Full course description
Date and time
Wednesday 4 September 2020, 9.30 am to 3.30 pm (day one)
Tuesday 15 October 2020, 9.30 am to 3.30 pm (day two)
This learning event is right for you if you are looking to inject further energy, engagement or relevance into problem-solving in mathematics classes
This two-day program will introduce you to an evolved form of the 3-Act methodology. Originally devised by Dan Meyer, it’s a world-renowned approach for serving the individual needs and preferences of students.
The resources and strategies you will explore will capture and keep the attention of your students, nurture their desire to question, strengthen their ability to connect information, and foster rich discussion about their proposed methods and solutions.
This iteration of the 3-Act methodology is synthesised from current leading research. It’s strategically designed to raise student confidence, resilience and curiosity. Importantly, this seminar will both challenge and support you, as a teacher, to analyse and drive forward your pedagogy and choice of resources on a daily basis.
Accompanied by a comprehensive workbook and free access to an extensive library of online resources, this leading-edge pedagogy will deliver a problem-solving boost to both teachers and students.
‘Craig’s workshop helped inform our transition to a more student-led and inclusive mathematics program. It helped us to develop our problem-based learning across all of our grade levels.’
– Testimonial from a previous particpant
- a deep working understanding of the structure, intention and benefits of the 3-Act methodology
- ready-to-use resources for Kindergarten to Year 10 real-world problem solving
- clear assessment tools to examine and reframe choices in problem-solving pedagogy and resources.
With more than 20 years’ experience as a classroom teacher, educational leader and professional learning consultant, Craig Becker is passionate and skilled in the areas of collaborative capacity, student engagement, visible learning and student-focussed assessment, feedback and guidance strategies. Believing learning structures should always be visible and well-communicated, he has devoted years to embedded action-research that has helped to identify and develop clear connections between learning behaviours and academic growth. Craig has successfully led teams and curriculum initiatives in five different schools across four countries.