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.