2014-15 MYCI Session #2 Slide Deck & Resources

SESS

ION

#2

@MathletePearce www.tapintoteenminds.com @JustinLevack

MYC

I 201

4-15

Session Resources

@MathletePearcewww.tapintoteenminds.com

tapintoteenminds.com/myci/session2

http://tapintoteenminds.com/sudbury

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Effective Teaching Strategies

iPad, Projector and Apple TV


EffectiveInstructional Practice

EmbeddingTechnology

SAMR Model Progression


Professional Learning Cycle Through Collaborative Inquiry

MYCI

SAMR Model Progression

EffectiveInstructional Practice

EmbeddingTechnology

Professional Learning Cycle Through Collaborative Inquiry


Focus

Student Learning NeedInquiry QuestionTheory of Action


Leamington Family of Schools

Full Day, Family of Schools Session


DEC

1

23FEB

1MAY



Essex and General Amherst Family of Schools

Half Day, Family of Schools Session


DEC

3

25FEB

11MAY



Walkerville Family of Schools



DEC

5

2MAR

28APR



Massey Family of Schools



DEC

8

4MAR

15MAY



Action Items & Timelines


Elementary & Non-Semestered Secondary Semestered Secondary

January 30th, 2015Mid-way check-in due

June 16th, 2015Final check-in duePost-MYCI Student Survey due

December 17th, 2014Mid-way check-in due

January 16, 2015Post-MYCI Student Survey due

January 30th, 2015Final check-in due

Morning

Session #1 RecapStacking Paper [3 Act Math Task]Deconstructing Stacking Paper

iPad & Apple TV UnboxingIntroduction to iPad and Apple TV


Desire2Learn IntegrationiPad Keynote App Tutorial

Paul’s Quilt3 Act Math Task Team

Collaborative Inquiry Planning

Afternoon



What is Collaborative

Inquiry?

What is Collaborative

Inquiry?

Relevant Collaborative

Reflective Iterative

Reasoned Adaptive

[email protected]

Collaborative inquiry is…

… an iterative process in which teachers collaborate to develop reasonable inquiry

questions by implementing research-based strategies and reflecting on how they impact

relevant student learning needs in the classroom.


However…

“There is no prescribed protocol, nor is there a single path.”


Capacity Building Series, Collaborative Inquiry


Student Learning Need


Inability to demonstrate understanding of algebra through multiple representations.

Theory of Action

Understanding of Algebraic Representations

Inquiry Question


How will embedding real world problems and animations of algebraic concepts

impact student ability to show understanding in multiple ways?

Theory of Action



Theory of Action


Contextual Problems

Theory of Action


Theory of Action

Contextual Problems

Promote Creation of Concrete Representations Through Discovery


Contextual Problems

Theory of Action


Promote Creation of Concrete Representations Through Discovery



Stacking Paper - Act 1





-Part Math Lesson

How many packs of paper would it take to reach the ceiling?

4. Consolidate3. Connections

2. Inquiry

Stacking Paper

273

cm

4.95

cm





ORIGINAL QUESTION


ORIGINAL QUESTION


Mr. Pearce stacks reams of paper vertically against a wall. If the height of 5 reams is 24.75 cm and the height of the room is

273 cm, how many reams of paper would he need to reach the ceiling?

Answer Key: 55.15

ORIGINAL QUESTION



273 cm, how many reams of paper would he need to reach the ceiling?FUN, RIGHT?

Answer Key: 55.15

ORIGINAL QUESTION




Answer Key: 55.15



ACT 1:





ACT 1:

ACT 2:


Mr. Pearce stacks reams of paper vertically against a wall. If the

height of 5 reams is 24.75 cm and the height of the room is 273 cm,

how many reams of paper would he need to reach the ceiling?

ACT 3:





Answer Key: 55.15

ACT 3:






-Part Math Lesson


3. Connections

Deconstructing the Task

4.95

cm


-Part Math Lesson


3. Connections

Deconstructing the Task

4.95

cm

273

cm

4.95

cm


-Part Math LessonHow many packs of paper would it

take to reach the ceiling?


2. Inquiry

Previous Day

273 cm

4.95 cm


-Part Math LessonHow many packs of paper would it

take to reach the ceiling?


2. Inquiry

Previous Day

273 cm

4.95 cm= 55.15

How many packs of paper will it take to reach

a height of 273 cm?



-Part Math Lesson

How many packs of paper will it take to reach a

height of 273 cm? 4. Consolidate3. Connections

2. Inquirypacks of paper

height



-Part Math Lesson

How many packs of paper will it take to reach a

height of 273 cm? 4. Consolidate3. Connections

2. Inquirypacks of paper

height


-Part Math LessonHow many packs of paper will it take

to reach a height of 273 cm?


2. Inquirypacks of paper height

Independent Dependent







0 0







0 01 4.95







0 01 4.952 9.9







0 01 4.952 9.9… …







0 01 4.952 9.9… …





2. Inquiry

packs of paperheight :





2. Inquiry

packs of paper

height

4.95

cm





2. Inquiry

packs of paper

height4.95 cm

1 pack

273

cm

How many





2. Inquiry4.95 cm

1 pack= 273 cm

How many?x





2. Inquiry4.95 cm

1 pack= 273 cm

How many?x


-Part Math Lesson How many packs of paper will it take to reach a height of 273 cm?


2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x ?




2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x 55.15




2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x 55.15

x ?




2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x 55.15

x 55.15




2. Inquiry4.95 cm

1 pack= 273 cm

How many?55.15

x 55.15

x 55.15packs

4 -Part Math Lesson


3

2. Inquiry

4. Consolidation


1. Minds On

-Part Math Lesson42. Inquiry

4. Consolidation


-Part Math Lesson41. Minds On 2. Inquiry

4. Consolidate



3. Connections4. Consolidate



3. Connections 4. Consolidate

Consolidate


-Part Math Lesson

1. Minds On

1. Minds On

Consolidate


-Part Math Lesson

Consolidate


-Part Math Lesson

How many ‘thick’ packs of paper would it take to reach the ceiling?

1. Minds On

Consolidate


-Part Math Lesson


1. Minds On6

cm


-Part Math Lesson

How many ‘thick’ packs of paper would it take to reach

the ceiling?

1. Minds On6

cm


2. Inquiry


2. Inquiry1. Minds On


-Part Math Lesson4


2. Inquiry


-Part Math Lesson

4. Consolidate

2. Inquiry


-Part Math Lesson

How tall is the table?

4. Consolidate

Minds On


-Part Math LessonHow tall is the table?

2. Inquiry

Minds On

Inquiry2. -Part Math Lesson




-Part Math Lesson4

Minds On


-Part Math Lesson

3. Connections

Minds On


-Part Math LessonHow tall is the table?

3. Connections13

0.7

5 cm

Minds On


-Part Math LessonHow tall is the table?13

0.7

5 cm

packs of paper heightIndependent Dependent

Minds On



0.7

5 cm


5packs13

0.7

55

Minds On



0.7

5 cm


5packs

5

130

.75

Minds On



0.7

5 cm


5packs

130.755

Minds On



0.7

5 cm


5packs

130.755 )x y(

Minds On



0.7

5 cm


5packs

130.755( )x ySlope

3. Connections





-Part Math Lesson4

4. Consolidate


2. Inquiry

4. Consolidate


2. Inquiry




-Part Math Lesson4

GoodNotes 4


The Next Day…

GoodNotes 4


The Next Day…

GoodNotes 4


The Next Day…

GoodNotes 4

How tall is this table?


The Next Day…

GoodNotes 4


142

.75

cm


The Next Day…

GoodNotes 4


142

.75

cm

100

.75

cm


The Next Day…

GoodNotes 4


142

.75

cm

100

.75

cm

6 c

m

142

.75

cm

100

.75

cm

Equations Given 2 Points

142

.75

cm

100

.75

cm


142

.75

cm

100

.75

cm


142

.75

cm

100

.75

cm


142

.75

cm

100

.75

cm


Unboxing


ACTION ITEMS:


Download Keynoteon Your iPad

Create a Gmail Account

1. Go To App Store2. Download Keynote

1. Go To gmail.com2. Create an Account3. Share With Us:kylep.ca/submitgmailFREE

on NewiPads

http://gmail.com

http://kylep.ca/submitgmail

BREAK


Presenting via iPad Mirroring


Wireless Document Camera


Reciprocal Teaching


Doceri


Recording With Doceri

@MathletePearcekylep.ca/1kK7tKN

Desmos


Bad Example? Maybe


LUNCH


Desire2LearnIntegration


Gamification


DragonBox

@MathletePearce kylep.ca/1e7Wegp

Embed in Lesson


Embed in Lesson



Puppet Pals:Director’s Pass


Tellagami


FluidMath


GeoGebra


BREAK


3 Act Math Task Team



Your Inquiry


Student Learning NeedInquiry QuestionTheory of Action


Does your student learning need exist throughout every strand?What are indicators suggesting this student learning need exists?What over-arching theme will be present to monitor this learning need throughout your course?

Connecting to the Curriculum

Pre-MYCI Survey

Access Pre-MYCI Survey Data as well as data from previous years:

http://tapintoteenminds.com/myci/survey-results/


Diagnostic Report

Access your Diagnostic Check-in Report in Your Google Drive Shared Folder


Inquiry Question

Does your inquiry question:


Use neutral, exploratory languageBegin with “how” or “what”Clearly specify the focus of your inquiry

Theory of Action

What is next in your action plan?


What will you do and what are the expected outcomes?Serves as a storyline for your inquiryWritten as a series of “if… then…” statements

Reflection Questions:Discuss amongst your teams and add your responses to a shared Google Doc:


How is your inquiry progressing?What is working? What isn’t?How are you measuring success in your inquiry?Are there any modifications you need to make moving forward?

kylep.ca/submitgmail

http://kylep.ca/submitgmail


FeedbackPlease complete the exit ticket to help us improve!

http://tapintoteenminds.com/myci/session2

Your feedback is appreciated!


http://tapintoteenminds.com/myci/session1

Get In Touch With Us!

Justin LevackE-Learning [email protected]@JustinLevack

Kyle PearceMYCI Project [email protected]@MathletePearce

KyleJustin


mailto:[email protected]

mailto:[email protected]

Education

2014-15 MYCI Session #2 Slide Deck & Resources