CCC-M F2F meeting_161101

Creating, Collaborating and Computing in Math

Enhancing the teaching and learning of mathematics using technology

Year 4 (2016-2017)

Riverside School Board and McGill University- November 1st, 2016

• ARRIVE ON-TIME AND PREPARED

• REMAIN ON TASK /TOPIC

• BE AN ACTIVE MEMBER OF THE GROUP

• WITHOLD ALL JUDGEMENT

• RESPECT OUR PEERS

• RESPECT THE STUDENTS: no mention of names (looking at facts not behaviours)

• REMAIN POSITIVE AND SUPPORTIVE

Group Norms

• We will work collaboratively to design and plan a rich task relevant to our student learning targets.

Today’s Learning Target

• Welcome and introductions• Sharing • Let’s look at the research• Designing a rich task

Agenda

Sharing Your Experience• 3 identified strategies/practices • Math Journals• Math Talk• Open Ended Tasks

• Observations, Questions, Feedback

What does the research say?• Read the article associated with the strategy for your group and

discuss the following:• What did the research conclude?• What information is there to support the practice or strategy?

What does this look like in your classroom?• After reading the research, what might you change, is there a

process/ topic that you might focus on?

What is your learning target?Instructional ObjectiveTeacher point of view

Learning TargetStudent Point of View

Where does it come from? Program, POL Framed in student friendly language

Who uses it? Teacher to guide instruction

Teacher and student to determine understanding of the lesson.

What does it describe? Describes content knowledgeUses teacher language

Asks “What am I going to learn?”Uses student language

What do my students know from previous lessons?

What must they learn during this lesson?

Where are my students headed?

Designing Learning TargetsThe Trajectory

• Select a rich mathematical task to support your identified learning target.• What is a rich mathematical task? (Jo Boaler p.77-87)• Open ended• Encourages multiple student strategies• Promotes inquiry• Hands on• Visual• Low floor/high ceiling• Asks the problem before teaching the method

Co-Planning a Rich Task

Co-Planning a Rich Task • Select a rich mathematical task to support your identified learning

target.• Integrate if possible what you’ve learned from the articles• Facilitate productive questioning during instruction to engage

students in the mathematical practice.• Ask questions that encourage students to share their thinking• Ask questions that require students to explain their thinking process• Ask questions that requires students to provide more detail

Assessment for a growth mindset (ch.8)• Read section• Grading (pgs. 142-143 & 147)• Assessment for learning (pgs. 148 to 150)• Diagnostic comments (pgs. 164 to 167)

• Thoughts, reflections, comments, feasibility

Co-Planning a Rich Task • Select a rich mathematical task to support your identified learning

target.• Facilitate productive questioning during instruction to engage

students in the mathematical practice.• Collect and use student evidence in the formative assessment

process.