August inservice k12 powerpoint
Transcript of August inservice k12 powerpoint
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Mathematics:Mathematics:Framework for ChangeFramework for Change
By Susan MuirBy Susan Muir
K-4 Math CoachK-4 Math Coach
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Agenda• Changes in Mathematics• How is Mathematics Learned?
-short video clip• Creating a Mathematical Community in the
Classroom LUNCH• Resources- Components overview• Where can I begin? Focus strand: Patterning• Planning for instruction• Assessment
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Dr. Florence GlanfieldDr. Florence Glanfield - 12 min. video - 12 min. video
• Framework For Change:Framework For Change:
• What is Mathematics?What is Mathematics?
• Why is the Teaching of Mathematics Why is the Teaching of Mathematics Changing?Changing?
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Questions for Reflection Which perspectives of mathematics
outlined in the video most closely reflect your beliefs about Mathematics?
How do your beliefs influence your teaching?
How might your beliefs influence your students’ learning?
Reflections on Research in School MathematicsFlorence Glanfield
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How is Mathematics Learned?
Annenberg Video Clip Surprises In Mind
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Questions for Reflection How do we create classrooms that reflect
and respond to the emerging research about how mathematics is learned?
Think back to your educational experiences and curriculum changes that you have observed. Which changes have
come and gone? come and stayed? come, stayed and improved learning?
Reflections on Research in School Mathematics Florence Glanfield
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Coffee Break
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Climate and Environment:Creating a Mathematical Community in the Classroom
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Group Meeting Area
Central to the life of any community is a group meeting area.
This is a place where every member gets together to learn what it means to be part of a community.
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Using the Meeting Area
What do you think an effective meeting area
LOOKS LIKE? SOUNDS LIKE?
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Questions??
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Using the Meeting Area
To introduce a new mathematical concept with a guiding question
To brainstorm what students already know about a mathematical topic
To share a new manipulative and explore possible uses
To revisit a mathematical concept to reinforce a specific skill
Introduce a math centre Discuss difficulties arising from a
previous lesson The show and share stage of the
three part lesson modelPearson Math Makes Sense
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Creating the Physical Environment
Desk Arrangement When students’ desks are
arranged in a group, the students become members of a unit and develop a sense of belonging.
The way you arrange your desks/ tables can vary, depending on how you teach and your preference.
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Floor Plan
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Storage of Materials
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Math Word Wall
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Math Journals
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Math Tubs for Centres
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Using a Variety of Manipulativesfrom the Environment
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Math Mini Offices
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Math at Home
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Questions about Creating a Mathematical Environment
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Lunch Break
After lunch: We will have a look at curriculum and
resource materials
Components overview Where can I begin? Focus strand: Patterning Big ideas/ Key Principles/ Planning for
Instruction Assessment
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Components Overview
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Teacher’s Resource Guide
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Teacher’s Guide
Both Nelson And Pearson have CD-RomProgram Overview gives an in-depth look
at the program principlesPearson Kindergarten has
5 modules (units) Nelson has 4 modules: Patterning,
Number, Measurement, 3-D Objects. They are set up into 3 sections A,B,C(pg.12-13)
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Grades 1-2
Pearson grade 1-2 has 7 modules (units)
Nelson has grade 1-2 has 10 modules (units)
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Big Book- Poster Pack
Kindergarten Grade1-2 Pearson has posters
in a big book form where Nelson has posters in a box
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Student Books
Student Books are not part of core components
Both Nelson and Pearson have student workbooks and little books, as well, games and music
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Focus Strand : Patterning
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What are the Big Ideas or Key Principles?
Spend a few moments in your group and read over the first few pages of the unit on patterning.
Be prepared to have a short discussion
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Unit 1: Patterning
Kindergarten- Nelson Section A: Sorting Objects and Recognizing Patterns Around Us Pages 76-77 Teacher’s Guide Choose a lesson to look review Kindergarten-Pearson
------------------------------------------- Pearson- Grade One (Two)
Unit 1 Patterning Lesson 4: Translate A PatternPages 20-21 Teacher’s Guide
Nelson- Grade One (Two)Lesson 4 Pages 18-19 Teacher’s Guide
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Reflection Questions
*Find the lesson outcome(s) in the curriculum
How does this lesson build on prior knowledge? How does it accommodate a variety of levels and learning styles? How is the problem presented to the children? Does the problem leave room for more than one strategy to solve? How is communication integrated into the lesson? What would you see the role of the teacher during the lesson? Are students given opportunity to clarify, refine, practice and apply
their thinking? If so how?
How would you evaluate this lesson?
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Assessment
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Rethinking Classroom Assessment with a Purpose in Mind WNCP
The book, which is available in English and in French, is organized into three sections: Setting the Stage provides background information about why assessment has moved
recently to the forefront and why it is important for educators in all positions to understand both the changes that are occurring in assessment and the implications of these changes for policy and practice. It includes an outline of three purposes of classroom assessment—assessment for learning, assessment as learning, and assessment of learning—and a vignette, which shows all three in action.
Three Purposes of Assessment provides a detailed description of the three purposes of assessment that form the framework for thinking about how to select or develop assessment tasks, how to use them, and how to communicate with students, parents, and others about them. Case examples from teachers in WNCP territories and provinces are included in each of the chapters of this section.
Next Steps suggests that rethinking assessment is a process of reflection, analysis, deliberation and new learning for educators. This process involves building individual and collective capacity and can be fostered at the level of the school, the district or division, and the province or territory. This section suggests ways that educators might engage in the process.
Taken from: page ix “Rethinking Classroom Assessment With a Purpose In Mind”
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Planning Your Year
http://susanmuir.blogspot.com/
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•Have a Wonderful Year
Questions:Susan MuirMacdonald School