On here are answers to the most common questions we get from students/parents.

What if I/My student can't learn like that?
What about explicit instruction?
Can I get more help?
It seems like a lot of IT.  What if I don't like computers or have limited internet access?
How do you know how students are going?

What if I/my student can't learn like that?

This blended learning model has the capacity to be personalised for each and every student.  If you need to work in large multistage groups, or individually.  If you need to practice more questions with teacher direction, or ask teachers for theoretical clarification.  If you need to watch more or read more.  If you need to take time off for ASBA's, work, caring, family or other school commitments or wish to come to maths 6 hours a week. There are ways that your mathematical learning need not be interrupted or disadvantaged.  We believe that through this model and with productive conversations, every student has the capacity to learn mathematics to a rich and deep level.  

What about explicit instruction?

Each mathematics unit is supported by a weekly lecture.  This lecture is usually run by the coordinator of the unit and covers explicitly the most important concepts, examples or references in the learning brief for that week.  The lectures will be held on Mondays. Learning briefs are issued online every Friday for the following week.  This means that students can access materials before they attend the lecture. Much flip class research currently points to the benefits obtained by having explicit content sessions held after the student has had the opportunity to familiarise themselves with the language, and general direction for the weeks topic.  This enhances the explicit instruction time by allowing the student the capacity to follow language and general flow, and delve deeper into understanding.  In some cases the explicit session is recorded and later uploaded to www.hawkermaths.com.  For those students who maintain that they prefer explicit instruction early in a topic, the learning brief generally has links to online tutorials, lectures and explanations that should serve this purpose well.

Can I get more help?

Absolutely.  You need to attend a minimum of 4hrs, but you are able to come as often as you like.   If you need more than this, you can make a personal appointment with any of our staff on Mondays for an intense 1on1 session.  This could be regular or just a one off to get you past a tricky topic.  If you need help, the answer is - just ask. 
​

It seems like a lot of IT. What if I don't like computers or have limited internet access?

Whilst all our information dissemination is conducted through www.hawkermaths.com, a great proportion of the work can still be carried out away from the computers or internet.  Text book pages could be printed or saved as PDF files, website links can be printed or saved to be read in offline mode.  If internet access is the issue, we have up to 100 computers/netbooks available in the Mathematics Learning Commons that are available to be used at any time.  These computers are either hard wired to the internet (desktop computers) or connect via wifi.  All students can also BYOD (bring your own device) if you prefer your own laptop or tablet.
​

How do you know how students are going?

Now, more than ever before, teachers have the capacity to monitor academic progress weekly through the online forum, quiz and the written investigation.  The investigations provide every student with an opportunity to gain vital feedback on their written work.  Their mathematical communication, notation, symbols, setting out, methods, arguments and ideas can receive constructive feedback from teachers every week when students get the investigations signed off.  The online quizzes allow for immediate feedback to the students on academic progress and allow teachers to identify students that might need follow up or further clarification of issues.  The online forums allow teachers to see how well students can communicate their mathematical ideas and encourage the use of respectful communication amongst their peer group.