Taking research into classroom practice: Practical applications of effective numeracy instruction for students with hearing loss

We know implementing effective research-based teaching practices results in positive outcomes in mathematics but….  What beliefs need to be challenged?  What practices need to be implemented? What results can we expect?


  • Wednesday, 11 September, 2019
    9:00 am - 3:00 pm
Course Code:   CPE19HLM

Course Information

Workshop 1: What impact does a change in belief and practices provide for a student with hearing loss?  A journey of change to improve students’ numeracy results.

We know implementing effective research-based teaching practices results in positive outcomes in mathematics but….  What beliefs need to be challenged?  What practices need to be implemented? What results can we expect?

In this presentation, we will explore how learning outcomes improved for students with hearing loss when beliefs and practices changed.  We will share the journey, and the results, of changes made by the teachers at RIDBC Garfield Barwick school.  Students’ results improved when the teachers instituted explicit maths language instruction and a number sense focus to their mathematics lessons.  We will also share the unforeseen improvements observed beyond the maths classroom: in interactions in the playground, at home and in mainstream settings.

An encouraging case study showing the value of embracing change…

Workshop 2: How to differentiate when students just don’t ‘get’ mathematics’…?  Applying a research-based model to differentiate mathematics for ALL students , including those with hearing loss

Research on how children learn mathematics and how to teach it so that ALL students can develop numeracy has been available for decades… yet the research is not always accessible to teachers. It may be difficult to understand or time consuming to analyse.  In this workshop we take away the jargon and make research useful.  We will look at what works - what makes mathematics learning more enjoyable for students and more rewarding for teachers.

Participants will be introduced to Lynelle’s simple ‘CVS (Concrete/Visual/Symbolic) – Language’ model which synthesises a wealth of research into a format that can be easily applied to students in any maths lessons at any year level. The ‘CVS-L’ model helps teachers differentiate maths activities and cater to a variety of student’s needs and levels of understanding.  Participants will explore how to use the model to both support and extend students.   We’ll trial the model on maths activities with a number sense focus.

Workshop 3: OH NO!  MATHS WORD PROBLEMS….  Addressing one of the biggest frustrations in maths teaching and learning.

It is no surprise to teachers to discover that students struggle with comprehending mathematical word problems.  However, what to do about it is still an area of angst in most classrooms…In this workshop we will explore research-based and effective strategies for helping students develop skills and understanding to solve word problems.  We’ll consider how to apply the ‘CVS-L’ model and other explicit methods of instruction to assist students to achieve success with numeracy – the application of mathematics to real-life problems.







Attending Taking research into classroom practice: Practical applications of effective numeracy instruction for students with hearing loss will contribute 6 hours of NSW Education Standards Authority (NESA) Registered PD addressing 1.4,1.5,1.6,2.5,5.1,6.2,.6.3, 6.4, 7.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.


  • Lynelle Campbell
    Lynelle Campbell is the Founding Director of Lynz Education.  Lynelle provides professional learning and mentoring to schools and teachers on how to teach mathematics so students ‘get it’!  She is committed to helping teachers to help all students to leave school numerate.   Lynelle wants to help take the struggle out of mathematics teaching and learning and make it an enjoyable and accessible subject that prepares students for whatever they may need to use maths for in their future. Lynelle has a Research Master’s specialising in early numeracy development and a Graduate Diploma in Special Education.  Lynelle makes research practical and useful for improving teaching and learning, especially for students at risk of failure.  Lynelle has shared her research and experience on how to teach and assess number sense and numeracy effectively with hundreds of teachers over the last decade.
  • Joyce Tan
    Joyce Tan (BEd DipPsych MSpEd) is a teacher of the deaf from the Royal Deaf and Blind Children, Australia's largest non-government provider of education, therapy and cochlear implant services for children and adults with vision or hearing loss. She assists her students develop spoken language and listening skills through the use of assistive hearing devices and provides them with access to the NSW curriculum through differentiated activities based on their individual needs in the classroom. Joyce believes in the explicit teaching of numeracy concepts and skills using evidence-based research strategies to guide her teaching.



361-365 North Rocks Road, North Rocks, New South Wales, 2151, Australia


North Rocks, Sydney, Australia

Sydney is located on Australia’s south-east coast. With an approximate population of 4.5 million in the Sydney metropolitan area the city is the largest municipality in Australia. Sydney is easily accessible by air, rail and road networks from other Australian cities.

Located approximately 26 km north-west of the city centre, Renwick Centre is accessible via private and public transport to metropolitan areas such as Epping, Parramatta, Hornsby and the city.

North Rocks is a suburban area of Sydney and is the home of the Royal Institute for Deaf and Blind Children since 1961.

Public Transport

There are several public transport options for getting to and from the Renwick Centre within the Sydney metropolitan area.


Cityrail train stations are located in Epping (6 km away) and Parramatta (7km away) and have connecting bus services (refer to Buses section below) to the Centre.

Epping train station is on the Northern, Newcastle and Central Coast lines with a journey time of approximately 30 minutes to the city (Central, Town Hall and Wynyard stations) and 20 minutes to Strathfield or Hornsby stations.

Parramatta train station offers frequent services to the city (about 40 minutes of travel time) and is located on the Western, Cumberland and Blue Mountains lines.

Both stations are wheelchair accessible.


There is a bus stop directly outside the RIDBC campus – services to Epping and Macquarie Centre – and another across the road outside the Westfield Shopping Centre for services to Parramatta and Blacktown. For latest info on these routes, please visit the Sydney Buses website.

Route Destination Wheelchair Accessible
549 Epping Most
546 Epping via Carlingford Most
546/549 Parramatta Most
630 Macquarie Centre No
630 Blacktown No
610/619* City Few
610/619* Rouse Hill Few

* Access to these bus services is from the M2 motorway at Barclay Road bus stop, a 20 minute walk (1.4 km) from the Centre.

Sydney Airport

Sydney Airport has domestic and international terminals and is approximately 35 km south-east of the Renwick Centre.

Cityrail train stations are located within the domestic and international terminals. To get to the centre, you will need to change trains at Central to an Epping or Parramatta service and then either take a taxi or bus the remaining distance to the centre. Journey time by public transport is approximately 90-120 minutes.


Companies providing a taxi service in the Sydney area include Premier Cabs (Phone: 13 10 17), Silver Service (Phone: 133 100), Taxis Combined (Phone: 8332 8888) and RSL Cabs (Phone: 132 211).


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