Who should attend
This program is available for staff working in a school only. Schools select up to four staff members to participate in GRIN including at least one teacher of mathematics and staff who can take on the role of the GRIN tutor.
The GRIN tutor can be a:
- teacher
- numeracy coach
- leading teacher
- education support staff member
How does GRIN work?
Prior to the normal daily mathematics lesson, trained tutors conduct GRIN sessions with small groups of students (ideally three). The GRIN sessions are brief and focused - normally 15 to 25 minutes long.
GRIN sessions conducted by trained tutors are designed to:
prepare intervention students for their subsequent mathematics lesson familiarise students with the relevant language and terminology that they will hear during the classroom lesson model what students can expect to see and/or do in the lesson.
How is GRIN implemented in schools?
GRIN is implemented in schools in the following stages:
1. Application
Your school selects up to four staff members to participate in GRIN including at least one teacher of mathematics and staff who can take on the role of the GRIN tutor.
The GRIN tutor can be a:
- teacher
- numeracy coach
- leading teacher
- education support staff member
GRIN relies heavily on the development of strong and timely communications between the GRIN tutor and the classroom teacher. The better the link between the GRIN intervention session and the subsequent classroom lesson, the more impact the program will have on student outcomes. Careful consideration should be taken to select staff who will implement GRIN within the school.
Suggested selection criteria for tutors (pdf)
2. Professional learning commences
All GRIN teachers and tutors attend one face-to-face day of professional learning. GRIN manuals and templates are provided to assist with the delivery and data analysis of the program.
3. Implementation of GRIN
Students are selected for participation in GRIN and GRIN tutor sessions are timetabled and commence.
In most cases, students attend multiple GRIN sessions in any one week (ideally 2-3 times a week). The timing and number of GRIN sessions that a student attends varies depending on individual student needs and /or timetabling constraints. For example, GRIN sessions might be conducted before or after school or in recess and lunch breaks. In another situation, students might be withdrawn from other (non-mathematics) lessons to participate in GRIN sessions. This is a school-based decision.
4. Professional learning continues
GRIN teachers and tutors attend a further two half-day face-to-face professional learning support sessions.
5. GRIN licensed school
Once the professional learning is completed, your school becomes a licensed GRIN school and certificates are issued to accredited GRIN staff.
What is the commitment to the program?
It is important that school principals support and promote the implementation of GRIN and allocate appropriate time release for teachers and tutors to attend professional learning and to plan for and to deliver the GRIN tutorial sessions.
What you will learn
Upon successful completion of this program it is anticipated that participants after completion of the program will be able to support students who are underperforming in mathematics.
Program structure
1 full day and two half days at our Clayton campus.
Testimonials
“I'll give you one word to describe GRIN: 'empowering'! With these kids, it's all about confidence and self-belief. GRIN gives them that!” - Luke Kerr, Mornington Secondary College
“GRIN has been most successful at our school both to help the students academically but also emotionally and socially cope with the demands of the maths classroom.” - Megan Skinner, Coatesville Primary School
