Professional Learning - Claireville

By: Elena Pagonis

Remembering our 7 Norms of Collaboration

1. Promoting a spirit of inquiry

2. Pausing


4. Probing for Specificity

5. Putting Ideas on the Table

6. Paying attention to self & others

7. Presuming positive intentions

Today's Big Ideas

Part 1 Examining Mathematical Processes & Mathematical Strategies

Looking at math diagnostics and finding evidence of processes and math strategies

Part 2 Reviewing our EQAO data (Grade 3's)

Reflecting on "Asking Effective Questions"

Part 3 Developing a Rich Task through a 3-part lesson

Part 1

1. Examining Math Curriculum Processes

2. Examining Mathematical Strategies

3, Revisiting Balanced Mathematics Instruction through the lens of an Assessment Observation Checklist

Why do we use Mathematical Processes?

  • They help make student thinking visible and permeate all math strands
  • Students are actively engaged in applying these process expectations throughout all math courses and other content areas
  • Processes are interconnected and interrelated, particularly Problem Solving and Communicating
  • Students can monitor and reflect

Processes to help in provoking Student Inquiry

"Researchers support a problem-solving approach in the mathematics classroom because it engages students in inquiry, prompting them to build and improve their current knowledge as they 'construct' explanations that help them solve the task at hand".

Teachers skillful questioning plays a vital role in this context, helping students to identify the thinking processes, to see the connections between ideas and to build new understanding as they work their way to a solution that makes sense to them.

(Asking Effective Questions, July 2011)

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In Summary...

Although the Ontario curriculum documents for mathematics do not reference the term proportional relationships until Grade 4, activities in the primary grades support the development of proportional reasoning. For example, if we ask students to compare the worth of a group of four nickels to the worth of a group of four pennies, we are helping them to develop proportional reasoning.

Let's explore a problem as Mathematicians! Gummy Bear Problem!

Think about the activity you just did and how you could engage students in a problem solving approach using the processes?

Identifying and Describing the Mathematical Proceses

1. TDSB's Mathematical Processes


2. Peel's Assessment for and as Mathematical Processes (Based on Growing Success and Math Gains and TIPS4RM)

Let's now examine some Mathematical Processes

Using Effective Strategies

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Examining our Diagnostics & Work Samples

Asking Effective Questions (Capacity Building Series)

Instead of telling students what to do ...

“Never say anything a kid can say! This one goal keeps me focused. Although I do not think that I have ever met this goal completely in any one day or even in a given class period, it has forced me to develop and improve my questioning skills. It also sends

a message to students that their participation is essential. Every time I am tempted to tell students something, I try to ask a question instead.”

(Reinhart, 2000, p. 480)

What does Lucy West have to say?

Planning a Rich Task

Understanding the Three Part Lesson

Other Considerations when planning a Rich Task

Three-Part Lesson in Mathematics: Co-planning, Co-teaching and Supporting Student Learning: A Problem-Solving Approach

These webcasts were designed by the Literacy and Numeracy Secretariat and offer a rich series of webcasts to assist teachers in seeing the power of problem solving throughout planning. They are a variety of professionals that offer their perspectives such as Steven Katz and Marion Small. For more information including Teacher Instructions and additional readings check out the link provided.

Here are two of the webcast provided in the series...

Let's Co-Paln!

Questions students may ask when engaging in a rich problem-solving task

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Specific Questions Teachers can ask for Student Reflection!

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