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Presenter Prep To prep/pack Handouts, passports, planning template, frayer model (lise) Index cards (4-5 different colours per table) 2-3 laptops (both) Music speaker Student passports Student math folders Math dictionaries Stamps Culm task E.g. of student folders, digital folder (Amy, Teshaun), notebooks Egs of marks tracking sheet? (or photograph) Criteria chart Fractions centers Data stick Set up on Day Music on, ppt set up, table cards Centers and manipulatives, laptops Handouts, passport Stamps Check video

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WELCOME! Math Centers in Intermediate? You Betcha! with Vera C. Teschow & Lise Grimwood

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Lise & Vera 7/8 Math Teacher, Pilot Mother of Twins Instructional Coach, Math Enthusiast, Avid Traveler

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Shoe and Tell

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Before anything else

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To introduce (and/or review) access to OTF Teacher Learning Collaboration participation and other Federation PD opportunities To familiarise participants with an overview of Vera's TLC Project: Math Centers in Intermediate To provide an opportunity to network and share resources with other colleagues interested in beginning to use or refining their use of a centers-based approach to teaching math Objectives:

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1.Veras Project 2.Centers Experience 3.Time to Plan Agenda

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The Project: OTF TLC Math Centers in Intermediate? You Betcha!

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Problem of Practice Students come to school with a diverse range of learning needs. How can one lesson meet the needs of ALL learners?!

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Theory of Action Daily Five/Literacy Caf Centers Model works for Primary Literacy, so Setting up a classroom of Independent learners in Math could free up the teacher to meet with students individually or small groups to work with them on what they need

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Getting There http://www.verateschow.ca/blog/math-centres-round-1

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OTF Teacher Learning Co-op Release time $ for resources slimmed down TLLP

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What Did it Look Like?

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Centers Develop Learning Skills

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Evolution Criteria-linked paper assessments Criteria-linked tracking sheets Learning Passports

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How Much Centers? 40-50% of the units (goal 60%) 30% = 3-part lessons Some traditional (model, followed by practice, etc.)

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Problems Everywhere

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Polyas 4-Step Model

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Look at the samples on your table What does the passport suggest about the students Learning skills? Mathematical interest? Relationship with the teacher? Relationship with family? What does the passport want to make you find out more about? What evidence is missing? Fractions Learning Passports

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Student Voices. How did students fill out the passports? Heres how one used her device to help

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Action: Experience Centres for Yourselves! Fractions, Ratios, Decimals & Percents, Grade 7 &8

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Good Morning, 810! Today well introduce the learning goal and copy it into our Fractions Passports, but FIRST well play a, to review what you already know about fractions, decimals & percents. THEN you will copy the success criteria for this unit into your learning passport. We will also introduce the new centres, and review centres expectations.

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Please take out your devices, and visit Kahoot.it You should have at least one device per table group please send Person B to borrow a laptop from around the room if needed. https://play.kahoot.it/#/k/0c91586d-62af-46e5-a996-054db6d39f54

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Things we Liked: Getting to choose which activities to do Working with our friends Spending as much or as little time as we needed to on a learning activity Getting help 1:1 or in a small group with Ms. Teschow Things we Didnt Like: Too noisy Not sure what to do sometimes Working in a small group or 1:1 with Ms. Teschow Last Time We Did Centers

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Learning Passport Person D, please come and get one fractions passport for each person in your group. Put your name on your passport, then take a few minutes to review this document. Think: How will this passport help keep me on track with my work during this math unit? What questions do I have about it?

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Things we Liked: Getting to choose which activities to work on Working with our friends Spending as much or as little time as we needed to on a learning activity Getting help 1:1 or in a small group with Ms. Teschow Things we Didnt Like: Too noisy Not sure what to do sometimes Working in a small group or 1:1 with Ms. Teschow Last Time We Did Centers

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Fractions Learning Goal I will understand that fractions can represent parts of wholes, parts of sets, parts of measures, division or ratios. I will see that there are many ways to represent fractions and different procedures for computing with fractions, just as with whole numbers. Please find the appropriate page, and copy this learning goal into your Fractions Passport.

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1.Math Word Study 2.Manipulatives as Thinking Tools 3.Computer (www.mathclips.ca) 4.Looking, Reading, Thinking 5.Math Inquiry 6.Problem Choice 7.Math Game 8.Math Journal What/Where are the Centres?

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Choose a Ctr in your Passport What do you notice?

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Things we Liked: Getting to choose which activities to work on Working with our friends Spending as much or as little time as we needed to on a learning activity Getting help 1:1 or in a small group with Ms. Teschow Things we Didnt Like: Too noisy Not sure what to do sometimes Working in a small group or 1:1 with Ms. Teschow Last Time We Did Centers

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What are some things we can do if we need help while working on centers? Please take a moment to brainstorm some ideas at your table group, then write them down on the blank page in your Fractions Passport!

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Add these to your list if you dont already have them 1.Check the problem-solving guide in your math folder: Reread the question/problem/center instructions Make sure you understand all the words 2.Use a math dictionary to look up words or concepts you are not sure about 3.THINK!!! 4.Ask a friend at the center 5.Use a textbook: Look up a word in the glossary Look up a concept (check the index or contents) 6.Ask Ms. Teschow or another teacher in the room (be prepared with a specific question, so we can help)

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Things we Liked: Getting to choose which activities to work on Working with our friends Spending as much or as little time as we needed to on a learning activity Getting help 1:1 or in a small group with Ms. Teschow Things we Didnt Like: Too noisy Not sure what to do sometimes Working in a small group or 1:1 with Ms. Teschow Last Time We Did Centers (but I wont post it up on the board anymore)

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Please copy the Success Criteria for your Grade into your Learning Passport. They are posted on the chart paper at the front of the room. Working on Centers! You will need: Math folder Pencil Learning passport

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Work through the activities at one fractions centre of your choice, or browse through a few different centers Ms. Grimwood will be on hand to stamp your passport to get a stamp, you must show her evidence of your work Ms. Teschow will be available at the round table for people who want help with multiplying fractions You have 15-20 minutes to explore

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I will understand that fractions can represent parts of wholes, parts of sets, parts of measures, division or ratios. I will see that there are many ways to represent fractions and different procedures for computing with fractions, just as with whole numbers. Fractions Centres Learning Goal:

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Time to Reflect 1.In your Learning Passport, find the page(s) for the center(s) you completed today. 2. Think about your centers work today. 3. Record your reflection(s), and put your learning passport into your math folder.

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Debrief; A Few Questions (and Answers) Growth Mindset for All

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Assessment, Tracking Criteria-linked assessments (pp 8,9 in handout) & culminating task Student tracking page (pg 10) Report card comments & reporting to families Passport vs Notebook Digital vs Paper (STUDENT VOICES: Amys Device)

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Keeshas Culminating Task

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Taifs Culminating Task Lauries Flipagram in email (or Dilyar & Tonys -- https://www.youtube.com/watch?v=aImWgqsdVZU&feature=youtu.be ) https://www.youtube.com/watch?v=aImWgqsdVZU&feature=youtu.be Rohans Educreation: https://www.educreations.com/lesson/view/how-to-multiply-fractions/31432258/?s=TxH8dA&ref=appemailhttps://www.educreations.com/lesson/view/how-to-multiply-fractions/31432258/?s=TxH8dA&ref=appemail

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The math centers did not help me learn, there would be no explanation and the teacher would always be busy with the same students, those students would be TAUGHT BY A TEACHER what to do and what would be on the test. the rest of use would be left to figure it out by ourselves and try to guess what the teacher expected. Challenges & Opportunities

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Use of in-class support people Establishing (or re-establishing) foundational skills Learning Skills Comments (handout, pg 7) Desire to learn & close gaps vs. adolescent self consciousness and distractions Scope & Sequence: Too many success criteria Teaching old dogs new tricks What my (childs) mark? (its on the next slide!) Challenges & Opportunities

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Turning Descriptive Feedback into a Report Card Mark

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One size will never fit all! The centers are a great idea of helping student like me learn and explore the different activities in the curriculum. this sucked students should never have to do this ever again

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some were difficult and really difficult to understand, but I over came with this problem by, speaking with a friend, teacher, any adult in the room. Although it was difficult, I like challenge, so it was a good challenge, that not only taught me a math lesson, but how to overcome a problem. (Math) But hear this:

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Centers develop learning skills! Being organized Staying focused Becoming resourceful (math texts, dictionaries, friends/peers, adults) Choosing with whom to work and what to work on Thinking Developing perseverance I think that if you want to be successful in centers you will need lots of practice -- at first it will affect your grades

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Some Praise from Those who Learned Centers are the best way to learn more in math. Doing a lesson for like 20 minutes is just a waste of time, especially working in a textbook.

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A Little Housekeeping

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Consolidate Now YOU Try!

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1.Choose a Unit you are currently working on, or will be working on before the end of the year 2.Which overall curriculum expectation will you focus on? 3.What specific expectations comprise that key concept? How can you turn these into student-friendly success criteria? What is the key vocabulary? 4.What are some of the learning activities students could do to explore the key concept and develop ways of demonstrating the success criteria? 5.How might you assess student thinking, communication, knowledge and skills, and application? Alone, with a Partner, or in a Group

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How did it go?

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Stay focused, ask Ms. Teschow if you need help for anything and challenge yourself

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1.Affirmation Something I already knew or believed that was confirmed for me in todays session 2.A-ha! Moment Something new I learned today Or, something I am excited to try out with my own students 3.Question Something I am still wondering about Give One/Get One On a blank spot on your handout, please number: 1. 2. 3.

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1.Same colour 2.Different colour 3.Choice Share your thoughts

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Maryam Mirzakhani Many students don't give mathematics a real chance. I did poorly in math for a couple of years in middle school; I was just not interested in thinking about it. I can see that without being excited mathematics can look pointless and cold. The beauty of mathematics only shows itself to more patient followers.

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Thank you!

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BirdieChamp.com Zone of Proximal Development (ZPD)