Effective Questioning: Gap Closing Grade 9 Student Success Summer Program 2011 Mathematics 7-12

Effective Questioning: Gap Closing Grade 9

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Student Success Summer Program 2011 Mathematics 7-12

Gap Closing Institute GoalsParticipants will:

•

Develop a deeper understanding of how to plan, implement, and support struggling students when using open questions and parallel tasks

Increase pedagogical content knowledge about integers

Increase awareness of MathGAINS resources forGap Closing and how to use them

Minds On: Grade 9 Gap Closing

• What is it?

• What does it target?

• How is it designed?

• What does the Grade 6 GC data show?

Grade 9 Gap Closing• Prepares for success in Gr. 9 Applied or Academic

• Targets gaps in Number Sense, Measurement, and Algebra

• Provides appropriate intervention

Grade 9 Gap Closing

• Similar structure to Grade 6 GC NS

• Diagnostic assessments,

• Open Questions

• Think Sheets

• Facilitator Support

• Student and Teacher choice

Grade 6 Gap Closing Data

• Improved achievement

• Narrowed the Gap

• Improved confidence

• Increased perseverance

Grade 9 GC – Integer Module• In the Student Book complete the

diagnostic individually (pages 3 and 4).• Highlight any questions that you think

some Grade 9 Applied students may have difficulty with.

• Counters, blank number lines and glue are available on your table.

Integer Diagnostic: Areas of Difficulty• show of hands if questions were

highlighted in

• 1 to 4

• 5 to 8

• 9 to12

• 13 to 14

Turn and Talk

1. Why do you think the sections were separated in this way?

2. What does the number of highlights in each section tell you about students’ understanding of Integers?

3. Why might a student struggle with integers? 4. How does the understanding of students in Grade 9

Academic compare to the students in Grade 9 Applied classes?

5. What models might students use in questions 6, 8, 10, and 12

Action: Getting to Know the Materials• Read page 3 of the Facilitators Guide –

make connections to the curriculum

• Read page 4 - why might a student struggle when working with integers

• Read pages 5 and 6 - compare your diagnostic solutions to the ones provided

• Share other strategies used

Jigsaw• Consider the group of four that you are in

as your home group.

• Choose a card from the envelope on the table.

• Find 3 other people with the same card and form an Expert Group.

• Follow the instructions on the handout to complete your task.

Home Groups

Place one heading on one piece of paper:• Questions to Ask• Using the Open Question or Think Sheet• Consolidating and Reflecting

Follow instructions on BLM 4.3 and record group responses under each heading.

Gallery Walk• Post charts together by title.

• Identify a recorder.

• As a group walk around to view everyone’s ideas.

• Discuss similarities and differences.

• Recorder annotates graffiti style on the posted charts.

Reflecting

• What role do open questions play in the Gap Closing materials?

• How was the Jigsaw activity like a parallel task?

Classroom Dynamics – Case StudiesFour Corners - Numbered Heads 1- 4

Corner 1 – Managing Manipulatives

Corner 2 – Managing a Gallery Walk

Corner 3 – Managing Differentiated Instruction

Corner 4 – Managing a Parallel Task

Classroom Dynamics – Case Studies• Reader: reads the case study to the group

• Recorder: makes note of group strategies to prevent or remedy the situation

• Reader #2: reads an actual teacher’s strategy

Debrief: Classroom Dynamics

• Each corner takes a turn:– Read the case study– Share some strategies that your group

discussed– Share the real classroom example

• Return to your seats

Classroom Dynamics Reflection

BLM 7 Reflection: Classroom Dynamics Case Studies

Something that was "pointed" out that I learned today about classroom dynamics

Something that "squares" with my thinking about classroom dynamics

Something about classroom dynamics that's still "going around" in my head

Planning for the Whole Class

Planning for the Whole Class• In pairs select an intervention category

from the Gap Closing Integer Module

• Create a three part lesson for a Grade 9 Applied class

• Identify the expectations, the big idea, and the learning goal(s) for the lesson before you start (refer to handout)

Consolidate Sharing with Critical FriendsPair Share:

•In groups of four - two pairs share their lessons with each other

•Provide some feedback to each other

Gap Closing Institute GoalsParticipants will:

•

Develop a deeper understanding of how to plan, implement, and support struggling students when using open questions and parallel tasks

Increase pedagogical content knowledge about integers

Increase awareness of MathGAINS resources forGap Closing and how to use them