Contemporary Teacher Leadership Unit Evaluation

Evaluation and Reconstruction of HSC

Mathematics Applications of Calculus to the
Physical World Unit
Assignment: Professional Task 1
Prepared for: Western Sydney University, Unit: 102098 Contemporary Teacher
Leadership
Prepared by: Laura Peacock 18575907
Date: 31.8.17

Context

The school the Unit was originally taught in was Cambridge Park High School
(CPHS).

1
Abstract

Applications of calculus to the physical world is a Stage 6 HSC Unit that relates the
study of calculus to real-world examples and scenarios. It uses a range of topics, such
as logarithmic functions, integration, differentiation and geometry, which is covered
in the Stage 6 syllabus to solve calculus related problems. The aim and purpose of this
report is to suggest changes to the Unit that was taught at Cambridge Park High
School, to teach it in a different context. The new context is a boys only school in
Western Sydney, with at least five students who have English as an additional
language. This involves making significant changes to the Unit outline and justifying
these adjustments using academic literature.

2
Introduction and Background Information

Cambridge Park High School (CPHS) is a public, co-educational school located in

Western Sydney near the base of the Blue Mountains. The school has approximately
700 students enrolled, who primarily come from the surrounding areas of Werrington,
Cambridge Park and Cambridge Gardens. CPHS has an Index of Community Socio-
Educational Advantage (ICSEA) of 898, significantly lower than the average of 1000.
16 per cent of students identify as being of Indigenous heritage and 14 per cent of
students have a language background other than English.

The Unit was taught to a Year 12 HSC class that consisted of five students; three boys
and two girls. The students had a mixed range of abilities.

The new context that this Unit will be taught in is an all boys school that is located in
Western Sydney. The Year 12 class will have 30 students, with at least five who have
a language background other than English. The aim of the changes that will be
outlined in the reconstruction of the Unit is to improve the numerical capabilities,
engagement, academic outcomes and overall wellbeing of students in a different
context, using recent and relevant literature to justify these changes.

3
Table of Contents
Cover page...1
Context.....1
Abstract....2
Introduction and background information...3
Part A: Original teaching documentation5
Original scope and sequence..5
Original Unit outline..7
Part B: Comparative table of suggested program alterations..8
Comparative table..8
Part C: Reconstructed Unit....10
Reconstructed scope and sequence..10
Concept map12
Reconstructed Unit outline..13
Part D: Professional report19
Professional report: recommendations with evidence based reasoning......19
References.24

4
Part A: Original teaching documentation

Original scope and sequence

5
6
Original Unit outline

7
 Part B: Comparative table of suggested program alterations
Comparative table
Areas of concern within the unit
There is no mention of using
technology within this unit of
work. The connection between
technology use and syllabus
content is not there.
Learning sequences in this unit are
absent. There is no general idea of
what will be covered each week.
The only resource being used to
teach this unit, according to the
unit outline, are textbooks. There
is no inquiry-based learning,
hands-on activities or conceptual
understanding that is taking place.
The current unit has no section for
a reflection on how the unit was
Suggested unit alterations
Integrate the use of
technology into the unit into
sketching, exponential
growth and rates of change of
a physical quantity to achieve
curriculum and syllabus
outcomes.
Adding in weekly learning
sequences, which are to be
used as a general idea of
what will be taught and
understood by the learners
each week. When designing
lesson sequences, the end
goal will be in mind.
Mathematical concepts in all
units, not just applications of
calculus to the physical
world should be taught in a
conceptual way; inquiry-
based learning, teacher
explanations, visuals, videos
and hands-on learning to
name a few.
In order to improve
numeracy outcomes for
8
Research supporting alterations
The use of technology within the
mathematics classroom has a
positive impact on success,
motivation and understanding of
mathematical concepts (Bakar,
Ayub, Luan & Tarmizi, 2010;
Eyyam & Yaratan, 2014)
Wiggins & McTighe (2005)
suggest a three stage backward
design planning process. This
involves designing a sequence of
lessons or weekly plans with the
aim of students developing deep
understanding of the concepts
taught. The outcomes of the Unit
create the path for learning
sequences.
Kajander & Lovric (2009) argue
that textbooks often support
misconceptions in mathematics.
They do not teach in a deep,
thought-provoking manner that
provides conceptual
understanding, but rather teaches
students to follow a procedure. In
addition, according to Gurian &
Stevens (2017) teaching using
hands-on strategies and inquiry-
based learning can help to engage
boys and increase their
educational success. Using visuals
and inquiry-based learning can
assist students with English as an
additional language in
understanding and improving their
outcomes (Department of
Education and Early Childhood
Development, 2014).
Reflecting upon teaching practices
and strategies is a successful way
taught and what changes could be
made for the next time it is taught.
The current unit has no threshold
concept development. There is no
bigger picture about what the
end point is for this unit, and what
steps to take to get there.
The current unit has no evidence
of differentiating for different
learning needs.
Formative assessment is not
present in this unit. There is no
evidence of checking student
understanding and progress.
students and improve the
teaching of the unit each time within the classroom (Stngu,
it is taught, a section for
reflection should be put in at
the end of the unit.
Adding in a concept map for
applications of calculus to
the physical world. This
visually shows all the main
themes and concepts that
need to be understood in
order to develop a deep
understanding of the whole
unit.
Unit plan should have a
range of activities and
strategies to cater to a wide
range of learning abilities and
styles.
Unit plan should incorporate
a section for formative
assessment.
9
to improve teaching and learning
2012).
Land, Meyer & Flanagan (2016)
claim that threshold concepts are
fundamental understanding that sit
at the heart of a body of
knowledge, or a unit of work.
Students need to understand these
concepts in order for the core
topic to make sense.
NESA (2017) argues that
differentiating programs and unit
outlines provides students with an
opportunity to explore, engage,
experiment, demonstrate and
develop higher-order thinking
skills in a way that makes sense to
them.
According to Brookhart (2010)
formative assessment is useful in
finding out where the students are
in terms of understanding and to
find out how they are progressing.
When teachers check student
progress, both achievement and
motivation increase.
Part C: Reconstructed unit
Reconstructed scope and sequence*

10
*Note: this scope and sequence has not been changed from the original

11
Concept map

12
Reconstructed unit outline

Unit: Applications of Calculus to the Duration: Four weeks

Physical World Syllabus reference pages: 71 76
Stage: 6 (HSC)
Unit description: Applications of Calculus to the Physical World is a unit that allows
students to see the power of calculus in their world. Students describe real-life situations
and this unit allows students to show the application of mathematics. In this unit, the focus
is on rates of change of a physical quantity, exponential growth and decay, displacement,
velocity and acceleration as rates of change and using mathematical techniques to solve
problems and explain their reasoning. In this unit, students will learn to communicate,
justify and reason a wide range of mathematical ideas and concepts.
Key terms and ideas: Displacement, velocity, acceleration, rate of change, physical
quantity, population, growth, decay.
Syllabus references (Note: these are not outcomes)

14.1, 14.2, 14.3

Syllabus outcomes

H1: seeks to apply mathematical techniques to problems in a wide range of practical

contexts
H2: constructs arguments to prove and justify results
H3: manipulates algebraic expressions involving logarithmic and exponential functions
H4: expresses practical problems in mathematical terms based on simple given models
H5: applies appropriate techniques from the study of calculus, geometry, probability,
trigonometry and series to solve problems
H6: uses the derivative to determine the features of the graph of a function
H7: uses the features of a graph to deduce information about the derivative
H9: communicates using mathematical language, notation, diagrams and graphs
Objectives:

Students will develop:

Relating to outcomes H1, H2:

- Appreciation of the scope, usefulness, beauty and elegance of mathematics;

- The ability to reason in a broad range of mathematical contexts

Relating to outcomes H3, H4, H5:

- Skills in applying mathematical techniques to the solution of practical problems

Relating to outcomes H6, H7:

- Understanding of the key concepts of calculus and the ability to differentiate and
integrate a range of functions

Relating to outcome H9:

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 - The ability to interpret and communicate mathematics in a variety of forms

Learning sequence 1
Content
Students:
- Learn that a rate of change is a
derivative with respect to time,
and uses mathematical
reasoning to explain this
relationship (H2, H9)
- Use the derivative to
determine the features of a
graph (H6, H9)
- Use the features of a graph to
deduce information about the
derivative (H7, H9)
exit slips and via classroom
- Draw sketches of Q and
observation.
and constructs arguments to
justify their results (H2)
Teaching, learning and
assessment
- Use visual prompts
- Calculus bingo
- Worksheet:
https://sites.math.washington.edu
/~ep2/classes/124/Worksheets/W
S3SOL.pdf (excellent for
conceptual understanding)
- GeoGebra to sketch and
visualise graphs
- Differentiation square saw
- Teacher will assess student
understanding by checking
student work, asking questions,
Resources Differentiation
- Rulers - Teacher provides visual
- Fitzgerald and non-visual cues.
textbook: - Students are given a
Chapter 19 range of ways to express
their answers; drawings,
explanations or writing it
down.
- Provide students with an
opportunity to explain (in
a way that they
understand) the
relationship between
displacement, velocity
and acceleration.
- Students can write
down, draw or orally
explain as their exit slip.

Learning sequence 2
Content Teaching, learning and assessment Resources Differentiation

Students: - Use visual prompts - Fitzgerald - Provide students

- The love bug worksheet (email virus) textbook: with an
- Learn about the - How to survive a zombie attack activity, Chapter 19 opportunity to
concepts of exponential similar to: - Laptops/tablets explain (in a way
growth and decay https://docs.google.com/document/ that they
d/118I73DU4j2JsRPZqO8Vx3XmxKvV3M understand) the
- Determine that =
QX0-zeWu6_efBA/edit relationship
is a solution to =
- Exponential growth and decay Pictionary between
(H2, H9)
- Excel spreadsheet to sketch and show displacement,
- Derive and explain
what happens to exponential graphs when velocity and
why A is the initial
changing the value of A or k acceleration.
quantity of the
- Teacher will assess student understanding - Students can
population (H2, H9)
throughout this learning sequence by asking write down, draw
- Sketch Q(t) for
questions, checking student work, using or orally explain
various values of A
exit slips and through observation. as their exit slip.
and k with respect to
- Wide range of
time (H1, H5)
activities catering

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- Solve problems to different
relating to exponential learning styles
growth and decay (H2,
H3, H9)

Learning sequence 3
Content Teaching, learning and Resources Differentiation
assessment
Students: - Use visual prompts - Fitzgerald - Provide students with
- Displacement, velocity and Textbook: an opportunity to
- Learn that velocity acceleration can be explained by Chapter 19 explain (in a way that
and acceleration are the throwing a tennis ball, showing a - Tennis balls they understand) the
rates of change of video of a car or a roller coaster. - YouTube relationship between
displacement and - Inquiry-based learning activity: displacement, velocity
velocity respectively, https://www.lcps.org/ and acceleration.
and explain this cms/lib4/VA01000195/Centricity/ - Students can write
relationship (H2, Domain/3565/Calc%20Project%2 down, draw or orally
- Learn about different 0Q1%20pva%201112.pdf explain as their exit
notations relating to - Use GeoGebra to show the slip.
rates of change: relationship between displacement,
2 velocity and acceleration.
, , , 2 , , and uses
- Teacher assesses student
these when understanding by asking questions,
communicating through responses on exit slips,
mathematical ideas. observation and by checking
- Explain the student work.
significance of negative
displacements,
velocities and
accelerations
- Solve problems
involving displacement,
velocity and
acceleration, given
various initial
conditions (H1, H4, H5,
H9)

Learning sequence 4 (Final project)

Content Teaching, learning and Resources Differentiation
assessment
- Students design a roller coaster - Inquiry-based learning is - Pencils - Students justify
using calculus related concepts, used during this sequence - Rulers their choices
such as, displacement, velocity, - Students can use sketching - Laptops/tablets visually, verbally
acceleration and rate of change or technology to graph their - Fitzgerald or by writing it

15
(H1, H2, H3, H4, H5, H6, H7, H9). roller coaster Textbook: down.
- Students are to use at least five - Use visual prompts to Chapter 19 - Students are
different functions that can be explain project - Online able to use a
connected on the roller coaster (five - Teacher assesses student learning range of methods
different pieces) (H1). understanding by checking resources (for to design and
- The graph must be continuous student work, asking example, videos, graph their roller
and differentiable everywhere (H9). questions, reading their journals) coaster.
- Students must write a report and responses and through
explain their choices and justify observation.
why it works (H2, H9).

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 Evaluation of unit

How did the unit rate in these areas? (Please put a tick in the appropriate box)

Strongly Agree Undecided Disagree Strongly

agree disagree
There was enough time allocated
to the unit
Students understood the content
Resources used enhanced
learning
Incorporating ICT enhanced the
learning experience
Teaching strategies were
successful
Resources used were appropriate
Resources used resulted in
outcomes being achieved
Teacher received feedback from
students about the unit
The learning goals were
accomplished

What was successful about this unit?

_____________________________________________________________________________________________
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_____________________________________________________________________________________________
_____________________________________________________________________________________________

What did not work as well as anticipated?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

What could be done differently next time?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Comments and suggestions:

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_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Part D: Professional Report

Professional report: recommendations with evidence based reasoning

The Unit that is being taught Applications of Calculus to the Physical World has a
number of changes that could be implemented, to improve the numeracy capabilities
of the students in the new context. While improving literacy and personal capabilities
is of utmost importance, this Unit reconstruction focuses solely on improving the
numeracy capabilities of students, as it is a mathematics classroom. Further, this
reconstruction and report focuses on the most important aspects that are to be changed
in order to improve teaching and learning. There was no need to change the original
scope and sequence, as there were significantly more pressing issues that related to
the Unit outline that were to be fixed. There are some difficult concepts within this
Unit, and four weeks is a sufficient amount of time to cover this Unit in.

The changes made to the Unit outline are based on the Understanding by Design
Framework, which focuses on a three-stage backward design process (Wiggins &
McTighe, 2005). This is based on the notion that programs and units should be
constructed by backward designing, that is, knowing the outcomes and tailoring and
designing the program to meet them. The purpose of the Unit reconstruction was to
improve results and outcomes, engagement and academic successes in the new
context; a boys only school, with at least five students who have English as an
additional language (Wiggins & McTighe, 2005). The aim was to focus on what the
desired learnings and outcomes are, and use this to design a Unit that is tailored to
achieving these outcomes. For example, the NSW Syllabus outcomes that are being
measured and achieved in this Unit, not only relate to understanding concepts, they
also expect students to be able to explain their reasoning and justify their answers.
With this in mind, the reconstructed Unit outline was therefore designed to have
various questions asking to explain and justify, students findings. This is because
conceptual understanding in mathematics facilitates learning more than conceptual
understanding does, as it promotes deeper thinking and understanding (Boaler, 2009).

Furthermore, the reconstructed Unit outline incorporates the use of technology to

facilitate learning, engagement and understanding within the classroom. This ties in

19
with Understanding by Design, as technology was included to facilitate students
understanding of the why of mathematics, and not just the how, in order to achieve
the Syllabus outcomes. In addition, according to Bakar et al. (2010) technology in the
mathematics classroom has proven to be an effective tool for enhancing teaching and
learning. One major benefit of incorporating technology, such as Microsoft Excel and
Geogebra, is that these technologies allow students to visualise mathematical concepts
that are difficult to imagine when using traditional teaching methods (Bakar et al.,
2010). This is of particular benefit for students who have English as an additional
language, as they are able to visualise concepts, which is key in improving their
learning outcomes and successes (Department of Education and Early Childhood
Development, 2014). It is important to note that the use of technology is not just of
benefit within the Unit Applications of Calculus to the Physical World and that
throughout the whole academic year, technology should be incorporated in all Units
in order to improve learning outcomes.

Moreover, inquiry-based learning was another feature incorporated into the

reconstructed Unit outline. Boaler (2009) argues that inquiry-based learning improves
the learning outcomes of students in the mathematics classroom. Teaching students
through passive approaches instead of getting students to inquire, ask questions and
solve problems is a highly ineffective way of teaching mathematics concepts (Boaler,
2009). Rather than providing students with formulas and procedures without an
explanation of why they are used, inquiry-based learning gets students to be in charge
of their own learning. Students get to think for themselves, solve problems, come up
with solutions and use their findings to justify their solutions (Boaler, 2009). All of
these produce deeper understanding. In addition, fewer textbooks are used in the
reconstructed Unit outline. Kajander & Lovric (2009) argue that using textbooks too
often in the mathematics classroom can often support mathematical misconceptions
and does not allow for deep understanding of concepts. While they can be used as a
tool in the classroom, they are not to be relied upon as the only resource in this Unit
(Kajander & Lovric, 2009). This suggestion can be made to all mathematics units
across the academic year. Textbooks provide questions that are procedural in nature
and when students are presented with a question that is worded differently or
abstractly, students do not know how to respond (Boaler, 2009). Additionally, hands-
on learning, visuals, concrete materials and inquiry-based learning have all been

20
shown to improve the engagement, outcomes and academic successes of both boys
and students with English as an additional language (Department of Education and
Early Childhood Development, 2014; Gurian & Stevens, 2017). Further, according to
Haciomeroglu & Chicken (2012) boys enjoy problem solving in high school calculus,
which is another reason why inquiry-based learning should be included in this Unit
outline.

The reason for the inclusion of a concept map was due to the argument by Land et al.
(2016) who claim that threshold concepts are fundamental when teaching a body or
unit of work. Understanding these concepts is crucial in understanding the core topic
as a whole. Teachers can use this concept map to ensure that they are teaching all
relevant topics and concepts that relate to the understanding of the Unit as a whole.
This is vital in ensuring that the numeracy capabilities of students in this context are
improved. This ties in with Understanding by Design (Wiggins & McTighe, 2005) as
it is about backward design knowing what students have to understand in order to
comprehend the Unit as a whole. Realistically, concept maps should be used across all
Units in mathematics, as they map out everything that students are to know and
understand in order to fully comprehend the Unit.

The summative assessment tasks for this Unit were not changed. This is because it is
a Higher School Certificate Unit, and the assessment tasks include Trials and final
exams, whereby student understanding is assessed within these. However, formative,
in-class assessment was added to the reconstructed Unit. Broemmel, Jordan &
Whitsett (2015) claim that the purpose of assessment is to ensure student success and
understanding. It is a vital component in the effort to improve educational outcomes
for students (Guskey, 2003). The purpose of assessment is to ensure learning goals are
being met, and this is what the aim of adding in formative assessment to this Unit
outline was. In addition, there is a range of ways that students can show their
understanding; verbally, written or by drawing. This caters to the needs of boys as
well as students who have a language background other than English, whereby both
groups tend to be more visual (Department of Education and Early Childhood
Development, 2014; Gurian & Stevens, 2017).

21
Further, differentiation was added to the reconstructed Unit outline, as a way to cater
for the learning needs of a range of students (Tomlinson & Allan, 2000; NESA,
2017). While the new context is for a boys only school that has a few students with
English as an additional language, among this group there will still be students who
learn differently. Differentiated activities and instruction help address the learning
needs of academically diverse learners, to ensure that they meet outcomes, are
academically successful and engage within the learning. Within this reconstructed
Unit it is of utmost importance, as the main goal is to improve the numerical
capabilities of the students in the classroom. In a class full of 30 students, it is highly
unlikely that two students will learn effectively in exactly the same way (Tomlinson
& Allan, 2000), and as a result, differentiation and a range of learning activities is
crucial to ensure that the learning needs of all students are met and students are
engaged.

The original Unit outline had no learning sequences. The reconstructed Unit outline
incorporated four learning sequences that will take four weeks to cover (roughly one
per week). The reason for restructuring it this way relates to Understanding by Design
(Wiggins & McTighe, 2005), whereby having a clear picture of the desired learnings
and outcomes that are to be achieved makes for effective teaching and understanding,
and a pathway in which to follow.

Finally, in the reconstructed Unit, there is a section at the end for the evaluation of the
Unit once it is taught. This is crucial, as this will inform future practice and allows
teachers to reflect upon the effectiveness of their teaching (CESE, 2015). The purpose
of this is to guide future practice and to improve teaching strategies each time the Unit
is taught, in order to cater for the needs of students, improve their numerical
capabilities and academic success. This argument is justified further by Stngu (2012),
who claims that reflective practices used within teaching is an effective practice that
brings a range of benefits for both teachers and students. It is important to note that
reflecting on teaching practices is not only important in this Unit, and is
recommended across all units in the academic year. There are constantly new ways of
doing things, new technology to use and different contexts to cater for, which is why
reflection is necessary for all units.

22
In conclusion, the Unit outline has been reconstructed to incorporate strategies to
improve the numerical capabilities of students in the new context. These changes are
evidence-based and work to improve the learning outcomes, academic success and
engagement of these students. Using the Understanding by Design Framework and
backward design, the reconstructed Unit outline has a pathway and teaching strategies
to follow in order to achieve the outcomes, engage with the learning and achieve
academic success in this Unit.

23
References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). My

School School Profile: Cambridge Park High School. ACARA. Retrieved
August 29, 2017, from:
https://www.myschool.edu.au/SchoolProfile/Index/105202/CambridgeParkHighS
chool/41835/2016

Bakar, K.A., Ayub, A.F.M., Luan, W.S. & Tarmizi, R.A. (2010). Procedia Social
and Behavioral Sciences, 2(2), 4650 4654. doi: 10.1016/j.sbspro.2010.03.744

Boaler, J. (2009). Elephant in the Classroom: Helping Children Learn and Love
Maths. London: Souvenir Press.

Broemell, A.D., Jordan, J. & Whitsett, B.M. (2015). Learning to be Teacher Leaders:
A Framework for Assessment, Planning and Instruction. New York, United
States of America: Taylor & Francis.

Brookhart, S.M. (2010). Formative Assessment Strategies for Every Classroom: An

ASCD Action Tool (2nd ed.). Alexandria, Virginia: ASCD Publishing.

Centre for Education Statistics and Evaluation (CESE). (2015). What works best:
Evidence-based practices to help improve NSW student performance. NSW
Government: CESE. Retrieved August 20, 2017, from:
https://www.cese.nsw.gov.au/publications-filter/what-works-best-evidence-
based-practices-to-help-improve-nsw-student-performance

Department of Education and Early Childhood Development. (2014). No English?

Dont Panic: A handbook for teachers of English as an additional language
learners in their first few weeks at school in Australia. Victorian State
Government: Department of Education and Early Childhood Development.
Retrieved August 24, 2017, from:
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/d
iversity/eal/no_english_dont_panic.pdf

Eyyam, R. & Yaratan, H.S. (2014). Impact of use of technology in mathematics

lessons on student achievement and attitudes. Social Behavior and Personality,
42, 31 42.

Guskey, T.R. (2003). How Classroom Assessments Improve Learning. Educational

Leadership, 60(5), 6 11.

Kajander, A. & Lovric, M. (2009). Mathematics textbooks and their potential role in
supporting misconceptions. International Journal of Mathematical Education in
Science and Technology, 40(2), 173 181. doi: 10.1080/00207390701691558

Land, R., Meyer, J.H.F. & Flanagan, M.T. (Eds.). (2016). Threshold Concepts in
Practice. Rotterdam, Netherlands: SensePublishers.

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New South Wales Education Standards Authority (NESA). (2017). Differentiated
Programming. NESA. Retrieved August 20, 2017, from:
https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

New South Wales Education Standards Authority (NESA). (2008). Mathematics 2/3
Unit Years 11 12 Syllabus. NESA. Retrieved July 18, 2016, from:
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/maths23u_syl.pdf

Stngu, M.M. (2012). Reflexive practice in teacher education: facts and trends.
Procedia Social and Behavioral Sciences, 33, 617 621. doi:
10.1016/j.sbspro.2012.01.195.

Tomlinson, C.A. & Allan, S.D. (2000). Leadership for Differentiating Schools &
Classrooms. Virginia, United States of America: ASCD Publishing.

Wiggins, G. & McTighe, J. (2005). Understanding by Design (Explanded 2nd ed.).

Virginia, United States of America: ASCD Publishing.

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