Digging Deeper with the Digging Deeper with the Mathematical ProcessesMathematical ProcessesGAINS Coaching InitiativeDay 1Friday, November 20, 2009St Marcellinus SS Room 216
GAINS Coaching Initiative2009-2010
PrayerPrayerA prayer for Empathy Lord, We ask you to help as to look not to our own interestsBut to the interests of others. May we put on the mind of ChristAnd be of the same mind, Having the same love as you did for us. Allow us to learn the value of things that really matterAnd to conduct ourselves In a way worthy of the Gospel. We ask this through your Son, JesusAmen.
AgendaAgendaWhere am I with the Mathematical
Processes?
Dufferin-Peel’s Message and Ministry Supports
Deepening our knowledge of the Processes, 3 Part Lessons and Co-planning
Co-Plan a Lesson to highlight the Processes
Share Lessons and provide feedback
Next Steps
Where am I with the Where am I with the Processes?Processes?
FictionalInfancy Stage
Adolescent Stage
Reality
Choose to ignore that the processes. I would like to use them just don’t know where to start.
I’ve looked at using them since last year and have considered embedding them into my lessons.
Starting to embed the processes in my planning but some lessons are easier than others.
I am consistently embedding the processes in my lessons.
My Beliefs as a TeacherMy Beliefs as a Teacher
Traditional Teacher
Teacher beginning to purse student mathematical thinking.
Teacher modeling and helping students build new roles.
Teacher as co-teacher and co-learner with students and other colleagues
Directed classroom with brief answer responses from students.
Teacher plays central role in the math-talk community.
Some co-teaching and co-learning begins as student-to-student talk increases. Teacher begins to physically move to side or back of room.
Teacher monitors all that occurs, still fully engaged. Teacher is ready to assist, but now in more peripheral and monitoring role (coach and assister).
Dufferin-Peel Beliefs and Ministry Dufferin-Peel Beliefs and Ministry SupportsSupports
All students can succeed given sufficient time and support.
UDL and DI are effective and interconnected means of meeting the learning or productivity needs of any group of students.
Successful instructional practices are founded on evidence based research tempered with experience.
Classroom teachers are the key educators for the student's literacy and numeracy development.
Each child has his/her own unique patterns of learning. Classroom teachers need the support of the larger
community to create a learning environment that supports students with special education needs.
Fairness is not sameness. GAINS (www.edugains.ca)
Minds OnMinds On: Teaching : Teaching through Problem Solvingthrough Problem SolvingThink:
◦What does teaching through problem solving mean?
Pair◦Turn to your elbow partner and share
Rod and Anne’s Video
Comments/ Questions?
Minds OnMinds On: Co-planning a : Co-planning a lessonlessonThe GAINS initiative this year is focused on
providing teacher with opportunities to co-plan lessons
The grade 7&8 teachers this year are co-planning lessons using PRIME to embed differentiated instruction strategies in their lessons and to improve teacher questioning
You have been invited to deepen your understanding of the mathematical processes and to co-plan lessons that emphasize the mathematical processes
Co-planning a MFM1P lesson on Proportional Reasoning video
Minds OnMinds On: Three Part : Three Part LessonLessonResearch has shown that lessons that have three
parts are effective to develop conceptual understanding
Minds On: activates prior knowledge and diagnoses student readiness
Action: student centered learning that uses cooperative learning and flexible grouping
Consolidate: teachers ensure that students have met the learning goal by asking probing questions and assigning practice problems
MFM1P lesson on minimizing the surface area of a cube video
ActionAction: Co-planning a : Co-planning a lessonlesson You will be placed in a group of 2-4 teachers teaching the
same course You will co-plan a lesson to be taught between now and
November 30th
The lesson will:◦ Have three parts◦ Have a learning goal based on a curriculum
expectation(s)◦ Emphasize the processes◦ Focus on problem solving◦ Encourage student discourse◦ Have assessment for learning opportunities
You are encouraged to use the TIPS2.0 template Each course group will be asked to share brief overview of
their planned lesson with the whole group
LUNCHLUNCH
Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.
Amen.
ActionAction: Sharing of : Sharing of LessonsLessonsWhen you share your lesson with the
group please:◦State the course, concept and learning goal◦Describe briefly the three parts of the lesson◦Explain which processes you are focusing on◦Describe any assessment will you use◦What practice/problems will the students be
assigned
Order will be randomly determined
Consolidation:Consolidation: Next Next StepsStepsTeach today’s lesson in your class between
now and November 30th.
Be prepared to share successes and challenges next meeting.
Your course team will co-debrief the lesson to determine ways to improve it
Bring student sample work to aid in discussion.
November 30th will be a half day 8:30 to 11:00.
Consolidation:Consolidation: Dismissal Dismissal
Comments/Questions
Please complete the exit ticket and hand it in before you leave.
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