Creating, Collaborating and Computing in Math

Creating, Collaborating and Computing in MathEnhancing the teaching and learning of mathematics using technologyYear 4 (2016-2017)

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

ARRIVE ON-TIME AND PREPAREDREMAIN ON TASK /TOPICBE AN ACTIVE MEMBER OF THE GROUPWITHOLD ALL JUDGEMENTRESPECT OUR PEERSRESPECT 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.

Todays Learning Target

Welcome and introductionsSharing Lets look at the researchDesigning a rich task

Agenda

Sharing Your Experience3 identified strategies/practices Math JournalsMath TalkOpen 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?

Break after7

What is your learning target?Instructional ObjectiveTeacher point of viewLearning TargetStudent Point of ViewWhere does it come from?Program, POLFramed in student friendly languageWho uses it?Teacher to guide instructionTeacher and student to determine understanding of the lesson.What does it describe?Describes content knowledgeUses teacher languageAsks What am I going to learn?Uses student language

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 endedEncourages multiple student strategiesPromotes inquiryHands onVisualLow floor/high ceilingAsks the problem before teaching the methodCo-Planning a Rich Task

Take 20 minutes to look through book, discuss and select a rich task p 9111

Co-Planning a Rich Task Select a rich mathematical task to support your identified learning target.Integrate if possible what youve learned from the articlesFacilitate productive questioning during instruction to engage students in the mathematical practice.Ask questions that encourage students to share their thinkingAsk questions that require students to explain their thinking processAsk questions that requires students to provide more detail

One of the three practices

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Assessment for a growth mindset (ch.8)Read sectionGrading (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.

Third part-lunch

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