Post on 23-Feb-2017
Creating, Collaborating and Computing in Math
Enhancing the teaching and learning of mathematics using technology
Year 3 (2015-2016)
Riverside School Board and McGill University- September 28th , 2015
9:00-9:30 Themes and objectives of the projectGroup norms and participation3 identified student learning problems
9:30-10:00 Data Analysis10:00-10:15 Break10:15-12:00 Data Analysis12:00-13:00 Lunch13:00-13:30 Sharing strategies and positive experiences (math boost camp and more)13:30-14:00 Review of strategies seen in CCC-M14:00-15:00 Curriculum Mapping OR Planning the Formative Assessment
Agenda
1. Student success in mathematics2. Digital literacy3. Focus on the transition from elementary to
secondary4. Professional learning network5. Use of data to monitor and orient practice,
inquiry, and learning
Key Themes of CCC-M project
Objectives for Year 3
1. Cultivate a community of practice in mathematics teaching and digital tools2. Develop solutions and measure and evaluate the results (More focus on Student learning data) 3. Develop practice of using digital tools for teaching and learning math4. Promote reflective practice and inquiry
A Key Activity for Year 3Video-based Reflective
Practice
ARRIVE ON-TIME AND PREPARED REMAIN ON TASK /TOPIC BE AN ACTIVE MEMBER OF THE GROUP WITHOLD ALL JUDGEMENT RESPECT OUR PEERS RESPECT THE STUDENTS: no mention of names
(looking at facts not behaviours) REMAIN POSITIVE AND SUPPORTIVE
Group Norms
Participation and team work
CCC-M Website: http://ccc-m.wikispaces.coma) Successful strategies in my classroom: Motivation /
Discipline / Content delivery / Technology / Classroom organization / Student support / Formative assessment
Our Discussions
b)Math Concepts that Students struggle with in Elementary Cycle 3 and Secondary Cycle 1: Arithmetic / Geometry & Measurement / Other concepts
Identified Problem Areas in the Math Learning
1) Transfer mathematical knowledge to a variety of contexts
2) Decoding Application Questions and Situational Problems
3) Student Engagement and Motivation
1. Read and analyze the data from the June 2015 examinations
2. Start globally and work down to the specifics3. Pay careful attention to distribution 4. List your observations and questions5. Identify 2 student learning problems for your school6. List possible causes7. Verify the causes8. Plan for remediation, instruction and assessment9. Implement and revise
Data Analysis
2015 2014 2013 2012 2011 2010 2009 2008
C1Grade
6 80.12 75.56
77.89
74.94 74.01 74.4
75.59
69.23
Sec. 2 68.54 65.81 62.83 53 49.23 56.23 79.74 70.43
C2Grade
6 71.55 63.04 70.04 64.07 74.72 83.07
69.15
74.72
Sec. 2 55.61 62.05 47.9 22 45.33 46.82 64.15 59
End of Year Evaluation Success RateElementary Cycle 3 Year 2Secondary Cycle 1 year 2
RSB
Analyzing Data
Observations
STATE FACTS ONLY!
Students with IEPs have a 20% lower success rate on Mastery Problems
Questions
Why are IEP students struggling more with MC questions than Short Answer questions?
Why are boys not justifying their steps in Application Questions?
E.g. Sec III students with IEPS at SFHS are below proficiency in mathematics, especially at problem solving (AQ). There is a 40% gap between students with IEPs and students without IEPs.
Student Learning Problem
E.g. Students with IEPs are struggling readers-they have
literacy difficulties with word problems Students with IEPs are not getting the help needed
during the exam. They are not accustomed to “Natural Reader”.
Students with IEPs have increased organizational problems. Therefore, they have difficulties organizing their thoughts and work in complex word problems.
Causes
Verify Causes CURRICULUM
(QEP and POL)
INSTRUCTION(teaching practices
and principles)
ASSESSMENT(type,
frequency and quality of
evaluation tools)
EQUITY(socio-economics or other factors that don’t allow equity) for e.g.
language
CRITICAL SUPPORTS(enough teacher
preparation, PD and support)
POSSIBLE CAUSES
Does not emphasize mathematics problem
solving (AQ)
Not using best practices consistently (see
principles and practices of high quality math
teaching)
Students with IEPs do not have access to
readers (e or human) during in class
exams
Teachers do not feel prepared to teach non-routine problem solving
Teachers need PD and
tools
RESEARCH FINDINGS
Rigorous curriculum
benefits students and narrows achievement
gaps (NRC, 2005; Singham, 203)
Groupings with differentiated
instruction, flexible groupings, extra help for
students and varied instructional approaches that build on students’
understandings are recommended (NCTM,
2000;NRC, 2005;Oakes, 1993)
Teacher preparation is an important factor in student achievement
(Singham 2003)
LOCAL DATA FINDINGS
Problem solving is emphasized more in
enriched math classes, not regular ones
VERIFIED CAUSES
Lack of emphasis on
problem solving, especially in regular math
classes
Not using best practices consistently Teachers do not feel
prepared or equipped
E.g. of school strategies: Teachers will provide, model and use graphic organizers
with students to plan and solve application questions. Teachers will teach how to use highlighting strategies (2
colors) IEP students will be given 1 small word problem every
class and 1 application problem per week Teachers will use the 360 classroom model once every
two weeks to show student thinking and problem solving strategies
Remediation
E.g.: 1 daily exit card (formative assessment) and
highlighting mistakes My Favorite No! (twice a week) Common formative assessment (all
teachers) once every two weeks.
Assessing Progress
Collect formative assessments and common assessments from students
Observe student work (artifacts) Identify the types of mistakes made by
students (conceptual, procedural, etc.) Identify the misconceptions Discuss and plan teaching implications and
strategies (see SWART chart)
Re-evaluate
Members and guests Grade 6 Math Boost Camp (Kristie and
Sandra) Summer Math Institute
Sharing Best Practices
https://www.teachingchannel.org/videos/middle-school-math-teacher-collaboration-sbac
How did the lesson change depending on each classroom context?
What do the teachers learn from looking at student work?
How do the teachers support each other and push each other's thinking?
Collaboration and looking at student work (next meeting)
Practices of High-Quality Teaching
http://sitemaker.umich.edu/ltp/home
Flipping the classroom Math talk Formative Assessment 3 problem solving strategies: working
backward, error analysis, modelling the problem visually (bar model or other)
Open questions Effective feedback Peer to peer
Strategies for Better Math Learning
Flipping the Class
Explored a variety of technology tools that can be used to have students explore concepts before teaching
Video recorded lessons and use of apps like explain everything to have students show what they know
Explored Edmodo as a tool for students to share their thinking
Learning walk https://
www.teachingchannel.org/videos/the-learning-walk
Lesson Studies
Who is doing most of the talking in the class?
Is the task rich enough to allow a good level of reasoning and conversation to happen?
Open Questions and Discourse
Please refer to last year’s power points (http://www.slideshare.net/bctquebec/cccm-f2f-meeting141007)
Formative Assessment and Feedback
An example of FA used for providing feedback
How do the teachers design questions to receive and give feedback to students?
What are the criteria for designing good feedback questions?
https://www.teachingchannel.org/videos/linear-equation-misconceptions-ccssmdc
Type of feedback given to Students
Gain in performance
Student’s interest in
further learningMarks None Top Students +
Bottom of students -Comments 30% All students
Both None Top students +Bottom students -
360 classroom http://
www.takepart.com/article/2013/10/01/math-is-fun-360-degree-math
Displaying Student Thinking
Reviewing homework effectively: https://
www.teachingchannel.org/videos/peer-assessment-homework
Peer to peer assessment
My favorite no! https://
www.teachingchannel.org/videos/class-warm-up-routine
Highlighting mistakes https://
www.teachingchannel.org/videos/math-test-grading-tips
Collaborative work https://
www.teachingchannel.org/videos/students-learn-from-mistakes-ccssmdc
Learning from Mistakes
Talk Moves Summary
4 Steps toward productive talk:
1. Helping students clarify their own thoughts and share them clearly
2. Helping students attend to the thinking of others
3. Helping students deepen their own understanding
4. Helping students engage with the reasoning of others
HELPING STUDENTS CLARIFY THEIR OWN THOUGHTS AND SHARE THEM
CLEARLY
Suggested talk moves: Increase wait time Turn and talk (think-pair-share) Will you share that with the class? Can you say more about that? So are you saying…? (Teacher Revoicing)
HELPING STUDENTS ATTEND TO THE THINKING OF OTHERS
Suggested talk move: Student revoicing:
Who can repeat what… just said? Who can say that again? Who can put that into their own words? Tell us what your partner said (after a turn
and talk)
HELPING STUDENTS DEEPEN THEIR OWN UNDERSTANDING
Suggested talk move: Pressing for reasoning
Why do you think that? How did you get that answer? Why did you think that strategy would work? Can you prove that to us? I’m not sure I understand. Can you explain it
to me step-by-step?
HELPING STUDENTS ENGAGE WITH THE REASONING OF OTHERS
Suggested talk move: What do you think about that? Do you agree with….? Why? Who can add on to what… just said?
Final Activity Today
Curriculum Mapping(Elementary)
Planning Formative Assessment (Secondary)
Recap
Revisit the purpose of the community Subgroups within the Edmodo community App Sharing
Edmodo and the community of practice
Dates for F2F meeting 1. Sep. 28th, 2015 2. Nov. 24th , 2015 3. Jan. 22nd, 2016 4. March 16th , 2016 5. April 26th , 2016
F2F meetings in Year 3
Dr. Alain Breuleux: alain.breuleux@mcgill.caDr. Gyeong Mi Heo: gyeongmi.heo@gmail.com
Karen Rye: karen.rye@rsb.qc.caTina Morotti: tina.morotti@rsb.qc.caSandra Frechette: sandra.frechette@rsb.qc.ca
Thank you and have fun!