Grade 3 & 6 EQAO Network Scaffolding Students to Independence.
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Transcript of Grade 3 & 6 EQAO Network Scaffolding Students to Independence.
Grade 3 & 6 EQAO Network
Scaffolding Students to Independence
Network Overview
Building the Bridge to Independence
Higher Order Thinking Planning and Assessment Rich relevant Tasks Scaffolding to Independence
Building a bridge to Independence
Think – What questions do you have for this network?
Pair – Discuss and refine your question with a elbow partner.
Share - Your questions/inquiry with the group.
Higher Order Thinking
Problem Solving Rich Instruction Accountable Talk Unlocking Thinking Through Rich
Questions
Scaffolding Students to Independence
Numeracy
Imagine the number
64…
How do you think about it?o A counting number (one more than
63)o Additively (60 + 4, 59 + 5, 70 - 6)o Multiplicatively (using place value
such as 6 x 10 + 4)o Even numbero Double (2 x 32)
Imagine the number 64…
o A square number (8 x 8)o Power of two (26)o Geometrically (4 x 4 x 4 cube)o b2 in a 6, 8, 10 right triangle (a2 +
b2 = c2)o The number of hexagons in a
fullerene that has 76 faces…
What’s a fullerene??
Landscape for Learning
How do we create a landscape for learning in your classroom?
1. Progression of strategies2. Big Ideas3. Emergent Models
A Guide to Effective Instruction to Mathematics Problem Solving – Volume 2
Teaching Through Problem Solving
Planning for Higher Order Thinking
Is the tasks rich and relevant Is our task relevant and insights
thinking?
Accountable Talk Are students using talk to deepen
their thinking and insights?
Planning for Higher Order Thinking
Identify the Guiding Question What is the Big Idea? What are your learning goals What are the mathematical
processes
Are we asking the right Questions? Does it insights deeper thinking?
it relates to a key concept as per grade-specific curriculum expectations
It has multiple entry points for students to apply their prior knowledge
It is within the students’ mathematical reach (the solution is not immediately obvious), thus provoking them to struggle to come up with solutions
What makes a good question?
it ensures a variety of strategies, models of representations and methods can be used to develop solutions
it encourages collaboration in seeking solutions
It can be solved in a reasonable amount of time
It is authentic/relevant (placed in a context that is meaningful for the students)
What makes a good question?
Asking Prompting Questions During Instruction
Responding to a Range of Student Thinking During Instruction
Observe Student Thinking
Teachers Role During Instruction
Let’s Do Some Math!
As you are working through this activity, try to monitor your own thinking. Afterwards, we’ll talk about what you observed.
Six Dinner Sid!
Sid always had the same number of dinners each day.
On the first day of the month Sid ate 6 dinners.
By third day of the month he had eaten 18 dinners.
On which day did Sid reach exactly 42 dinners?
Show your (thinking) work?
What could assessment for learning during problem solving look like?
BanshoGallery walkDot-mocracyMath congress
Consolidation of Learning
Three Part Problem Solving
Three Part Problem Solving
Observations
What did you:o Think?o See?o Hear?o Feel?How does this differ from math
instruction you experienced as a child?
Scaffolding Students to Independence
Literacy
Where are the learners going?
A learning goal describes what learners need to be able to do to master the curriculum expectations.
Tips for writing learning goals:
•Choose an expectation or cluster of expectations
• Explain the foundational concepts or skills encompassed in those expectation(s) in “kid-friendly” language. “ I am learning to ____”
“We are learning to ___”.
Writing a friendly learning goal
Curriculum expectation Writing: (Grade 3) Point of View 2.5 Identify their point of view and other possible points
of view on the topic, and determine if their
information Supports their own view
Kid-friendly learning goals
We are learning : To identify that other
people may have different ideas and thoughts
To explain our ideas and thoughts on a topic
That we need evidence to support our ideas and thoughts
Let’s take a look at a sample question/ task
Choose a curriculum expectation that might have been the focus? (Language)
What are some possible learning goals for this expectation?
Sample question/ task: Imagine you are Fox. Through a monologue, reveal this character’s motivations and inner dialogue.
Please bring a sample of a students writing you are curious about for our next meeting.