WENDY DEVLIN
29 Followers
BYFORD, Western Australia, Australia
About the store
I have taught, lectured and written mathematics professional development resources and courses for 46 years.
I have kept my research realistic by becoming a classroom teacher every few years to ensure my research and support is realistic and practical.
I have just retired from 7 years of Mathematics Curriculum Management where I trained teachers to implement the Australian Curriculum and lift the the school's national assessment scores (NAPLAN) well above the national average.
* 25 years in the classroom from Pre K to Year 7.
* Professional Development Officer for schools in both Language
and Mathematics
* Research and Development Officer for Western Australia's
Education Department and Murdoch University WA
* Co-author and lecturer Early Childhood Numeracy B ED Course
Curtin University WA
* Co-author of First Steps in Mathematics Resources.(Whole and
Decimal Number, Space, Measurement, Chance and Data)
* Senior Consultant Steps Professional Learning Edith Cowan
University WA
* Writer of integrated language and Maths course for Yr 5 students
in the School of Isolated and Distant Education WA
* Presenter at over 100 conferences for mathematics education
K-7
* Presenter at NCSM USA
* Consultant for Pearson Education Canada
* Consultant for Pearson Education NY City
* Consultant for Steps Professional Learning UK
* Author of the Diagnostic Resource for Assessing Mathematics
(DRAM)
* Mathematics Curriculum Co-ordinator K-6.
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Programs & methods
1-1100 Counting Chart for Grade One - Grade Three
Children need to have access to the counting sequence beyond one hundred, through all of the hundreds, into one thousands in order to understand the 1-9 patterns repeating through the decades and hundreds. Children can see and investigate: the 1-9 patterns in decades within and through the hundreds, beyond 1000; counting forward and back in ones, twos,fives and tens; writing and reading numbers beyond 1000.
1st - 3rd
Numbers, Other (Math), Place Value
CCSS
2.NBT.A.1b
, 2.NBT.A.2
, 2.NBT.B.7
+1
Counting Principles for Early Years K - 1
A set of 6 wall charts to show teachers and parents the complexities of learning to count. My parents and other teachers just love learning how to effectively help their children become robust counters. I use the charts as a personal reminder and a checklist when teaching and listening to children count. Research into children’s counting identifies these 6 critical, discrete principles, which indicate a child has moved from saying the number names as nouns, in sequence, to knowing numbers are a
PreK - 1st
Numbers
CCSS
K.CC.B.4
, K.CC.B.4a
, K.CC.B.4b
+2
Kindergarten to Year One Problem Solving Lessons
Have fun leading young students to play their way to becoming problem solvers. Here are 4 problem solving lessons in Number to lead students into making sense of authentic problems and persevere in solving quantifying problems for real purposes. They guide teachers in developing problem solving strategies through integrated, real situations and activities. The highly structured, informal lessons draw out and develop mathematical understandings. They outline teacher preparation before the lesson
PreK - 1st
Numbers, Other (Math)
CCSS
K.CC.A.1
, K.CC.A.2
, K.CC.A.3
+9
Problem Solving Strategies. A wall graphic organiser for Years 3-7
Wendy Devlin's Diagram of Problem Solving Strategies enables teachers and students to quickly select appropriate strategise from the full range of problem solving strategies. The cycle guides students into Algebraically Thinking and Geometric Reasoning, from diagrammatic representations through to written algorithms. Strategies for checking calculations and comprehension of the problem are built into the cycle. I hope you find this as valuable as I have for improving students abilities in recogn
3rd - 7th
Algebra, Geometry
CCSS
3.OA.D.8
, 4.OA.A.2
, 4.OA.A.3
+11
Problem Solving Steps in Mathematics K - 2
The problem solving steps on these two wall charts guide students to solve written mathematics problems as they identify the problem and represent it in diagrammatic and symbolic form. All of my Year Ones and Twos are able to use this system to identify and represent the numbers, measures, shapes and groups within a written problem. Teachers at our school were surprised at how easily children progressed on to two-step problems using this structure.
1st - 2nd
Numbers, Other (Math)
CCSS
2.OA.A.1
Showing 1-5 of 5 results
About the store
Experience
I have taught, lectured and written mathematics professional development resources and courses for 46 years.
I have kept my research realistic by becoming a classroom teacher every few years to ensure my research and support is realistic and practical.
I have just retired from 7 years of Mathematics Curriculum Management where I trained teachers to implement the Australian Curriculum and lift the the school's national assessment scores (NAPLAN) well above the national average.
* 25 years in the classroom from Pre K to Year 7.
* Professional Development Officer for schools in both Language
and Mathematics
* Research and Development Officer for Western Australia's
Education Department and Murdoch University WA
* Co-author and lecturer Early Childhood Numeracy B ED Course
Curtin University WA
* Co-author of First Steps in Mathematics Resources.(Whole and
Decimal Number, Space, Measurement, Chance and Data)
* Senior Consultant Steps Professional Learning Edith Cowan
University WA
* Writer of integrated language and Maths course for Yr 5 students
in the School of Isolated and Distant Education WA
* Presenter at over 100 conferences for mathematics education
K-7
* Presenter at NCSM USA
* Consultant for Pearson Education Canada
* Consultant for Pearson Education NY City
* Consultant for Steps Professional Learning UK
* Author of the Diagnostic Resource for Assessing Mathematics
(DRAM)
* Mathematics Curriculum Co-ordinator K-6.
Teaching style
My teaching style varies according to the student's understanding, the subject focus and the stage of learning. Basically I plan clear discrete objectives then draw out and identify what the students understand, diagnose the level of their conceptual understanding to see if there are misconceptions or partial concepts already.
Plan multi-sensory experiences and activities for the students to construct, practise and then apply the concept.
This is followed up in subsequent lessons in short mental activities for students to access the concept and develop fluency, then in problem solving activities to develop further reasoning about the concept.
Students are enabled to collaborate, represent and present, conjecture, look for more than one proof, evaluate and analyse results.
I find students love learning the history of the number and measurement systems.
When I assess, the students write on the test papers if they don't understand how to answer a question, or if they have guessed the answer. All of the children at our school knew teachers test to find out what to teach next rather than judge or just grade them. We have changed the culture.
Awards & shining teacher moments
I accepted an invitation to present a paper on the international research findings into misconceptions at the NCSM
I was invited to be the Senior International Consultant for STEPS Professional Development Company
My own education history
* Teaching certificate: Grayland's Teacher's College
* Diploma of Education: Edith Cowan University
* Bachelor of Education: Edith Cowan University
* 4 Research unit towards Master of Education: Murdoch University
* Research and Devlopment Officer for Fist Steps in Mathematics
Additional biographical information
* Invited to present a paper at the National Conference for
Supervisors of Mathematics Anaheim USA
* Invited to research (Murdoch University) how children learn
mathematics for Department of Education and Training Western
Australia
* Invited to review and report on Analysis of FSiM project for
Australian Council of Educational Research
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