About Bina

“Ko Te Ahurei O Te Tamaiti Arahia O Tatou Mahi

Let the uniqueness of the child guide our work”

— MAORI PROVERB

Bina Kachwalla M.Ed
 

Qualifications

 

NZ Teacher Registration: 184542 (Full). Status: Current.

2013: Making Math Accessible to All (MST paper), Massey University
2006: Master of Education, Victoria University
1993: Bachelor of Education, University of Bombay, India
1981: Master of Economics, University of Bombay, India

 

Experience

 

Conference Presentations

  • 2013–2015: Primary Mathematics association teacher conference, Auckland

  • 2010, 2014–2015: New Zealand Association Of Mathematics Teachers (NZAMT) 

  • 2013–2014: Mathematics Association of Victoria (MAV) teachers conference

  • 2010–2011: Mathematics Education Research Group of Australasia (MERGA) round-table presentations 

 

Professional Experience

  • Core Education, Auckland | Mathematics Facilitator | 2017 - Present

  • Te Toi Tupu, Auckland | Mathematics Facilitator | 2012 - 2016

  • University of Auckland, Team Solutions | Facilitator Primary Mathematics | 2008 - 2012

  • Trentham School, Upper Hutt | Teacher, Scale A Y5/6 | 1998 - 2006

  • St Frances De Sales School, Wellington | Teacher  Y2/3 | 1994- 1997

  • New Era High School, Mumbai India | Teacher Scale A Y9/10 |1981-1994

 

Key Achievements

 

  • Development and implementation of ‘discourse based collaborative approach to Mathematics’ project (refer to project management experience).

  • Member of PMA [Primary Mathematics Association]. Was selected to present workshops to suit teacher needs for the association.

  • Was selected to present interactive workshops in MAV conferences as well as MERGA conferences several times.

 

Current Responsibilities

 

In-Depth School support

 

Facilitator’s support to Lead Teachers’ in

 

  • Developing awareness with leaders and teachers towards culturally responsive pedagogy through deepening understanding of the documents such as Ka Hikitia, Pasifika Plan, Te Kotahitanga. 

  • Collaboratively develop action plans and evaluate progress for Professional Learning Development(PLD) with school leaders and teachers

  • Actively engage with the Facilitators’ inquiry and knowledge-building cycle to ensure facilitation is; research and evidence informed, responsive to culture and context, and captures and reflects the principles of the Treaty of Waitangi

  • Build relationship with school community; engage them in mathematics education through home school partnership

  • Organise, plan and facilitate cluster PLD in mathematics with School Leaders, Lead Teachers and Beginning teachers respectively

  • Modeling explicit use of mathematical language and appropriate context during in-class support

  • Use of assessment tools to record and analyse student progress in numeracy

  • Training and supporting teacher aides in structured intervention programme to support them in basic numeracy so that they are better able to support classroom mathematics lessons

  • Conducting staff meeting on: Effective pedagogy, process of moderation and OTJ, developing PCK on other strands in mathematics.

 

Mentoring Lead Teacher/Leadership Cluster

 

  • Using Inquiry Cycle as a professional learning tool, 

  • Supporting with research readings and implementation of best practice in pedagogy of mathematics teaching

  • Supporting with coaching in content and pedagogical content knowledge

  • Facilitating to the needs of the Leaders of mathematics in schools

  • Extend specific pedagogies and underpinning theoretical frameworks. E.g developing mathematical communities in the classroom

  • Implementing moderation as a school-wide system to have better overall teacher judgment with shared understanding with entire staff

  • Discuss leadership issues such as: making overall teacher judgments for National Standards, moderation, charters and target setting, data analysis, NZmaths website, exemplars and accelerating learning in mathematics. 

 

Working with Co-facilitators

 

  • Collaboratively develop action plans for PLD with school leaders and teachers

  • Collaboratively evaluate progress of PLD with school leaders and teachers and respond accordingly

  • Actively engage with the Facilitators’ inquiry and knowledge-building cycle to ensure facilitation is; research and evidence informed, responsive to culture and context, and captures and reflects the principles of the Treaty of Waitangi.

  • Organise, plan and facilitate cluster PLD in mathematics with School Leaders, Lead Teachers and Beginning teachers respectively

 

Project Management

 

Discourse-based collaborative approach to Mathematics Learning project

 

For the last couple of years, some of my colleagues and I have worked on developing a model which commands a shift in pedagogy.  This model: “Discourse-based collaborative approach to Mathematics Learning” describes some of the essential components of teaching and learning that play a vital part in fostering student engagement in learning. Teachers’ and students’ beliefs, explicit acts of teaching, contextualised learning, creation of a safe learning environment and connecting student experience with mathematics learning are some of the essential components of effective classroom practices. 

Safe classroom environment and deliberate effort on setting discussion norms promote student-to-student interaction and students taking greater ownership and control in self-learning. This approach allows students to model and share their thinking.  While sharing and discussing their solution methods as well as learning from others’ solution methods, students start to reflect and self-correct their misconceptions. The change in teacher pedagogy encourages teachers to provide challenging, rich and meaningful tasks to students. Challenging tasks encourage students to find the logic behind solving a problem, share their reasoning for solving, justify their solution and also gives them opportunities to generalise. 

The students of 21st century are active learners. A student needs to have opportunities to explore multiple solutions to solve open-ended tasks, to reflect on their own learning and collaboratively learn alongside other students by discussing the task and formatting friendly mathematical argumentations.

This model has worked well in most in-depth schools. The students are engaged in solving mathematics tasks, have gained confidence in the subject and have displayed an increase in their achievement data.

 

 

021 343 916 | bkachwalla@gmail.com
Auckland, New Zealand

© 2017 by Bina Kachwalla. Inquiry learning is an education consultancy based in Auckland New Zealand run by Bina Kachwalla