDAS ،
BODMAS ﺦﻟا .
¾ضﯾرﻌﻟا طﺧﻟﺎﺑ ﺔﻣﺎﮭﻟا تﺎﻣﻠﻛﻟا ﺔﺑﺎﺗﻛ .
¾ﻟا ﺔﻧﺳﻟا ﻲﻓ ﺔﺑﻠطﻟا ﮫﻣﻠﻌﺗ ﺎﻣ دﯾدﺣﺗ ﺔﻘﺑﺎﺳ .
تادھﺎﺷﻣﻟا و تﺎظﺣﻼﻣﻟا
www.adec.ac.ae
Draftversion–20152016
ةدوﺳﻣﻟا2015 - 2016
www.adec.ac.ae
Feedbackandobservations
¾Feedbackstillverypositive
¾Smallnumberofconcerns
aboutlengthbutmany
requestsformore
¾Requestforevenmore
examples,especiallyusing
manipulatives
¾Requestformore
clarificationofmaths
concepts
¾Requestfornewsectionon
keyvocabularyineachunit
¾ ﺔﯾﺑﺎﺟﯾإ تﻟاز ﺎﻣ تﺎظﺣﻼﻣﻟا .
¾نﻛﻟ و ﺔﻟﺎطﻹا نﻋ فوﺎﺧﻣﻟا ضﻌﺑ دﺟوﯾ
دﯾزﻣﻟﺎﺑ نوﺑﻟﺎطﯾ نورﯾﺛﻛﻟا .
¾ ﺔﺻﺎﺧ و رﺛﻛأ ﺔﻠﺛﻣأ دوﺟو بﻠط
ﺔﯾودﯾﻟا لﺋﺎﺳوﻟا مادﺧﺗﺳﺎﺑ .
¾ﺿﺎﯾرﻟا مﯾھﺎﻔﻣﻟ رﺛﻛأ ﺢﯾﺿوﺗ بﻠط تﺎﯾ .
¾ تادرﻔﻣﻠﻟ دﯾدﺟ مﺳﻗ دوﺟو بﻠط
ةدﺣو لﻛ ﻲﻓ ﺔﺳﯾﺋرﻟا .
تادھﺎﺷﻣﻟا و تﺎظﺣﻼﻣﻟا
www.adec.ac.ae
Quotesfromthefield
¾Theexplanatorynoteshave
beenextremelyhelpful
duringtheplanningstageof
mylessons.Itprovidedme
withspecific detailsand
ideas onwhatIcandoto
supportstudentswhenI
teachaspecificlearning
outcome.”
– Teacher
¾ﺣﯾﺿوﺗﻟا تﺎظﺣﻼﻣﻟا ﻲﻧﺗدﻋﺎﺳ دﻘﻟ ﺔﯾ
طﯾطﺧﺗﻟا ﺔﻠﺣرﻣ ءﺎﻧﺛأ رﯾﺑﻛ لﻛﺷﺑ
سوردﻠﻟ .و لﯾﺻﺎﻔﺗﺑ ﻲﻧﺗدوز دﻘﻟ رﺎﻛﻓأ
ﺑﻠطﻟا مﻋدﻟ ﮫﺑ موﻗأ نأ نﻛﻣﯾ ﺎﻣﻟ ةددﺣﻣ
ددﺣﻣ مﻠﻌﺗ جرﺧﻣ سﯾردﺗﺑ موﻗأ ﺎﻣدﻧﻋ .
نﯾﻣﻠﻌﻣﻟا دﺣأ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾“Thereasonthenotesare
helpfulformeisthatthe
outcomesgiveyoualittle
ideabutnotenoughdetail
abouthow youneedtoteach
that.WhatmethodsshouldI
useformultiplication?What
vocabularywordsshouldI
use/notuse?Whatwords
havetheyusedbefore?”
– Teacher
¾ تﺎظﺣﻼﻣﻟا هذھ نوﻛ ﻲﻓ بﺑﺳﻟا نإ
تﺎﺟرﺧﻣﻟا نأ وھ ﻲﻟ ﺔﺑﺳﻧﻟﺎﺑ ةدﯾﻔﻣ
ﻔﻣ رﯾﻏ نﻛﻟو ﺔطﯾﺳﺑ ةرﻛﻓ كﯾطﻌﺗ ﺔﻠﺻ
نﻋ فﺎﻛ لﻛﺷﺑﺔﯾﻔﯾﻛ طﻘﻧ سﯾردﺗ
ﺔﻧﯾﻌﻣ . نأ بﺟﯾ ﻲﺗﻟا قرطﻟا ﻲھ ﺎﻣ
ﻣ ؟ برﺿﻟا ﺔﯾﻠﻣﻋ حرﺷ ﻲﻓ ﺎﮭﻣدﺧﺗﺳأ
ﺎﮭﻣدﺧﺗﺳأ نأ بﺟﯾ ﻲﺗﻟا تادرﻔﻣﻟا ﻲھ/
ﻲﺗﻟا تادرﻔﻣﻟا ﻲھ ﺎﻣ ؟ ﺎﮭﻣدﺧﺗﺳأ ﻻ وأ
؟ لﺑﻗ نﻣ ﺎﮭﻣادﺧﺗﺳﺎﺑ اوﻣﺎﻗ
نﯾﻣﻠﻌﻣﻟا دﺣأ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾“Therearelotsofgood
examplesofhowtousethe
manipulatives.Iusethesea
lotinmyteachingandit
helpsthegirlsunderstand
themathematicalconcepts.”
– Teacher
¾نﻋ ةدﯾﺟﻟا ﺔﻠﺛﻣﻷا نﻣ رﯾﺛﻛﻟا دﺟوﯾ
ﺔﯾودﯾﻟا لﺋﺎﺳوﻟا مادﺧﺗﺳا .ﺳﺎﺑ موﻗأ مادﺧﺗ
ﺗ ثﯾﺣ ، سﯾردﺗﻟا ﻲﻓ ﺎﮭﻧﻣ رﯾﺛﻛﻟا دﻋﺎﺳ
ﺿﺎﯾرﻟا مﯾھﺎﻔﻣﻟا مﮭﻓ ﻰﻠﻋ تﺎﺑﻟﺎطﻟا ﺔﯾ .
تﺎﻣﻠﻌﻣﻟا ىدﺣإ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾“Ialwayslookforthenotes
thatsay‘InGrade5,they
learnedInGrade7,they
willlearn…’andsoittellsme
thegapthatIneedtofillthis
yearinGrade6.”
– Teacher
¾ ﺑﺗ ﻲﺗﻟا تﺎظﺣﻼﻣﻟا ﻰﻟإ ﺎﻣﺋاد رظﻧأ أد
ـﺑ
سﻣﺎﺧﻟا فﺻﻟا ﻲﻓ ﺔﺑﻠطﻟا مﺎﻗ دﻘﻟ
مﻠﻌﺗﺑ
......
ﻲﻓ ﺔﺑﻠطﻟا مﻠﻌﺗﯾ فوﺳ
ﻊﺑﺎﺳﻟا فﺻﻟا
....
ﺟﻔﻟا دﺎﺟﯾإ ﻰﻠﻋ تﺎظﺣﻼﻣﻟا هذھ ﻲﻧدﻋﺎﺳﺗ ةو
اذھ سدﺎﺳﻟا فﺻﻟا ﻲﻓ ﺎھؤﻠﻣ بﺟﯾ ﻲﺗﻟا
مﺎﻌﻟا .
نﯾﻣﻠﻌﻣﻟا دﺣأ
تﺎﻔطﺗﻘﻣ نادﯾﻣﻟا نﻣ
www.adec.ac.ae
Quotesfromthefield
¾WheneverIwasunsure
exactlywhat was
required frommystudentsto
achievealearningoutcome
ona specificlevel,Iusedthe
explanatorynotesasa
guide.”
– Teacher
¾ وھ ﺎﻣﻣ ﺎﻣﺎﻣﺗ ادﻛﺄﺗﻣ نوﻛأ ﻻ ﺎﻣدﻧﻋ
ﻌﺗ جرﺧﻣ ﻖﯾﻘﺣﺗﻟ ﺔﺑﻠطﻟا نﻣ بوﻠطﻣ مﻠ
مادﺧﺗﺳﺎﺑ موﻗأ ، ددﺣﻣ ىوﺗﺳﻣﺑ
لﯾﻟدﻛ ﺔﯾﺣﯾﺿوﺗﻟا تﺎظﺣﻼﻣﻟا .
نﯾﻣﻠﻌﻣﻟا دﺣأ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾Duringmyfirstyearof
teaching intheNSM,the
explanatorynotes helped me
toplanassessment
opportunitiestocheckmy
students'understandingof
themathematics.”
– Teacher
¾جذوﻣﻧﻟا سﯾردﺗ ﻲﻓ لوﻷا ﻲﻣﺎﻋ لﻼﺧ
ﺎظﺣﻼﻣﻟا ﻲﻧﺗدﻋﺎﺳ ، دﯾدﺟﻟا ﻲﺳردﻣﻟا ت
ﯾوﻘﺗﻠﻟ طﯾطﺧﺗﻟا ﻰﻠﻋ ﺔﯾﺣﯾﺿوﺗﻟا ﻰﺗﺣ م
تﺎﯾﺿﺎﯾرﻠﻟ ﺔﺑﻠطﻟا مﮭﻓ نﻣ ﻖﻘﺣﺗأ.
نﯾﻣﻠﻌﻣﻟا دﺣأ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾“EverysingletimeIgointo
schoolstoworkwith
teachers,welookatwhat
thecurriculumdocument
says.Thedocumentsgive
themsomanygoodideas
thattheycantakestraight
intotheirteaching.”
–EducationAdvisor
¾ ىدﺣإ ةرﺎﯾزﺑ ﺎﮭﯾﻓ موﻗأ ةرﻣ لﻛ ﻲﻓ
ﻰﻟإ رظﻧﻧ نﯾﻣﻠﻌﻣﻟا ﻊﻣ لﻣﻌﻠﻟ سرادﻣﻟا
ﺞﮭﻧﻣﻟا ﺔﻘﯾﺛو ﮫﻟوﻘﺗ ﺎﻣ .ﺋﺎﺛوﻟا دوزﺗ
ﯾﺟﻟا رﺎﻛﻓﻷا نﻣ رﯾﺛﻛﻟﺎﺑ نﯾﻣﻠﻌﻣﻟا ﻲﺗﻟا ةد
ﻠﻌﺗﻟا ﻲﻓ ةرﺷﺎﺑﻣ ﺎﮭﻣادﺧﺗﺳا مﮭﻧﻛﻣﯾ مﯾ .
- يوﺑرﺗ رﺎﺷﺗﺳﻣ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾“Whentheteachersreferto
thedocuments,theyknow
muchmoreclearlyexactly
whattheyshouldteach.
They’renothavingtoaskme
toexplainwhatthelearning
outcomesmean.”
–EducationAdvisor
¾ ﻖﺋﺎﺛوﻟا ﻰﻟإ نوﻣﻠﻌﻣﻟا ﻊﺟرﯾ ﺎﻣدﻧﻋ
بﺟﯾ ﺎﻣ رﺑﻛأ حوﺿوﺑ نوﻛردﯾ مﮭﻧﺈﻓ
ﮫﺳﯾردﺗ مﮭﯾﻠﻋ .ﻣ اوﺑﻠطﯾ نﻟ ﺎھدﻧﻋ و ﻲﻧ
ﻠﻌﺗﻟا تﺎﺟرﺧﻣ ﻰﻧﻌﻣ حرﺷ ةرﻣ لﻛ ﻲﻓ م
.
- يوﺑرﺗ رﺎﺷﺗﺳﻣ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
Quotesfromthefield
¾“Alltheteachersthinkit’s
amazing.Whentheyarrivein
thecountry,theygetthe
documentandtheyknow
exactlywhattheyhavetodo.
Theysaythey’veneverhada
documentgivingthemso
muchhelp.”
–EducationAdvisor
¾ ﺔﻌﺋار ﺎﮭﻧأ نﯾﻣﻠﻌﻣﻟا ﻊﯾﻣﺟ دﻘﺗﻌﯾ .
ﻋ نوﻠﺻﺣﯾ ﺔﻟودﻟا ﻰﻟإ نوﻠﺻﯾ ﺎﻣدﻧﻋ ﻰﻠ
بﺟﯾ ﺎﻣ ﺎﻣﺎﻣﺗ نوﻓرﻌﯾ و ﺔﻘﯾﺛوﻟا هذھ
ﮫﻠﻌﻓ مﮭﯾﻠﻋ .ﺻﺣﯾ مﻟ مﮭﻧﺄﺑ نوﻟوﻘﯾ اوﻠ
نﻣ ﺔﻘﯾرطﻟا هذﮭﺑ مھدﻋﺎﺳﺗ ﺔﻘﯾﺛو ﻰﻠﻋ
لﺑﻗ .
- يوﺑرﺗ رﺎﺷﺗﺳﻣ
نادﯾﻣﻟا نﻣ تﺎﻔطﺗﻘﻣ
www.adec.ac.ae
‘Takehome’messages
¾Curriculumandpedagogy
shouldnotbeseparated.
¾Thereismorethanone
pedagogicalapproachto
teachingthesamecontent.
¾Somearemoreeffective
thanothers!
¾Weallneedtolookfor
differentmethodsand
trytousethebest
onesavailable.
¾ﻟﺎﺳأ و ﺞﮭﻧﻣﻟا نﯾﺑ لﺻﻔﻟا مدﻋ بﺟﯾ بﯾ
سﯾردﺗﻟا .
¾ﺗﺣﻣﻟا سﯾردﺗﻟ بوﻠﺳأ نﻣ رﺛﻛأ دﺟوﯾ ىو
ﮫﺳﻔﻧ .
¾ نﻣ رﺛﻛأ لﺎﻌﻓ بﯾﻟﺎﺳﻷا هذھ ضﻌﺑ
هرﯾﻏ.
¾نﻋ ثﺣﺑﻟا ﺎﻌﯾﻣﺟ ﺎﻧﯾﻠﻋ بﺟﯾ
مادﺧﺗﺳا و ﺔﻔﻠﺗﺧﻣ قرط
ﺎﮭﻧﻣ لﺿﻓﻷا .
لﺋﺎﺳر
www.adec.ac.ae
‘Takehome’messages
¾Don’tmakeassumptions
aboutwhatyourteachers
‘know’anddo:
¾Content
¾Pedagogy
¾ﻣﻠﻌﻣﻟا ﮫﻓرﻌﯾ ﺎﻣ ﺎﻘﺑﺳﻣ ضرﺗﻔﺗ ﻻ وأ نو
ﮫﻠﻣﻌﺑ نوﻣوﻘﯾ:
¾ ىوﺗﺣﻣﻟا
¾ سﯾردﺗﻟا بﯾﻟﺎﺳأ
لﺋﺎﺳر
www.adec.ac.ae
Questions?
ﺔﻠﺋﺳﻷا
www.adec.ac.ae
References
¾AbuDhabiEducationCouncil.(2014a).Cycle2MathematicsCurriculum– Teacher
Guidebook.
¾AbuDhabiEducationCouncil.(2014b).Cycle2NewSchoolModel‐ Mathematics
AssessmentGuidelines.
¾Mourshed,M.,Chijioke,C.,&Barber,M.(2010).Howtheworld'smostimprovedschool
systemskeepgettingbetter.Retrievedfromhttp://www.mckinseyonsociety.com
¾Organisation forEconomicCooperationandDevelopment.(2009).Creatingeffective
teachingandlearningenvironments:FirstresultsfromTALIS.Retrievedfrom
http://www.oecd.org
¾OntarioMinistryofEducation.(2005).TheOntarioCurriculum–Grades18
Mathematics.Retrievedfromhttp://www.edu.gov.on.ca
¾QatarSupremeEducationCouncil.(2004).Mathematicscurriculumstandards.
Retrievedfromhttp://www.sec.gov.qa
¾SingaporeMinistryofEducation.(2006).Mathematicssyllabus– Primary. Retrieved
fromhttp://www.moe.gov.sg
ﻊﺟارﻣﻟا
www.adec.ac.ae
Thankyou
ارﻛﺷ
ResearchGate has not been able to resolve any citations for this publication.
Cycle 2 New School Model ‐ Mathematics Assessment Guidelines
Abu Dhabi Education Council. (2014b). Cycle 2 New School Model ‐ Mathematics Assessment Guidelines.
Cycle 2 Mathematics Curriculum -Teacher Guidebook
Abu Dhabi Education Council. (2014a). Cycle 2 Mathematics Curriculum -Teacher Guidebook.
Creating effective teaching and learning environments: First results from TALIS
  • M Mourshed
  • C Chijioke
  • M Barber
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world's most improved school systems keep getting better. Retrieved from http://www.mckinseyonsociety.com Organisation for Economic Co-operation and Development. (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from http://www.oecd.org