professional learning mathematics series for school and system leaders day 1
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Professional Learning Mathematics Series
for School and System Leaders
Day 1
Reach Every Student Goal: Students have access to differentiated instruction and assessment that is responsive to the unique needs of the learner to support high achievement, well-being and learning for life.
Close the Gap Goal: Students benefit from School Improvement Plans (SIP), classroom instruction and specific interventions that are informed by an analysis of provincial, system and classroom assessments, achievement and learning skills trends for specific student groups including but not limited to First Nation, Métis and Inuit (FNMI), Special Education, English Language Learners (ELL) and gender.
Assessment Goal: Students participate in instruction that is informed by assessment for, as and of learning.
Who are we?
• Find three others who have the same coloured sheet of paper.
• Create a sentence that includes all four words. The sentence should tell us something about your foursome.
Establishing Norms
Five Core Capacities
Five Core Capacities
**
*
Setting Goals: Setting DirectionsEnsures the vision is clearly articulated, shared, understood and acted upon by all.
Learning Goals: Focus on important mathematics• investigate how the Mathematical Processes can
be used when observing classes, reviewing potential classroom resources, and providing access to challenging mathematics for all learners
• develop a greater appreciation of the need to support teachers in providing a balance of lesson designs, classroom dynamics, and consolidation strategies
Instructional Core
Mathematical Processes
Mathematical Processes
Break
Two RolesParticipants“Engaged in the Activity”
ObserversIdentify the Mathematical Process the participants engage with during the activity
Minds On:
Tell a story to your learning partner what you think this graph is about.
Learning Goal• To read and interpret a bar graph.
We will be building the Success Criteria as we go through the lesson.
Action:How are these the same?
How are they different?%
Which table of valuesgoes with the graph? Why?
%(A)
(B)
(C)
(D)
Learning GoalTo read and interpret a
bar graph.
Success Criteria
How are these the same? How are they different?
% %
10105
20
Learning GoalTo read and interpret a
bar graph.
Success Criteria
Percentage of SCDSB Grade 3 student responses to “I like mathematics….”
% of students
NeverSometimes
Most of the timeNo Response
10
20
30
40
50
Learning GoalTo read and interpret a
bar graph.
Success Criteria
Consolidation: Make a Prediction
What would the graphs look like for the response to “I like mathematics..” from:
• Students in grade 6 • Students in grade 9 applied mathematics• Students in grade 9 academic
mathematics
Construct a bar graph for each.
ConsolidationUse your success criteria to read and
interpret the following graphs.
How is your graph the same or different?
How is your graph the same or different?
I wonder…
Which Mathematical Processes were participants engaged in?
Open Questions• Tell your learning partner what you think
this graph is about.• How are the graphs the same?
How are they different?• Which table of values
goes with the graph? Why?• Make a Prediction
Dan Meyer
Accountable Talk
• What strategies were put in place?
Lunch
Aligning Resources with Priorities: Leading the Instructional Program• Ensures that learning is at the centre of
planning and resource management.
*
Grade 7 Grade 8 Grade 9 Applied
What instructional strategies are embedded in the series of math lessons?
How do these lessons support accountable talk?teaching and learning through the mathematical processes?
Proportional Reasoning Continuum and Connections
Engaging in Courageous Conversations:
Building Relationships and Developing People
• Encourages colleagues to take intellectual risks.
• Become familiar with the recent research and other successful initiatives in mathematics education, share these with colleagues, and engage in courageous conversations about these topics and results.
Grade 9 Applied: KPRDSB
Starting with the curriculum – for both content and instructional strategies
• illustrate equivalent ratios, using a variety of tools (e.g., concrete materials, diagrams, dynamic geometry software)
How might this help you with your Look Fors?
MFM2P 2005 Mathematics Curriculum Expectations
Navigating Math GAINS
Before Day Two Arrives…• Explore MathGAINS using the 5 Core Capacities
as your guide to the resources• Participate in Webinar on April 17th from 4:00 to
5:00 (Doug and Jen sharing)• View on Wiki http://plm2012.wikispaces.com/ Ministry Resources SCDSB’s Alignment to Instructional Path
Connecting Leadership to Teaching and Learning Math
“Without knowledge that connects subject matter, learning and teaching to acts of
leadership, leadership floats disconnected from the very processes it is designed to
govern.” (Stein and Nelson, 2003)
Learning Goals: Focus on important mathematics• investigate how the Mathematical Processes can
be used when observing classes, reviewing potential classroom resources, and providing access to challenging mathematics for all learners
• develop a greater appreciation of the need to support teachers in providing a balance of lesson designs, classroom dynamics, and consolidation strategies
Reach Every Student Goal: Students have access to differentiated instruction and assessment that is responsive to the unique needs of the learner to support high achievement, well-being and learning for life.
Close the Gap Goal: Students benefit from School Improvement Plans (SIP), classroom instruction and specific interventions that are informed by an analysis of provincial, system and classroom assessments, achievement and learning skills trends for specific student groups including but not limited to First Nation, Métis and Inuit (FNMI), Special Education, English Language Learners (ELL) and gender.
Assessment Goal: Students participate in instruction that is informed by assessment for, as and of learning.
Day 2 • Focus on mathematics
Examine examples of monitoring strategies and identify support
