ccc-m f2f meeting_150928
Click here to load reader
Post on 23-Feb-2017
Embed Size (px)
Creating, Collaborating and Computing in Math
Creating, Collaborating and Computing in MathEnhancing the teaching and learning of mathematics using technologyYear 3 (2015-2016)
Riverside School Board and McGill University- September 28th , 2015
9:00-9:30Themes and objectives of the projectGroup norms and participation3 identified student learning problems9:30-10:00Data Analysis10:00-10:15Break10:15-12:00Data Analysis12:00-13:00Lunch13:00-13:30Sharing strategies and positive experiences (math boost camp and more)13:30-14:00Review of strategies seen in CCC-M14:00-15:00Curriculum Mapping OR Planning the Formative AssessmentAgenda
Student success in mathematicsDigital literacyFocus on the transition from elementary to secondaryProfessional learning networkUse of data to monitor and orient practice, inquiry, and learning
Key Themes of CCC-M project
Objectives for Year 31. Cultivate a community of practice in mathematics teaching and digital tools2. Develop solutions and measure and evaluate the results (More focus on Student learning data) 3. Develop practice of using digital tools for teaching and learning math4. Promote reflective practice and inquiry
A Key Activity for Year 3Video-based Reflective Practice
ARRIVE ON-TIME AND PREPAREDREMAIN ON TASK /TOPICBE AN ACTIVE MEMBER OF THE GROUPWITHOLD ALL JUDGEMENTRESPECT OUR PEERSRESPECT THE STUDENTS: no mention of names (looking at facts not behaviours)REMAIN POSITIVE AND SUPPORTIVE
Participation and team work
CCC-M Website: http://ccc-m.wikispaces.comSuccessful strategies in my classroom: Motivation / Discipline / Content delivery / Technology / Classroom organization / Student support / Formative assessmentOur DiscussionsMath Concepts that Students struggle with in Elementary Cycle 3 and Secondary Cycle 1: Arithmetic / Geometry & Measurement / Other concepts
Identified Problem Areas in the Math LearningTransfer mathematical knowledge to a variety of contextsDecoding Application Questions and Situational ProblemsStudent Engagement and Motivation
Read and analyze the data from the June 2015 examinationsStart globally and work down to the specificsPay careful attention to distribution List your observations and questionsIdentify 2 student learning problems for your schoolList possible causesVerify the causesPlan for remediation, instruction and assessmentImplement and reviseData Analysis
20152014201320122011201020092008C1Grade 680.1275.5677.8974.9474.0174.475.5969.23Sec. 268.5465.8162.835349.2356.2379.7470.43C2Grade 671.5563.0470.0464.0774.7283.0769.1574.72Sec. 255.6162.0547.92245.3346.8264.1559
End of Year Evaluation Success RateElementary Cycle 3 Year 2Secondary Cycle 1 year 2RSB
STATE FACTS ONLY!
Students with IEPs have a 20% lower success rate on Mastery ProblemsQuestions
Why are IEP students struggling more with MC questions than Short Answer questions?Why are boys not justifying their steps in Application Questions?
E.g. Sec III students with IEPS at SFHS are below proficiency in mathematics, especially at problem solving (AQ). There is a 40% gap between students with IEPs and students without IEPs.
Student Learning Problem
E.g. Students with IEPs are struggling readers-they have literacy difficulties with word problemsStudents with IEPs are not getting the help needed during the exam. They are not accustomed to Natural Reader.Students with IEPs have increased organizational problems. Therefore, they have difficulties organizing their thoughts and work in complex word problems.Causes
Verify CausesCURRICULUM(QEP and POL)INSTRUCTION(teaching practices and principles)ASSESSMENT(type, frequency and quality of evaluation tools)EQUITY(socio-economics or other factors that dont allow equity) for e.g. languageCRITICAL SUPPORTS(enough teacher preparation, PD and support)POSSIBLE CAUSESDoes not emphasize mathematics problem solving (AQ)Not using best practices consistently (see principles and practices of high quality math teaching)Students with IEPs do not have access to readers (e or human) during in class examsTeachers do not feel prepared to teach non-routine problem solvingTeachers need PD and toolsRESEARCH FINDINGSRigorous curriculum benefits students and narrows achievement gaps (NRC, 2005; Singham, 203)Groupings with differentiated instruction, flexible groupings, extra help for students and varied instructional approaches that build on students understandings are recommended (NCTM, 2000;NRC, 2005;Oakes, 1993)Teacher preparation is an important factor in student achievement (Singham 2003)LOCAL DATA FINDINGSProblem solving is emphasized more in enriched math classes, not regular onesVERIFIED CAUSESLack of emphasis on problem solving, especially in regular math classesNot using best practices consistentlyTeachers do not feel prepared or equipped
E.g. of school strategies:Teachers will provide, model and use graphic organizers with students to plan and solve application questions.Teachers will teach how to use highlighting strategies (2 colors)IEP students will be given 1 small word problem every class and 1 application problem per weekTeachers will use the 360 classroom model once every two weeks to show student thinking and problem solving strategiesRemediation
E.g.:1 daily exit card (formative assessment) and highlighting mistakesMy Favorite No! (twice a week)Common formative assessment (all teachers) once every two weeks.
Collect formative assessments and common assessments from studentsObserve student work (artifacts)Identify the types of mistakes made by students (conceptual, procedural, etc.)Identify the misconceptionsDiscuss and plan teaching implications and strategies (see SWART chart)Re-evaluate
Members and guestsGrade 6 Math Boost Camp (Kristie and Sandra)Summer Math InstituteSharing Best Practices
How did the lesson change depending on each classroom context?What do the teachers learn from looking at student work?How do the teachers support each other and push each other's thinking?
Collaboration and looking at student work (next meeting)
Practices of High-Quality Teaching
Flipping the classroomMath talkFormative Assessment3 problem solving strategies: working backward, error analysis, modelling the problem visually (bar model or other)Open questionsEffective feedbackPeer to peer
Strategies for Better Math Learning
Flipping the ClassExplored a variety of technology tools that can be used to have students explore concepts before teachingVideo recorded lessons and use of apps like explain everything to have students show what they knowExplored Edmodo as a tool for students to share their thinking
Learning walk https://www.teachingchannel.org/videos/the-learning-walk
Who is doing most of the talking in the class?
Is the task rich enough to allow a good level of reasoning and conversation to happen?Open Questions and Discourse
Please refer to last years power points (http://www.slideshare.net/bctquebec/cccm-f2f-meeting141007)Formative Assessment and Feedback
An example of FA used for providing feedback
How do the teachers design questions to receive and give feedback to students?
What are the criteria for designing good feedback questions?
Type of feedback given to StudentsGain in performanceStudents interest in further learningMarksNoneTop Students +Bottom of students -Comments30%All studentsBothNoneTop students +Bottom students -
Displaying Student Thinking
Reviewing homework effectively:https://www.teachingchannel.org/videos/peer-assessment-homework
Peer to peer assessment
My favorite no!https://www.teachingchannel.org/videos/class-warm-up-routineHighlighting mistakeshttps://www.teachingchannel.org/videos/math-test-grading-tipsCollaborative workhttps://www.teachingchannel.org/videos/students-learn-from-mistakes-ccssmdc
Learning from Mistakes
Talk Moves Summary
4 Steps toward productive talk:Helping students clarify their own thoughts and share them clearlyHelping students attend to the thinking of othersHelping students deepen their own understandingHelping students engage with the reasoning of others
Helping students clarify their own thoughts and share them clearly
Suggested talk moves:Increase wait timeTurn and talk (think-pair-share)Will you share that with the class?Can you say more about that?So are you saying? (Teacher Revoicing)
Clip 1A 1H
Helping students attend to the thinking of others
Suggested talk move:Student revoicing:Who can repeat what just said?Who can say that again?Who can put that into their own words?Tell us what your partner said (after a turn and talk)
Helping students deepen their own understanding
Suggested talk move:Pressing for reasoningWhy do you think that?How did you get that answer?Why did you think that strategy would work?Can you prove that to us?Im not sure I understand. Can you explain it to me step-by-step?
Clip 1N 1O
Helping students engage with the reasoning of others
Suggested talk move:What do you think about that?Do you agree with.? Why?Who can add on to what just said?
Clip 1R 1T
Final Activity TodayCurriculum Mapping(Elementary)Planning Formati