Final Plenary

Sandy DiLena and Shelley Yearley

Agenda

• Consolidating Our Learning• Aha Moments• Tensions and Paradoxes• Professional Learning Opportunities• Thank You’s

CONSOLIDATING OUR LEARNING

Go back to your mind map

• Amplify or change• Add / delete• Include metaphors / images / title

Gallery Walk

• What do you see that is similar to what you are thinking?

• What do you see that is interesting and different?

• What do you see that gets you thinking?

Revise

• Discuss your findings.• Make revisions to your mind map.• Let’s discuss resonance and dissonance

Metaphors / Analogies

• Canoe - steering from the back• Pilots landing a plane• Train• Bus tour• Parachute jumping• Apple and core• Wheel

AHA MOMENTS

Aha Moments from the Week

• Regional groups• Model groups

Barrie Region

• Improved teacher efficacy improves student learning

• It is important for facilitators of mathematical learning to have math content knowledge

• Math is the matrix for student success

London/North Bay Regions

• Math is the new metric.• Impressed at how strongly teacher efficacy

impacts student efficacy.• Facilitation in math is different from

facilitation in other subject areas.

Ottawa Region

• Teacher efficacy has a significant impact on student achievement and can over-ride socio-economic impacts.

• The ORID structure can be identified in other strategies currently in use, including literacy instruction and conflict resolution.

• There are a lot of conversations that need to be continued – it is important to remember to provide ample time when planning.

Toronto 2 Region

• Math is a greater predictor of student future success in school than literacy.

• The importance of teacher efficacy – finding out what it is and the impact it has on student success.

• There is a difference between math facilitation and general facilitation.

Toronto/Thunder Bay Regions

• Presentation is different from facilitation.

• Math is the new metric.

• Geometry is a predictor of school success.

Adobe Connect• Way cool! I can see so many uses for this. I can

plan presentation and workshops with people far away.

• Breakout groups allow me to differentiate tasks for my group

• I find the coding very helpful. It has helped me realize that the roles shift like lightning within a dialogue. I think it will make me more self-aware as a facilitator.

• This works on my tablet! How cool is that!

CIL-M• The structure is intended to serve the

professional learning vs professional learning fulfilling the model structure

• The purpose of research is to challenge what we believe (feeling uncomfortable is evidence that this is happening)

• We learn more about student thinking through observing and listening to the students then just analyzing their written work

Coaching

• Open-ended vs. open-routed• Importance of pre-planning scaffolding

questions• As a coach, the type of questions used can

determine the direction the team moves.

Collaborative Action Research

• Examining a problem in teaching and learning as a foundation for a research/inquiry question

• Seeing concrete examples of research (qualitative and quantitative data) and how it connects with the work we do in classrooms

• Opportunities to make connections with our boards to access resources

Resource Room

• It is not cheating to quickly select a range of appropriate resources for a colleague

• The excitement around creating resources for the parent audience.. Bring on Mathies

• People new to the role who have used classroom materials were excited to find a wealth of facilitation resources

TENSIONS AND PARADOXES

Tensions (Paradoxes) Identified

goal oriented yet flexiblefocus on the big stuff yet narrow in for precisionanticipate needs yet be ready for surprisespedagogy yet contentcreate new knowledge yet convey known knowledgecultural capital yet self-doubtlearner yetfacilitator

Some of the paradoxes identified by a team of 3 facilitators engaged in

collaborative inquiry about their work (2012-2013)

Revealing and Mining the Tensions

• Challenge you to do this:– Next year, keep a log of tensions you are noticing– Share these with a colleague or if appropriate your

professional learning team– Write about it– Learn from it– Topic for future meetings together (capacity

building meetings)

Why Content?

Research indicates focusing on specific content has significant impact.There are challenges:• Important mathematics vs. important in the

moment mathematics• Connecting across grades and courses• Instructional processes and policies appear to

be taking a back seat

Big Challenge: Facilitating math when you don’t know it all

Complexities of facilitating math - no simple or quick solutions but…. (i) in-between session learning (ii) sustained team inquiry(iii) moves beyond surface learning with content focus• Networking in this room (find some buddies – help one

another with content)• Networking in your own district (find more buddies!) that can

help you• Honouring people who are not particularly strong in math;

for that person inquiry involves risk-taking and learning stance

None of us know it all….

PROFESSIONAL LEARNING OPPORTUNITIES

Professional Learning Opportunities

• Regional Board Teams– Capacity Building K-12

• Board/School Educator Teams– Provincial Mathematics Facilitators

• Individual– Adobe Connect Sessions/Series – specific topics

• Other

Capacity Building K-12 SessionsRegion Dates

Toronto September 26 and 27

London East October 1 and 2

Thunder Bay October 16 and 17

Sudbury October 16 and 17London West October 21 and 22Barrie October 29 and 30Ottawa November 5 and 6

THANK YOU’S

Kempenfelt Staff

• Great Food• Awesome Service• Beautiful Facility• Fresh Flowers• Flavoured Water• Hot Camp Fire with Yummy S’mores

Breakout Facilitators - ThursdayCAR Coaching CIL-M Adobe Connect

TaraFlynn

Irene McEvoy

JonathanRajalingam

ShirleyDalrymple

ErinJenkins

John Rodger

SharonUlett-Smith

BruceMcKay

RodYeager

Resource Room Tour Guides

Myrna Ingalls

Agnes Grafton

CAMP 2013 Planning

Kaye Appleby

Sandy DiLena