Upload
alda
View
45
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources. CEC, Room 301 Tuesday, February 8, 2011. Prayer for Respect. Almighty God, your power rules over all creation. - PowerPoint PPT Presentation
Citation preview
Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources
CEC, Room 301Tuesday, February 8, 2011
Prayer for RespectAlmighty God, your power rules over all creation.
As we begin this session today, help us to treat the people with whom we work with the same respect we expect.
Respecting the diversity of strengths we bring together today, help us to learn how to meet the diverse learning needs of our applied students.
Help us to be mindful of the students we teach and to treat them with respect as God’s precious creations.
Through Jesus’ name, we pray that we have:
respect for God, respect for self, respect for others, and respect for the environment
Amen
Group Norms
We treat each other with respect.
We are here because we all agree that we want to improve student achievement in mathematics.
When speaking, address the whole group.
We all have something new to learn and something of value to share.
Everyone has a opportunity to be heard.
Engage fully in the moment.
Agenda Prayer/ Welcome Ice Breaker CBLP 2010-3 OverviewMinds On: Professional Learning Self-Assessment What Does Good Math Instruction Look Like? (Video) Characteristics of Applied learnersAction: Overview of TIPS4RM Resources: Jigsaw Course Summative Performance Tasks Your Turn: CarouselConsolidation: Next Steps and Closing Thoughts Dismissal
IceBreaker Take turns in your
group sharing… My name is… A favourite math
learning memory is…
Teaching to me means…
Help in my professional growth…
Catholic Board Learning Plan (CBLP) 2010-2013 SMART Goal: Increasing student achievement on EQAO
assessments (3, 6 & 9) by 5% by 2013 Foundational Principles:
Ontario Curriculum and ministry support documents are the primary sources for all mathematics instruction.
The mathematical processes described in the Ontario Curriculum are used throughout all mathematics instruction.
A minimum of 60 minutes is provided daily for mathematical instruction. The diverse learning needs of EACH student are supported by mathematical
instruction, assessment and evaluation that are varied in nature and provide multiple opportunities to demonstrate learning.
The comprehensive list of strategies that relate to effective mathematics instruction are used regularly.
Expected Practice: By June 2013, all mathematics instruction will be delivered using a 3-part lesson model
Minds On…
Ministry Mathematics Goals
An increase in student achievement and a decrease in the gap between Applied and Academic
Increase public confidence in publicly funded schools
An increase in credit accumulation rates in mathematics, especially in grade 10
Providing teachers with job-embedded opportunities to collaborate (co-plan, co-teach and co-debrief lessons and assessments)
Professional Learning Self-Assessment Using the 2 pages in
your package, do a self assessment.
Highlight the points on the two pages that are your strengths in one colour
Highlight the points that you would like to learn more about in a second colour
Questions? Comments?
What does Good Math Instruction Look and Sound Like? While you watch this
short video observe what you see students doing
3 Part Lesson Video How was the teacher’s
role different? How was the student’s
role different? What did you see and
hear? What didn’t you see and hear?
Questions/ Comments
BREAK TIME!
Minds On: Characteristics of the Applied Learner
Create a place mat template on chart paper
In your section, write all the characteristics of the applied learner
As a group decide what characteristics you find most challenging to address
Post your place mat
Action …
Why TIPS4RM? EQAO results for 9
applied consistently show that about 2 in 5 students in applied meet the provincial standard
Pass rates for grade 9 and 10 applied Math are the lowest of any courses
Grade 10 credit accumulation (16 by 16)
We need to prepare students for a very different world
Learning Styles Inventory Complete the Lots of
Ways to be Smart to determine your preferred intelligences
Compare with people at your table
Would your students intelligences be different? How?
What teaching strategies should we use to appeal to their preferred learning style ?
The VAK (visual/auditory/ kinesthetic) survey could also be used for students
Why are Manipulatives an Essential Part of TIPS4RM?
Manipulatives support the conceptual development of important mathematical ideas for tactile and visual learners.
A focus on deep learning of particular mathematics topics – through a variety of strategies, including working with concrete materials – leads to greater conceptual depth. (Leading Math Success, p.32)
Features of TIPS4RM lessons The lessons make use of:
Three part design (Minds On, Action and Consolidate)
Flexible groupings (pairs, heterogeneous and homogeneous groups)
Use of manipulatives (students are still in the concrete phase of development)
Embedded Literacy Strategies (anticipation guides, Frayer Models, Concept Circles)
Embedded Cooperative Learning Strategies (Think/Pair/Share, Carousel)
Evolution of TIPS4RM Ministry revised resources in
summer 2005 MFM1P was revised by a DP
team in summer 2007 Switched units 2 and 8 One large student booklet Added more practice Added unit graphic organizer Added unit self-assessment
MFM2P was completed by a coalition of 6 boards in the summer of 2008
Minor errors and edits were made in January 2009
In 2011-12 experienced TIPSters will make further edits
TIPS4RM Overview: Jigsaw Form groups of
teachers teaching the same course
Use numbered heads to assign 8 experts
Each expert will have time to prepare a synopsis of their unit
Experts take turns to report to the group
Comments? Questions?
Course Summative Performance Tasks
In 2007-8 two writing teams created course tasks for the MFM1P and MFM2P courses
They are posted in public folders MFM1P: Every Drop Counts MFM1P: Kitty Kennels (Unit Task) MFM2P: For Pennies More a Cup Spend some time exploring and
discussing them at your table
TIPS4RM Wiki Resources
(http://dpcdsb-math-stuff.wikispaces.com/) Click on DPCDSB Wikis (on the left) Click on TIPS4RM link Once wiki loads, click on Grade 9P & 10P link
on the left. Visit the site often to see new resources If you discover a useful resource, send it to me
and I’ll post it.
Support for Teachers Using TIPS4RM Student booklets are
the BLMs found in your teacher package
Copies of GSP files, Powerpoints and other electronic resources are posted on FYI Click on More Items Click on Numeracy Click on Intermediate
Math Click on Grade x
TIPS4RM Electronic Resources
Your Turn: Carousel
There are three stations in the carousel:1. Digging deeper into the resources
with teachers of the same course2. Work on a TIPS Implementation plan3. Examine the Classroom Dynamics
resources from the GAINS web site
Consolidation/ Debrief …
Reflection:
In the Minds On this morning you listed characteristics of the applied learner that are challenging to address
At your table discuss how TIPS4RM can help you meet these challenges
Each table will report one new instructional strategy that they will try in their applied class.
Next Steps It will take more than one time teaching
with TIPS4RM for you to be become comfortable with it. Collaborate with other teachers as you adjust to this new way of teaching mathematics
Continue to expand your repertoire of instructional strategies
Continue to register for Mathematics Professional Learning Menu sessions
Questions? Comments?
Closing Thoughts:
It is only natural for me to wantthem to be successful, but by
merely telling them the answers, doing things for them, or showing
them shortcuts, I relieve students of their responsibilities and deprive them of the opportunity to make
sense of the mathematics they arelearning.
Closing Thoughts:
The most influential factor in improving student achievement is not
demographics, socio-economic status, or classroom resources, but rather
more effective teaching!
Robert J. Marzano, Classroom Instruction that Works, 2001
Closing Thoughts:
Insanity is doing the same thing over and over again and expecting different results.
Albert Einstein
For more information, please contact us:
Michael Corcoran – Academic Consultant: Math 7-10
Dorota Jakubowska – Mathematical Literacy Consultant (7-12) x24188
Dwight Stead – Mathematical Literacy Consultant (7-12) x24533
Sam Mercurio – E-Learning Contact for Homework Helper and OERB x24517