Business Name
Whole School Approach K-6:
DIFFERENTIATION PLACE VALUE
Online facility allows for ease to refresh knowledge. Resources from Anita were invaluable and easily accessed. Our staff were
particularly impressed with Anita’s method of making differentiation so achievable and workable in whole class situations.
Jennifer Laird & Kym Capp - St Frances Xavier’s Primary School, Narrabri, NSW.
Whole School Approach Model
of Professional Learning
Anita Chin has developed the Whole School Approach
innovative model of Professional Learning (PL) in response to
the demand for tailored PL, which meets the needs of
individual primary schools K-6.
This month-by-month blended model of face-to-face and
online PL has been designed for a whole school or
Community of Schools approach to create a shared vision
and to then bring about and sustain change.
A learn, implement, reflect, share approach is adopted by:
a six-month period commitment to the course
 monthly face-to-face PL team meetings on-site at times
determined by the school
 educators collaboratively working in teams through the
five sequential topics
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online forums which are accessible to all participants
Course Description
Children’s images of numbers and the development of
place value understanding begins in the early years with
counting and part-part-whole ideas and progresses to
partitioning numbers in standard and non-standard forms.
However, many students use inefficient strategies for
computation and struggle with the concept of ten-ness. This
course consists of five topics which provide participants with
essential place value concepts and activities designed for
use as whole class differentiated instruction with a focus on
the explicit use of mathematical language to enhance
students’ mathematical reasoning.
Video clips of in-class demonstration lessons by Anita Chin
utilising open-ended questioning and hands-on concrete
materials for differentiating both the concept being taught
as well as the concrete materials being used are viewed,
discussed, and implemented. Practical strategies for
developing base-ten concepts from K–6 are the main
feature of this course.
Pricing and enrolment
Participants: All classroom teachers, executives & Principal
Date: Schools determine their own starting date
Cost per participant (ex-GST): From $310 (1-10) to $230 (601+)
PL hours: 10 hours
Australian Professional Standards for Teachers:
1.5.2, 2.1.2, 3.2.2, 3.3.2, 3.4.2, 6.2.2, 6.3.2, 6.4.2
Apply: [email protected]
Further information: www.anitachinmaths.com.au
Anita has a passion for hands-on activities that engage learners of all ages. She strives to model practical
ideas for differentiating instruction and to support school leaders and classroom teachers with curriculum
implementation. With over 20 years experience as a classroom teacher and teacher educator across
Australia and the USA, she draws upon a wealth of knowledge to model best practice for engaging learners
with diverse needs and abilities. Her research into the use of concrete materials and experience teaching
pre-service teachers at the University of Sydney allows her to translate research in to practice. Anita holds a
MEd in Teaching and Curriculum Studies and runs her own Mathematics Education Consultancy business.
For all your professional learning needs
www.anitachinmaths.com.au
Business Name
Why do a Whole School Approach course?
Presenter
Principal
(Anita Chin)
ONLINE
COURSE
CONTENT
School
Coordinator
PLC
Teams
This was the first time we have embarked on a whole
(junior) school, on-line PD course. It was gratifying to
see early scepticism give way genuine growth and
learning. Any opportunity that provides for and delivers
on improved outcomes for our students is desirable – to
see the increase of commonly used terminology across
the junior school is one outcome that I believe is really
quite significant, and will hopefully provide a springboard into further such discussions and adoption of
practice.
Principal - Walford Anglican School for Girls, Hyde Park, SA
A whole school approach fosters professional dialogue about the actual teaching and learning of mathematics in formal
Team Meeting times, classrooms, and staff rooms.
The intent of the WSA model is for schools to use it as a vehicle for their own learning journey, which is paced over an
extended period of time (up to six-months) with regular monthly meetings at times determined by the school.
School leaders inspire and support their team of educators to engage, plan, and implement ideas and strategies in their own
classroom
Flexible timeframe, essentially makes the model Professional Learning on demand. That is, schools determine when they start
and set their own course timeline within a six-month period. All participants have 24/7 unlimited access to all components of
course content.
Schools value add within their Professional Learning Community (PLC) team by:
focusing the discussion on areas that they want to learn about
collaboratively planning in small teams about how they will implement ideas back in their
classrooms based on the online content viewed
 individually reflecting on the ideas implemented
 sharing with colleagues (both in the online learning community as well as in face-to-face
team meetings
 tailoring learning experiences to foster professional learning growth of individual teachers
e.g. early career teacher v experienced teacher v maths specialist.
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School-wide organisation of concrete materials and resources are key features of all Anita Chin Mathematics Consultancy
whole school approach courses.
Beyond the course, schools have a platform to keep the conversations going and extend their learning journey.
Connecting big ideas in mathematics
www.anitachinmaths.com.au