Promising PracticesDistrict School Board Ontario North East

Gradual ChangesA greater focus on hands on learning using

manipulativesLess teacher directed lessons and more

collaborative learning with students working together

A shift from large scale workshops to job embedded PD

Open QuestionsAllow all students to have an answerBased on 3 strategies:

Start with the answer The sum of 2 integers is 8. What could the

integers be?Similarities and Differences

How is calculating the volume of a cylinder like calculating the volume of a triangular prism. How is it different?

How is multiplying 6 x 20 like multiplying 60 x 2?Leave the values open

Choose 2 fractions and find the difference

Parallel TasksSets of tasks (2-3) that focus on the same

big idea while meeting the different ability levels of the class.

Use common consolidation questions to get at the big ideas.

Allow choice (sometimes student, sometimes teacher) as to tasks.

Students can select a task for which they do not need scaffolding.

Example:Choice AThe mean of a set of numbers is 8. What

might the numbers be?

Choice BCreate a set of data in which the mean is

greater the median.

January to June 2009 • 2 Math coaches • Differentiation through Open Questions• Developed “Haileybury Model” in which staff and students learn together with a one on one debriefing session to follow. Only 1 supply teacher is needed for a school wide PD opportunity.

Math Coaches

• PRIME (Identified weaknesses in number sense)• Individual Coaching• Organizing and effectively using manipulatives

Continued….

• Job Embedded PD (PLCs, staff meetings, book study, co-planning and co-teaching)• PRIME (follow up and expansion)• Supporting Critical Pathways in Mathematics• Continued use of Haileybury Model• Integrating Technology (GSP, Smart Boards, Math Frog, Clips and Gizmos)

• Differentiation through Parallel Tasks• Building inter-school communities (789 PLCs, challenges)

2009-2010

Supporting PLC’s between Secondary Schools and their feeder Schools

Teachers will form a network of support Teachers will plan for common language in

mathematics Teachers will agree upon procedural fluency Classroom visits between panels will

promote student success

Junior Level PLC’sCritical Learning/Teaching HubsSharing between junior teachers of a

school or family of schoolsFocus specifically on school goalsTargets specific areas for growthInterventions/strategies based on

student work (pre and post assessment)Collaborative approach

Integrating Technology Interactive use of Smart BoardsUse of Clips and Gizmos as interactive tools to engage students and promote understanding

Math FrogCBR’s and CAS

Book StudiesTeachers work collaboratively to integrate the text into their programming

ChallengesMath FairsWorld Math Day

Bulletin Board Challenges

Motivational Activities