Upload
mcgillrsb
View
82
Download
0
Embed Size (px)
Citation preview
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.