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

• 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

Agenda9:00 - 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

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…

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?

Flexibility and In-flexibility Within Flexibility and In-flexibility Within CIL-MCIL-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

CIL

– M

Collaborative Inquiry for Learning – Instructional Model

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

CIL

– M

Collaborative Inquiry for Learning – Instructional Model

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

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.

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)

Today’s 3-part Problem Solving Lesson

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?

Minds On

Working On ItThere 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

Consolidation 3 parts

1. Students discussing their mathematical thinking

2. Teacher facilitates and annotates re-presentations and introduces vocabulary and formal math notation

3. Practise

Consolidation: Part 2 Highlights and Summary

Prepare A4L Seating Plan tool

BREAK15 min

Co-Teaching Protocols

LUNCH

45 min

Doing the MathJonathan 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.

Split Up

• Grade 6 Gap Closing teachers and support people

• Grade 4-5 teachers and support people

Gap Closing

Reflection

JMStdsb WIKI• You should have received an

invitation on Saturday to join the wiki.

• These are the addresses I used…Jeremy.Pritchard@tdsb.on.caSusan.Gopaulsingh@tdsb.on.caBrett.Simonton@tdsb.on.caDora.Barlas@tdsb.on.caJason.Martorino@tdsb.on.caYusuf.Gulamhusein@tdsb.on.caMaria.Panopoulos@tdsb.on.caShane.Dyce@tdsb.on.caTanya.Mui@tdsb.on.caDenise.Colby@tdsb.on.ca

Kamila.Hutchinson@tdsb.on.caHelen.Stojanovic@tdsb.on.caSasha.Mohan@tdsb.on.caAndre.Siriram@tdsb.on.caCynthia.Ndanasundaram@tdsb.on.caDiana.Janakievski@tdsb.on.caDaniel.Stern@tdsb.on.caChine.Hamid@tdsb.on.caSandy.Fissekas@tdsb.on.caManju.Dhunna@tdsb.on.ca

Remember Dates

pm

Location Next Time

• Homework…