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Creating, Collaborating, and Computing in Math (CCC-M)
Creating, Collaborating and Computing in Math
Enhancing the teaching and learning of mathematics using
technologyYear 2 (2014-2015)
Riverside School Board and McGill University- October 7th, 2014
9:00 Introductions and Recap of year 1
Objectives and Activities for year 2 9:45 Tina and Kristie Sharing 10:30 Break 10:45 Teaching students to problem
solve 12:00 Lunch 13:15 Survey 13:45 Formative Assesment 15:30 Planning for school visits
Agenda
Introductions
Welcome to the team!
1. Student success in mathematics
2. Digital literacy
3. Focus on the transition from elementary to secondary
4. Use of data to monitor and orient practice, inquiry, and learning
5. Professional learning network
CCC-M Website: http://ccc-m.wikispaces.com/home
Key Themes of CCC-M project
1. Foster a community of practice in mathematics teaching and digital tools
2. Develop collective understandings of the situation
3. Develop practice in terms of using digital tools for ourselves and for students
4. Sharing, reflection, and inquiry
5. Consolidate a long-term partnership between RSB and McGill
Objectives for Year 1
We have identified the following:
1. Transfer of knowledge
2. Decoding Application Questions and Situational Problems
3. Student Engagement and Motivation
Identified Problem Areas in the learning of mathematics
1. Develop and test solutions based on collective understandings of the situation
a) Design and implement video-based lesson studies
b) Develop practice of using digital tools for teaching and learning math
c) Facilitate reflection and inquiry as well as sharing
2. Continue the professional learning network in mathematics teaching and digital tools
3. Consolidate a long-term partnership between RSB and McGill
Objectives for Year 2
Video-based Lesson Study
InquiryReflection
Three Main Activities
Lesson Study
(Hart, L. C., Alston, A., & Murata, A. (2011). Lesson study research and practice in mathematics education. New York: Springer.)
Lesson study: Kristie and Lindsay
Reflective practice: Monica and Caitlin
Inquiry teacher: Brad and Brandon
Lead Teachers
Planning for Situational Problems
Sharing by Tina and Kristie
Three strategies:
Getting at the math question
Using a Bar model to represent a
problem
Error analysis –How/why is it wrong?
How can you correct it?
Teaching students to problem solve
Consider the following application question:
Getting at the Math Question028
Name: __________________ Date: ______________
ACTION SITUATION OP1 Operations
(Natural Numbers) (8)
Observable manifestations of a level…
5 4 3 2 1
Eva
luat
ion
C
rite
ria
Analyze Choice
Application
Justification
The CN Tower has 4 observation decks f or tourists. The higher one climbs, the more spectacular the view is, especially when the weather is good. At 342 metres, there is an exterior observation deck with a glass floor… I personally had the opportunity to walk on the floor and let me tell you it is an incredible f eeling!
Someone asked, is the glass really solid? The guide quickly told us that the glass floor of the CN Tower can hold up to 14 hippos.
One male hippopotamus weighs on average 3 tonnes
One tonne is equivalent to 1 000 kg.
Human adults weigh on average 70 kg.
Calculate the number of people that the glass surf ace of the CN Tower can support without risk of collapsing. Has this reassured you?
We can use a web diagram to pull out the important information in the problem
At the centre of the web is the question we are working to solve
What is the problem asking?
Surround the task with the important information from the problem. If there is information you won’t need, cross it out.
Problem Title: ___The Glass Floor______________
One male hippo weighs 3 tonnes
Calculate the # of people the CN tower floor can support. Has this reassured you?
The question in the text is not always a math question (ex. Has this reassured you)
The math question is the final result/amount you are looking for. Another way to think of this is to have students consider “How will you know when you’re done?” – Which calculation will you do that will give you your final answer?
What’s the Math question?How many humans (70kg each) are equal to the weight of 14 hippos (3 tonnes each)?
What’s the math question
A bar model can be used to represent several types of problems
It allows to visualize the know and unknown values in the problem and the relationship between them
http://www.youtube.com/watch?v=YeIN4Z1-KXc
Using a bar model
Once the problem has been modelled, the steps needed to solve it become more apparent Determine the weight of 1 hippo in kg (3x1000) Find the weight in kg that the floor can hold (weight of 1
hippo x 14) Find out how many humans are equal to that weight
(÷70)OR Find out the weight the floor can hold (14 hippos x 3
tonnes) Convert that weight to kg (x 1000) Find out how many humans are equal to that weight
(÷70)OR…
Now list the steps…
The solution you are given is wrong (no guess work, students can’t “opt out” by saying they think it’s right)
How/Why is it wrong? What error did this student make? Was it a minor error or a conceptual error?
What would you do differently to make it correct?
Analysing errors
After a bit of guided practice, this strategy works well for homework:
Answers are on the board as they arrive – quickly circle/put a dot/etc. next to the ones that are wrong.
In a group of 2-3 discuss WHY they are wrong and how you can fix them
The discussion is not about finding the right answer (that’s on the board!). The purpose is to understand what you did wrong and how to fix it.
Choose a math problem (Sit Prob or Application) or a POL learning target that you will be teaching in the near future and do the following:
1. Think about conceptions and misconceptions
2. Share teaching strategies
3. Plan a lesson
4. Rehearse the lesson with your peers
Community of Practice
Consent form and Survey
Recall Hattie’s ranking of influences and effect sizes related to student achievement.
Do you remember which teaching factor has the highest influence on student achievement?
http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/hattie-ranking-teaching-effects/
Teaching practices and impacts on student success
Guiding Instruction through common formative assessments:
https://www.teachingchannel.org/videos/guide-instruction-with-cfas
Common Formative Assessment
Assess
Plan lesson
Convey targets
Activate learning
Assess
Provide Feedbac
k
Adjust
Activate Learning
Continuous Formative Assessment
Pre-Instruction (beginning of
unit)
During Instruction
Types of Formative Assessment
Pre-Assessment or during the learning cycle
Reflections or self-assessments (e.g. checklist) Response systems (or paddles) Ticket-in or Ticket-out Engineered discussions Tasks (e.g. 3 minute paper or 1 sentence
summary)
Activities in groups (e.g. observing peer work and conversations)
Quiz (for feedback on learning not marks) Peer checking (correcting)
Misconception Check:Provide students with common or predictable misconceptions about a specific principle, process, or concept. Ask them whether they agree or disagree and explain why. Also, to save time, you can present a misconception check in the form of multiple-choice or true/false.
Types of Formative Assessment (continued)
Why FA?
From the website The Teaching Channel:
1. Watch videos on FA
2. Tag a few of your favorites
3. Reflect on the type and the purpose of the formative assessment shown in the video
4. Discuss why you like it and how you would implement this strategy in your classroom
You will find a suggested list of videos on Edmodo
Formative Assessment Activity
Discussion on FA videos
Revisit the purpose of the community
Subgroups within the Edmodo community
App Sharing
Edmodo and the community of practice
Dr. Alain Breuleux: a[email protected]. Gyeong Mi Heo: [email protected]
Karen Rye: [email protected] Morotti: ti[email protected] Frechette: [email protected]
Thank you and have fun!
