LTD lessons are organised according to the strands of the Australian Curriculum – Number and Algebra, Measurement and Geometry and Statistics and Probability. Within each strand is a topic menu and within each topic is a list of lessons. Each lesson title describes the Maths in the lesson. Lessons are organised on the webpage in a suggested teaching sequence within each topic.
Is Learning Through Doing just for Australian schools?m@ttd351gn2020-04-11T09:44:11+10:00
Learning Through Doing is based in Australia but the mathematics in our lessons is universal. LTD lessons are currently linked to the Australian Curriculum but these can certainly be linked to the Curriculum documents of other countries.
The website says there is Maths Professional Development built into the lessons. What does this mean?m@ttd351gn2020-04-11T09:43:33+10:00
All LTD lessons include a list of the maths concepts that are the focus of the lesson. They also include a brief Teacher Background section aimed at providing some insight into the Maths in the lesson. The intention of these sections is to teach the teacher something they may not have realised about the maths in the lesson. LTD lessons also model an inquiry approach so teachers can learn about this way of teaching as they become familiar with the lessons. The LTD team can also present dedicated Professional development to schools on request.
I am a parent home schooling my daughter. Would LTD be suitable for me as I have no teaching background?m@ttd351gn2020-04-11T09:42:55+10:00
LTD lessons have been written so they are accessible to parents as well as teachers. Each lesson provides some background to the maths being taught and the lessons are detailed so each step makes sense. The resources mentioned in lessons can be swapped for things around the home e.g. dry pasta instead of counters.
I teach Maths in a Secondary school. Are there lessons to suit my classes?m@ttd351gn2020-04-11T09:42:25+10:00
Yes, LTD lessons are carefully organised so learning in each topic progresses across year levels. We have Scope and Sequence overview documents for Foundation to Yr 2; Year 2 to Year 4 and Year 4 to Year 6.
Is LTD organised as a whole school program for Mathematics?m@ttd351gn2020-04-11T09:40:58+10:00
All Learning Through Doing lessons have a three-part pedagogical structure. They start with a Whole Class activity followed by a Hands-On activity where students use materials to further investigate the maths and each lesson has an Independent task that is directly related to the lesson that can be used for assessment or for follow up.
“I watched one of your videos and it’s like a light bulb has gone on. I’m going to go through it all over the weekend and see what I can use. Any other help you could offer would be amazing. His class is up to multiplications (year 5) but he can’t grasp the basics of groupings so unless he has the building blocks he will fall further behind”
“Accessibility, theoretical underpinning, hands-on, responsive to our current learners, simplicity, empowering, engaging.”
“Has had a phenomenal impact on the teaching and learning of mathematics in our remote Anangu Lands Schools of South Australia. Teachers really get this innovative approach to teaching and I’ve never seen students more engaged in learning maths. A tremendous resource for all teachers and for parents interested in supporting their child’s learning of mathematics at home”
Warren Giles, Assistant Director Anangu Lands Schools
“Having a variety of tools and strategies to teach the same concept in many exciting ways and having lots of engaging hands on methods for teaching concrete to abstract.”
“The extensive number of lessons, materials and how genuine, realistic and achievable it is to use has me feeling excited.”
“This is the best PD I’ve experienced. I’ve never loved math’s that much as a student or a teacher- this makes me super excited.”
“I just can’t get over how much sense it all made as you shared and demonstrated how you teach. I’ve learnt so much about what they (students) know, and I cannot believe how easily and consistently it generates discussions about number.”
“Guy consulted at a remote school where I worked. Some students were very disinterested in maths, but with Guy’s help these students became excited, energetic and engaged.”
“When my daughter Kiara was in Year 5 she was having real difficulty with her math. She couldn’t do most of the basic work that other kids her age seemed to be coping with easy. She told me she didn’t enjoy math and it was too hard to understand so she never listened which just resulted in her falling further behind. After only a few sessions with Guy she was already showing improvement. Kiara told me Guy made math fun and easy for her to understand. I watched her confidence and ability grow so quickly in such a short amount of time. She would come home after her time with Guy and tell me how she enjoyed math now and couldn’t wait for it in class. It was a complete turnaround for her in her approach to math.”