Digging Deeper with the Digging Deeper with the Mathematical ProcessesMathematical ProcessesGAINS Coaching InitiativeDay 1Friday, November 20, 2009St Marcellinus SS Room 216

GAINS Coaching Initiative2009-2010

PrayerPrayerA prayer for Empathy Lord, We ask you to help as to look not to our own interestsBut to the interests of others. May we put on the mind of ChristAnd be of the same mind, Having the same love as you did for us. Allow us to learn the value of things that really matterAnd to conduct ourselves In a way worthy of the Gospel. We ask this through your Son, JesusAmen.

AgendaAgendaWhere am I with the Mathematical

Processes?

Dufferin-Peel’s Message and Ministry Supports

Deepening our knowledge of the Processes, 3 Part Lessons and Co-planning

Co-Plan a Lesson to highlight the Processes

Share Lessons and provide feedback

Next Steps

Where am I with the Where am I with the Processes?Processes?

FictionalInfancy Stage

Adolescent Stage

Reality

Choose to ignore that the processes. I would like to use them just don’t know where to start.

I’ve looked at using them since last year and have considered embedding them into my lessons.

Starting to embed the processes in my planning but some lessons are easier than others.

I am consistently embedding the processes in my lessons.

My Beliefs as a TeacherMy Beliefs as a Teacher

Traditional Teacher

Teacher beginning to purse student mathematical thinking.

Teacher modeling and helping students build new roles.

Teacher as co-teacher and co-learner with students and other colleagues

Directed classroom with brief answer responses from students.

Teacher plays central role in the math-talk community.

Some co-teaching and co-learning begins as student-to-student talk increases. Teacher begins to physically move to side or back of room.

Teacher monitors all that occurs, still fully engaged. Teacher is ready to assist, but now in more peripheral and monitoring role (coach and assister).

Dufferin-Peel Beliefs and Ministry Dufferin-Peel Beliefs and Ministry SupportsSupports

All students can succeed given sufficient time and support.

UDL and DI are effective and interconnected means of meeting the learning or productivity needs of any group of students.

Successful instructional practices are founded on evidence based research tempered with experience.

Classroom teachers are the key educators for the student's literacy and numeracy development.

Each child has his/her own unique patterns of learning. Classroom teachers need the support of the larger

community to create a learning environment that supports students with special education needs.

Fairness is not sameness. GAINS (www.edugains.ca)

Minds OnMinds On: Teaching : Teaching through Problem Solvingthrough Problem SolvingThink:

◦What does teaching through problem solving mean?

Pair◦Turn to your elbow partner and share

Rod and Anne’s Video

Comments/ Questions?

Minds OnMinds On: Co-planning a : Co-planning a lessonlessonThe GAINS initiative this year is focused on

providing teacher with opportunities to co-plan lessons

The grade 7&8 teachers this year are co-planning lessons using PRIME to embed differentiated instruction strategies in their lessons and to improve teacher questioning

You have been invited to deepen your understanding of the mathematical processes and to co-plan lessons that emphasize the mathematical processes

Co-planning a MFM1P lesson on Proportional Reasoning video

Minds OnMinds On: Three Part : Three Part LessonLessonResearch has shown that lessons that have three

parts are effective to develop conceptual understanding

Minds On: activates prior knowledge and diagnoses student readiness

Action: student centered learning that uses cooperative learning and flexible grouping

Consolidate: teachers ensure that students have met the learning goal by asking probing questions and assigning practice problems

MFM1P lesson on minimizing the surface area of a cube video

ActionAction: Co-planning a : Co-planning a lessonlesson You will be placed in a group of 2-4 teachers teaching the

same course You will co-plan a lesson to be taught between now and

November 30th

The lesson will:◦ Have three parts◦ Have a learning goal based on a curriculum

expectation(s)◦ Emphasize the processes◦ Focus on problem solving◦ Encourage student discourse◦ Have assessment for learning opportunities

You are encouraged to use the TIPS2.0 template Each course group will be asked to share brief overview of

their planned lesson with the whole group

LUNCHLUNCH

Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.

Amen.

ActionAction: Sharing of : Sharing of LessonsLessonsWhen you share your lesson with the

group please:◦State the course, concept and learning goal◦Describe briefly the three parts of the lesson◦Explain which processes you are focusing on◦Describe any assessment will you use◦What practice/problems will the students be

assigned

Order will be randomly determined

Consolidation:Consolidation: Next Next StepsStepsTeach today’s lesson in your class between

now and November 30th.

Be prepared to share successes and challenges next meeting.

Your course team will co-debrief the lesson to determine ways to improve it

Bring student sample work to aid in discussion.

November 30th will be a half day 8:30 to 11:00.

Consolidation:Consolidation: Dismissal Dismissal

Comments/Questions

Please complete the exit ticket and hand it in before you leave.