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Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot

Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot. Jan. 7 , 2014: Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward - 4 PM - 6 PM. Audio Setup Wizard & Group Norms - DO THIS NOW PLEASE.

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Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot

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  1. Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot Jan. 7, 2014: Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward - 4 PM - 6 PM

  2. Audio Setup Wizard & Group Norms - DO THIS NOW PLEASE • Please run the Audio Setup Wizard prior to each meeting. From above select: • Tools then • Audio then • Audio Setup Wizard • Please scroll through the first few slides and reread the technical group norms and discussion group norms prior to each meeting. (Note: Disregard this if you are on an iPad)

  3. Before - Technical Group Norms • Run the audio setup wizard prior to each session • Turn your mic on and off as needed • When in breakout rooms, once a timer has expired, wrap up your conversations and turn off your microphone • Use the step away button, emoticons, hand up/down buttons when appropriate • Alert us to questions that go unanswered in the chat box • Use the chat box to make connections as other people are speaking

  4. Share checkpoint description, book title, page number, activity name or description, etc. All voices must be included and participants must feel included Let people pass Take turns Interrupt politely Show enthusiasm using emoticons or the chat window Give everyone a chance to respond before you take a second turn Keep Lines of Thinking Alive Please refer to Table 4-2 From Comprehension Through Conversation on the following slide The discussion should move us to new understandings Before - Discussion Group Norms

  5. Before - Information Page • http://tinyurl.com/YukonEducation2013-2014for all of the info that you will need • The people in this group who are not in the Cypher IV Mathematics Leadership Project, just focus on the Numeracy Nets Sessions and ignore the Yukon Education Literature Circle Meetings • Paula.Thompson@yesnet.yk.ca (E-mail your data) • 867-667-8249 (Phone My Office) • 867-393-6339 (Fax Your Data) • 867-332-0025 (Text - Personal Phone)

  6. Tonight! • Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward • All groups 4 PM - 6 PM

  7. Materials • Numeracy Nets Binder: Bridging the Gap Between Assessment and Instruction Grades K-2, Grade 3, or Grade 6 • Teaching Student-Centered Mathematics Grades K-3, 3-5 and/or 5-8 by John Van de Walle • Headset with a microphone (Optional) • Student data and/or samples from the classroom for the purposes of our discussions together

  8. Learning Objectives (AFL Strategy) • Use Elluminate Live! with increasing ease • Continue to build/refine the self-assessment table • Continue to build up the summary data chart • Review the “Three-Part Format for Problem-Based Lessons” (About p. 16 - 21 of Teaching Student-Centered Mathematics) • Continue to set the stage for increasing the number of checkpoints (re)assessed

  9. Learning Objectives (AFL Strategy) cont’d • Dig deeper into the numeracy nets to enhance student learning by: • Completing Step 7 of the cycle for: • Checkpoint 6 (Grades K-3 Group) - The student solves a variety of addition and subtraction problems, using personal strategies. • Checkpoint 5 (Grades 3-6 Group) - The student chooses addition or subtraction to solve problems. • Checkpoint 7 (Grades 6-10 Group) - The student understands and applies relationships among the four operations. • That is, analyze student work to evaluate whether the instruction met student needs • Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint

  10. Grades K-3 Group Tanya Duchaine (Whitehorse) Andrew Cameron (Watson Lake) Vicki Fitzpatrick (Faro) – Away tonight Colleen Slonski (Faro) Grades 3-6 Group Laurie Berglund (Dawson) – Sitting in only and away tonight Cynthia Freeman (Carcross) Jane MacArthur (Carcross) – Away tonight Grades 6-10 Group Allysa Fryer-Thomas (Telegraph Creek) VéroniqueThériault (Whitehorse) (Re)Introductions

  11. You Can, Toucan, Math • This is a book that I ordered for you since it could be used within the context of the “3-Part Format For Problem-Based Lessons” for the checkpoints that we are digging deeper into as a group. • Checkpoint 6 (Grades K-3 Group) The student solves a variety of + & - problems, using personal strategies. • Checkpoint 5 (Grades 3-6 Group) The student chooses + or - to solve problems. • Checkpoint 7 (Grades 6-10 Group) The student understands and applies relationships among the four operations. • As requested at the last meeting, I sent everyone a copy of this book

  12. Ten on the Sled • This is a book that I ordered for the K-3 group since it could be used within the context of the “3-Part Format For Problem-Based Lessons” for the checkpoints that we are digging deeper into as a group. • Checkpoint 5 (Grades K-3 Group) The student knows that partitioning a group of objects does not change the total quantity. • Checkpoint 6 (Grades K-3 Group) The student solves a variety of addition and subtraction problems, using personal strategies. • I sent this book to everyone in the K-3 group after the last meeting

  13. Reflect Stems (This is a Pause-and-Think Self-Assessment AFL Activity – Phrases and Prompts from p. 22 Knowing What Counts: Self-Assessment and Goal Setting Second Edition by Kathleen Gregory, Caren Cameron, and Anne Davies) Share a funny experience from your classroom Identify one of your favourite math websites I feel good about … Two things I remember are … One thing that is new for me since our last time together is … I wonder what would happen if … One question I have is … If I could do something again differently, I would… I have been incorporating the use of the Numeracy Nets resource into my classroom by . . . Numeracy Nets are like . . . because . . . (The purpose of the use of metaphor is to engage participants in discussions and reflections on beliefs.) Before - Introductory Reflections

  14. Before - Continue to Build the Self-Assessment Data

  15. Before - Continue to Build An Excel Data Summary Chart K-3 Group Gr 3-6 Group Gr. 6-10 Group

  16. Before - Data Analysis • I want to help guide the work with the data that we have gathered by separating the processes of analysis and interpretation. • Analysis refers to examining the data for patterns • Interpretation refers to discerning what those patterns mean and what we are going to do about them. As busy teachers, we tend to be action oriented and are sometimes eager to move directly to problem-solving mode but before we decide what the data means, we have to know what the data is saying.

  17. Before - Data Analysis • Before I display our self-assessment data of our comfort level with the checkpoints and addressing the associated student needs and the data that we gathered from our students, what do you think that the data will show? • Quick Write • Share

  18. Think/Pair/Share Keep an open mind by looking for surprises. If you look only for confirmation, that is all that you will find. What do you see? What surprises you? What patterns do you notice? What similarities and differences do you see? What pieces of data stand out from the rest? What questions do you have? Before - Data Analysis (cont’d)

  19. Reflection Stems • What do you see? • What surprises you? • What patterns do you notice? What trends and patterns do you notice over time? • What similarities and differences do you see across the various data sets? • What pieces of data stand out from the rest? • What questions do you have? • Other?

  20. The Grades K-3 group was doing Activity 3.1 Equations with Number Patterns using the “3-Part Format For Problem-Based Lessons” The Grades 3-6 Group did the same activity. (From the K-3 Teaching Student-Centered Mathematics Book.) The Grades 6-10 Group did Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons During - Step 6: Implement the Instructional Plan (Review)

  21. Classroom Samples From Last Year (Cara in Telegraph Creek)

  22. Read Aloud • Organize students to work in pairs. One reads aloud various number sentences from either a textbook or a card and the other writes the number sentence. Include examples such as 7 + ? = 27 and 12 = ? - 5. Compare the written version with the original version to see if they are the same. If not, why? Create a list of the words used for the operation signs. Compare lists with other pairs to find more words.

  23. Unknown Number • Ask students to write open multiplication sentences to solve problems, and then say whether the unknown number is the number of groups or the amount in each group. • For example: Tanya has five times as many marbles as Jill; if Tanya has 70, how many does Jill have? • Or: Jill has five marbles; how many times as many marble does Tanya have if she has 70? • This could be written either as 5 x ? = 70 or as ? x 5 = 70. • Ask students to read their number sentences to others and say how it represents the situation. Ask: What does the missing number represent in each case?

  24. During - Step 7: Analyze Student Work & Evaluate The Instructional Plan

  25. Analyze student work and evaluate the instructional plan. Referencing the Three-Part Format for Problem-Based Lessons, describe the lesson that you delivered. In the before portion of the lesson I . . . In the during portion of the lesson I . . . In the after portion of the lesson I . . . Has the instructional plan addressed learning needs? How do you know? Id strengths and continuing needs relative to the Checkpoint. Determine what worked and what didn’t. Discuss how the instructional plan contributed to the observed strengths and try to identify what needs to happen in subsequent instruction to address the continuing needs. During - Step 7 & 8 Of The Cycle

  26. Reassess: Should we repeat from Step 4 of the Collaborative Planning Cycle for Addressing and Assessing Student Needs for Checkpoint 5/3, move to another Checkpoint, or both? Please refer to p. 17 of the Numeracy Nets book for the Collaborative Planning Cycle. During - Step 7 & 8 Of The Cycle

  27. Van de Walle Activities • (2.16 Build it in Parts) • 3.1 Equations with Number Patterns, page 73 (Grades K-2 and 3) - chosen last time • 3.2 Missing Part Subtraction, page 74 (Grade 3 Checkpoint 5) • 3.3 More Than Two Addends, page 76 (Grade 3 Checkpoint 5)

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