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Improving Mathematics Achievement of Students in the Junior Division

Improving Mathematics Achievement of Students in the Junior Division. TDSB and LNS Junior Math Strategy (CIL-M and GCS) Tues Apr 5, 2011. Wanda De Castro Jung Choi-Perkins MaryLou Kestell your co-learners. Learning Goals.

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Improving Mathematics Achievement of Students in the Junior Division

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  1. Improving Mathematics Achievement of Students in the Junior Division TDSB and LNS Junior Math Strategy (CIL-M and GCS) Tues Apr 5, 2011

  2. Wanda De Castro Jung Choi-Perkins MaryLou Kestell your co-learners

  3. Learning Goals • Articulate school goals for this professional learning process • Experience a co-teaching process in a grade 4-5 classroom • Do math together • Clarify next steps

  4. Agenda 9:00 - 9:15 Setting Learning Goals 9:15 - 10:30 Preparing for Co-Teaching 10:30 - 10:45 Break 10:45 - 12:00 Co-Teaching Grade 4-5 12:00 – 12:45 Lunch 12:45 – 1:15 Doing the Math 1:15 – 2:45 Split up gr 4 & 5 and gr 6 2:45 – 3:30 Introduction to the WIKI

  5. Last time together, we did this… • Using post its • Identify your needs to best serve your students • you want us to address during this PLC • What is it that I professionally need out of this experience? • Sort circle label/ name • Write learning goals • Learning goals for each school…

  6. Setting Goals and Articulating Success Criteria • What are your school goals for our 9 weeks of working together? • How will you know you have been successful?

  7. Flexibility and In-flexibility Within CIL-M CIL – M Teaching through problem solving using the 3-part lesson framework Role of learners Asset model Classroom component with co-teaching Use of professional resources

  8. Collaborative Inquiry for Learning – Instructional Model CIL – M CIL-M is • focused on formalizing student-generated, informal, mathematical thought • begins with students’ mathematical thinking • is centred on making sense of the thinking everybody shows (evidenced) • and is concluded and consolidated by summarizing the collective thinking of the class • meant to include the introduction and formalization of the mathematical notation, vocabulary and conventions of representation

  9. Collaborative Inquiry for Learning – Instructional Model CIL – M Ideally, the strategies, vocabulary, number fluency, organizational senses, analysis, and logical thought learned in math class are used in the lives of the students again and again, throughout the day, the month, the year, and FOREVER. CIL-M, of course includes… • the formalized mathematical knowledge is applied, connected, argued, proved, discussed and practised after consolidation • the shared knowledge is continually reviewed, adapted, refined, represented, described and communicated and used to make decisions when solving problems throughout the rest of the unit of study, the day, the month, the year

  10. 3-part Problem-Solving Lesson Design BEFORE • Activating prior knowledge; discussing previous days’ methods to solve a current day problem DURING • Presenting and understanding the lesson problem • Students working individually or in groups to solve a problem • Students discussing solution methods AFTER • Teacher coordinating discussion of the methods (accuracy, efficiency, generalizability) • teacher highlighting and summarizing key points • Individual student practice (Stigler & Hiebert, 1999)

  11. Today’s 3-part Problem Solving Lesson

  12. Minds On You have finished 2/4 of a race. Your cousin has completed 1/4 of a race. Who has to run farther to finish the race?

  13. Working On It There are 3 partly eaten chocolate bars on the counter.  The first chocolate bar has 2/3 left. The second chocolate bar has 2/4 left.  The third chocolate bar has 2/6 left. Which chocolate bar would you pick? Why? Show your thinking. Modified from Gr. 6 EQAO, 2007, #29

  14. Consolidation 3 parts • Students discussing their mathematical thinking • Teacher facilitates and annotates re-presentations and introduces vocabulary and formal math notation • Practise

  15. Consolidation: Part 2 Highlights and Summary

  16. Prepare A4L Seating Plan tool

  17. BREAK15 min

  18. Co-Teaching Protocols

  19. LUNCH 45 min

  20. Doing the Math Jonathan opens the weekend flyers and sees his favourite brand of hockey sticks on sale in three different stores. • One shows a 25% discount. • Another shows 1/3 off. • A third shows the sale hockey sticks cost 0.45 less than the original price. Which discount would save Jonathan the most money? Show how you know using a variety of tools.

  21. Split Up • Grade 6 Gap Closing teachers and support people • Grade 4-5 teachers and support people

  22. Gap Closing

  23. Reflection

  24. JMStdsb WIKI • You should have received an invitation on Saturday to join the wiki. • These are the addresses I used… Jeremy.Pritchard@tdsb.on.ca Susan.Gopaulsingh@tdsb.on.ca Brett.Simonton@tdsb.on.ca Dora.Barlas@tdsb.on.ca Jason.Martorino@tdsb.on.ca Yusuf.Gulamhusein@tdsb.on.ca Maria.Panopoulos@tdsb.on.ca Shane.Dyce@tdsb.on.ca Tanya.Mui@tdsb.on.ca Denise.Colby@tdsb.on.ca Kamila.Hutchinson@tdsb.on.ca Helen.Stojanovic@tdsb.on.ca Sasha.Mohan@tdsb.on.ca Andre.Siriram@tdsb.on.ca Cynthia.Ndanasundaram@tdsb.on.ca Diana.Janakievski@tdsb.on.ca Daniel.Stern@tdsb.on.ca Chine.Hamid@tdsb.on.ca Sandy.Fissekas@tdsb.on.ca Manju.Dhunna@tdsb.on.ca

  25. Remember Dates pm

  26. Location Next Time • Homework…

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