Download - COMPONENTS OF A FLEXIBLE MATH BLOCK Flexible...Integration of 21st century skills through coding, robotics and STEAM Use of digital tools to reinforce concepts and skills SMALL GROUP

Teaching Through Problem Solving

COMPONENTS OF A FLEXIBLE MATH BLOCKSchool boards are expected to protect a block of time during every school day for teachers in Grades 1 to 8 to focus on effective mathematics instruction that supports students in achieving the expectations set out in The Ontario Curriculum. All students must receive a minimum of 300 minutes of math per five-day cycle.

At the GECDSB, we support the integration of 100 minutes of math instruction daily whenever possible.

Math GamesOnline tools Coding/RoboticsSTEAM

LEARNING CENTRES

Diagnostic assessmentGuided Math Formative assessment through conversation

Creative Mathematics:

SMALL GROUP INSTRUCTION:

MATH TALK – MATH TALK – MATH TALK – MATH TALK – Building Number Fluency Building Number Fluency Building Number Fluency Building Number Fluency

PROPOSED FLEXIBLE FIVE-DAY MATH BLOCK SCHEDULE

MATH TALK -Building Number

Fluency

Minimum three times per week10-30 minutes on average (can vary)Should emphasize number fluency as outlined by the 2018 Ministry document “Focusing on the Fundamentals of Math”

Problem solving is the central focus of an effective Mathematics programThree-part math lesson modelCarefully consider planning for an effective consolidation through The Five Practices Engage in problem solving frequently

INDEPENDENTPURPOSEFUL

PRACTICE

Meaningful, distributed practice to reinforce prior and new concepts and skillsClear connection to learning objectivesTimely feedback should be provided

LEARNING CENTRES -

Intentional planning of centres to reinforce learning objectivesClearly established norms and routines to promote student independence Integration of 21st century skills through coding, robotics and STEAMUse of digital tools to reinforce concepts and skills

SMALL GROUP INSTRUCTION

Flexible groupings in response to student learning needsBased on assessment Targeted remediation Use of high-yield intervention strategiesOpportunity for assessment

ASSESSMENT FOR AND AS LEARNING

Please note this a proposed flexible five-day schedule. Times and components can/may vary in response to student need.

Creative Mathematics

Opportunity for student self-assessment and formative assessment of student learning relative to the learning objective.

PurposefulIndependent

PracticeCentres

Learning

Small GroupInstruction

PurposefulIndependent

PracticeCentres

Learning

Small GroupInstruction

THREE PART LESSON

Minds-onActionConsolidation


THREE PART LESSON



THREE PART LESSON



THREE PART LESSON

On-going opportunities to collect information related to student learning along a developmental continuumA variety of exit tickets to determine where students are relative to the learning objectiveFrequent opportunities for self-assessment based on clear criteria