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EDUC 4274: P/J Mathematics

EDUC 4274: P/J Mathematics. Week Five - ---Session 1. Week 5: Oct. 21 - 25 - - S9 Overview. Assignments: Notes on 1 and 2 Back to Problem Solving (TTPS)— The O pportunities and Challenges of A ssessment Next Session: First presentation

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EDUC 4274: P/J Mathematics

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  1. EDUC 4274: P/J Mathematics Week Five----Session 1

  2. Week 5: Oct. 21 - 25-- S9Overview • Assignments: Notes on 1 and 2 • Back to Problem Solving (TTPS)— • The Opportunities and Challenges of Assessment • Next Session: First presentation • Next Week: Second Presentation and Guest Speaker

  3. P/J Math Week 5Session 1Into the Details…Assignments • Assignments • Assignment 1, Set I—Back at the end of our class • Assignment 1, Set II- Due next Wednesday (Oct 30) • BUT: Have reset to Monday, November 4 • Assignment 3: • A Reminder of Groups and Dates • A Reminder of the In-Class Process

  4. P/J Math Week 5 Session 1Assignment 3, continued • A Reminder of Structure—First 20 Minutes: • Entire team works with full class on a rich topic problem (manipulatives and/or technology) • In-class assessment of presentation: Instructor (10%)

  5. P/J Math Week 5 Session 1Assignment 3, continued • Second 20 minutes: • Class is split into as many small groups as there are team members. • EACH Team member presents all four topic activities to her/his small group ~ 5 minutes/activity • SAME four activities for all team members • Should be two K-3 and two 4-6 • Ensure hands-on and/or technology

  6. P/J Math Week 5 Session 1Assignment 3, continued • Second 20 Minutes, continued... • In-class assessment: Peer, on individual team members(10%) – PLEASE make sure to give full name of presenter/small group leader on evaluation sheet • Also, date and topic (Don’t want mix ups!)

  7. P/J Math Week 5 Session 1Assignment 3, continued • Final 5 – 10 Minutes: • Large group closing, consolidation • Full team presentation • Questions may be asked (brief) • Fairness, Group to Group, very important • This first, especially, a bit of a testing out process. Time will be monitored, however.

  8. P/J Math Week 5 Session 1Problem Solving (TTPS) – review and evaluation • Recall the Three-Part Lesson (Before, During, After) • Now with an expanded “After” • After: Consolidation • After: Highlights/Summary • After Practice (newer) • In Ontario, a TTPS format called Bansho has become popular • See Small (2013) Chapter 4, p. 71 for a brief description. • Roughly, Bansho follows the pattern on next slide

  9. AFTER - Consolidation (focused on knitting ideas together from one solution to another towards the learning goal) BEFORE Activation AFTER Highlights/ Summary - <problem or previous day solutions> Record 2 solutions to Highlight math ideas mathematical annotations - either on the board or on the student solutions to make explicit mathematical ideas, strategies, and tools and to show relationships between the solutions DURING AFTER Practice • <problem> • “What information • from the problem • will we use to make a plan to solve the problem? Explain. • Record the info • In a list Labels (e.g., mathematical strategies)

  10. P/J Math Week 5 Session 1Problem Solving (TTPS) – evaluation • You will need to evaluate the work of individual children, even though they may often be working together. There are regular times when you want to see their personal mathematical understanding and ability to apply that to their own problem solving situations. • Think, for example, of EQAO context • (For me, TTPS is a mix of small group and individual opportunities) • Such evaluation can be challenging.

  11. P/J Math Week 5 Session 1Problem Solving (TTPS) – evaluation • Let’s work on the following example: • “Cue the handout” • Evaluation approaches (older and newer) • A child’s work to evaluate • Then we’ll discuss. • Return of Problem Set I

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