Professional Learning Mathematics Series for School and System Leaders Day 1

1. Professional Learning Mathematics Series for School and System LeadersDay 1

2. 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.

3. 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.

4. Establishing Norms

5. Five Core Capacities

6. Five Core Capacities * * *

7. Setting Goals: Setting Directions Ensures the vision is clearly articulated, shared, understood and acted upon by all.

8. 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

9. Instructional Core

11. Mathematical Processes

12. Will the Cat catch the Mouse? If so, when?

13. Mathematical Processes

14. Break

15. Two Roles Participants “Engaged in the Activity” Observers Identify the Mathematical Process the participants engage with during the activity

16. Minds On: Tell a story to your learning partner what you think this graph is about.

17. Learning Goal • To read and interpret a bar graph. We will be building the Success Criteria as we go through the lesson.

18. Action:How are these the same? How are they different? %

19. Which table of valuesgoes with the graph? Why? (A) % (B) (C) (D)

20. Learning Goal To read and interpret a bar graph. Success Criteria

21. 20 10 10 5 How are these the same? How are they different? % %

22. Learning Goal To read and interpret a bar graph. Success Criteria

23. 50 40 30 20 10 Never Most of the time Sometimes No Response Percentage of SCDSB Grade 3 student responses to “I like mathematics….” % of students

24. Learning Goal To read and interpret a bar graph. Success Criteria

25. 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.

26. Consolidation Use your success criteria to read and interpret the following graphs.

27. How is your graph the same or different?

28. How is your graph the same or different?

29. I wonder…

30. Which Mathematical Processes were participants engaged in?

33. 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 valuesgoes with the graph? Why? • Make a Prediction

34. Dan Meyer

35. Accountable Talk • What strategies were put in place?

36. Lunch

37. Aligning Resources with Priorities: Leading the Instructional Program • Ensures that learning is at the centre of planning and resource management. *

38. 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?

39. Proportional Reasoning Continuum and Connections

40. 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.

41. Effective Questioning

42. Grade 9 Applied: KPRDSB

43. illustrate equivalent ratios, using a variety of tools (e.g., concrete materials, diagrams, dynamic geometry software) Starting with the curriculum – for both content and instructional strategies

44. How might this help you with your Look Fors?

45. MFM2P 2005 Mathematics Curriculum Expectations

46. Navigating Math GAINS

47. 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

49. 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)

50. 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