Sir Winston Churchill
Developing responsive pedagogy in relation to student needs
Methods
In September 2014, I continued working at SWC and began an inquiry with the grade three team.
Ministry of Education Network
While at Sir Winston Churchill, the principal, instructional coach, student achievement officer, staff members and I collaborated to coplan and facilitate OFIP sessions for the 2014/2015 school year. We initially attended a Professional Learning Symposium presented by the Ministry of Education. We examined OFIP themes from the previous year, discussed Collaborative Inquiry in Ontario schools, reviewed the Mathematics curriculum to unpack the myths and challenges, and engaged in reflective conversation around pedagogical practices in response to student learning needs.
School Profile
After the symposium, the learning journey began with teachers from grades 1 to 6, ISSP teachers, the principal, student achievement officer, instructional coach and student work study teacher immersed in professional dialogue regarding:
 Ministry monographs such as Dynamic Learning, Third Teacher, and Collaborative Inquiry in Ontario Schools
 Exploring the Ontario Mathematics curriculum
 How to utilize thinking tools through the Super Source resource
 Explored Making Math Meaningful by Marian Small and
 Sphere of Influence Control, Influence, No Control
We also formulated a theory of action to determine our shared focus and elicited staff input through a survey to determine professional learning needs in order to achieve our goal.
SchoolTheory of Action
If students develop an understanding of the use of thinking tools through exploration, direct instruction and cooperative math activities then students will be able to communicate their thinking and understanding in mathematics.
Teacher Engagement
Before administering the task, teachers engaged in the math themselves. Allowing us to anticipate student responses and ask guiding questions to move student thinking forward.
There are 44 legs in a room. People are sitting on stools. Each stool has three legs. The table has four legs. How many people are sitting around the table?
Student EngagementGrade Three
Student and Teacher Learning needs
 Student and Teacher Learning needs
 Labelling strategies

Student and Teacher Learning needs
 Make information easily accessible to students
 Get students to highlight key ideas and points
 Explicitly teach group work/collaboration
 Use more talk
 Anchor charts
Student and Teacher Learning needs
 Time to talk to students
 Model Problemsolving
 Students need the languageJustify
 Collaboration skills
Staff Reflection
Staff engaged in analyzing the student work samples and identified student strategies, student learning needs and professional learning needs.
Student needs were:
· Understand the question
· Answer the question
· Use thinking tools to make thinking visible
Professional learning needs were:
· How to use manipulatives in the math class  Super Source
· Explore Catherine Fosnot Math Kit and the landscape of learning
· Explore Making Math Meaningful by Marian Small
Teacher Feedback Needs
Excitements
Steps
 Teacher Feedback Needs
Excitements
Steps
Worries
 Teacher Feedback Needs
Excitements
Steps
Worries

Teacher Feedback
 More time to explore manipulatives and resources, with an opportunity to plan
Excitements
 Great opportunity to see and share all of the student work
 Our kids are doing great things
Steps
 Coplanning
Teacher Feedback
 More teacher to teacher sharing and dialogue
Excitements
 Learning about Fosnot
Steps
 Sharing with other teachers
Worries
 CILM
 Why we played with manipulatives rather than learn how to use them
The Super Source This resource provides organized, focused activities using a particular manipulative each following a 3step format for each lesson. It is available by grade span in grades K6 and by strand in grades 7 to 8.  Cathy Fosnot Landscape of Learning Number SenseAddition and Subtraction OvalsBig Ideas RectanglesStrategies TrianglesModels  Making Math Meaningful Research has shown that when students are actively engaged in constructing their own understanding of math, than students' learning capacity increases. Marian Small, 2009 
The Super Source
Cathy Fosnot Landscape of Learning
OvalsBig Ideas
RectanglesStrategies
TrianglesModels
Grade 3 Inquiry
Grade 3 Theory of Action Term 1
 explicitly teach students how to count using a variety of instructional strategies and thinking tools then students will be able to demonstrate counting
We also engaged students in solving word problems, first one step problems followed by two step problems that incorporated multiple math strands.
Grade ThreeSecond Theory of Action
Grade 3 Theory of actionTerm 2
 If we engage students in solving two step word problems using a framework, thinking tools and technology then students will be able to communicate their thinking orally, visually and in written form.
Evidence of Student Mathematical Thinking
Student A Diagnostic and Summative Assessment Task Diagnostic QuestionMatthew has 52 candies. If he gives 8 candies to each of his 3 friends, how many candies does he have left? Show your work. Student A drew 52 circles and organized them into 5 rows. In the first row, 2 circles are grouped together. In the third row 8 circles are grouped together. In the fourth row, 8 circles are grouped together and the same in the fifth row. Matthew has 28 candies left. Summative QuestionCrayons are sold in packages of 8. If there are 48 crayons, how many packages are there? If one package cost $4.00, how much will it cost for 48 crayons? Solve the problem using pictures, numbers and words. Student A drew eight boxes and at the top of each box wrote P1, P2 etc. Inside box 1 are the numbers $4 and 8. Box 2 has $8 and 8, Box 3 has $12 and 8 Box 4 has $16 and 8 Box 5 has $20 and 8 Box 6 has $24 and 8 Boxes 7 and 8 have the number 48 and both are crossed out. There is also a picture of six groups with eight in each group. The student then wrote, The answer is 6 packages. It cost $24.00 for 6 packages.  Student B Diagnostic and Summative Assessment Task DiagnosticStudent B wrote, I solved this question by counting 52 Wiggly Worms and took away 8 three times. Matthew has 30 candies left. SummativeStudent B used counters before drawing on the paper. The student drew 6 packages of crayons and then wrote, there are 6 packages of crayons. It will cost $24 for six boxes of crayons. On a post it note, the student wrote 4, 8,12, 16, 20, 24, 28, 32, 36, 40, 44. The numbers 28 to 44 are then scratched out.  Student C Diagnostic and Summative Assessment Task DiagnosticStudent C wrote P, N, W, down the left hand side of the page. Beside the letter P they drew three people and two squares under each person. Beside the letter N, they wrote 52  8=46. Beside the letter W, they wrote Mohammad has 46 candies left. SummativeStudent C wrote the letters P,N,W along the left hand side of the page. Beside the P, they drew 6 squares, above each square is the number 400 and inside the squares in the number 8. Beside the N, they wrote 8+8+8+8+8+8=48 then 4+4+4+4+4+4=24. Beside the W, they wrote altogether it cost $24.00. 
Student A Diagnostic and Summative Assessment Task
Student A drew 52 circles and organized them into 5 rows. In the first row, 2 circles are grouped together. In the third row 8 circles are grouped together. In the fourth row, 8 circles are grouped together and the same in the fifth row.
Matthew has 28 candies left.
Summative QuestionCrayons are sold in packages of 8. If there are 48 crayons, how many packages are there? If one package cost $4.00, how much will it cost for 48 crayons?
Solve the problem using pictures, numbers and words.
Student A drew eight boxes and at the top of each box wrote P1, P2 etc.
Inside box 1 are the numbers $4 and 8.
Box 2 has $8 and 8,
Box 3 has $12 and 8
Box 4 has $16 and 8
Box 5 has $20 and 8
Box 6 has $24 and 8
Boxes 7 and 8 have the number 48 and both are crossed out. There is also a picture of six groups with eight in each group. The student then wrote, The answer is 6 packages. It cost $24.00 for 6 packages.
Student B Diagnostic and Summative Assessment Task
SummativeStudent B used counters before drawing on the paper. The student drew 6 packages of crayons and then wrote, there are 6 packages of crayons. It will cost $24 for six boxes of crayons. On a post it note, the student wrote 4, 8,12, 16, 20, 24, 28, 32, 36, 40, 44. The numbers 28 to 44 are then scratched out.
Student C Diagnostic and Summative Assessment Task
Beside the letter W, they wrote Mohammad has 46 candies left.
SummativeStudent C wrote the letters P,N,W along the left hand side of the page. Beside the P, they drew 6 squares, above each square is the number 400 and inside the squares in the number 8. Beside the N, they wrote 8+8+8+8+8+8=48 then 4+4+4+4+4+4=24.
Beside the W, they wrote altogether it cost $24.00.
Student D Diagnostic and Summative Assessment Task DiagnosticStudent D has written the letters P, N, and W down the left hand side of the page. Beside the letter P is a picture of three people with 8 circles above them then the number 8 above the circles. Beside the letter N the student wrote 52 divided by 8 equals 48. Beside the letter W the student wrote each student got 24 candies. SummativeStudent D wrote the letters P, N, and W along the left hand side of the page. Beside the letter P, the student drew 6 squares and wrote the number 8 inside each square. Above the fourth square is the number 32. Underneath all the squares the student wrote 4.00. Beside the letter N the student wrote 6x8=48, $4.00+$4.00=8.00, $8.00+$8.00=$16.00, $16.00+$16.00=$32.00. Beside the letter W the student wrote, They have six packages of crayons and the crayons cost $32.00.  Student E Diagnostic and Summative Assessment Task Diagnostic Student E wrote, I got to 45 because I was count backwards by 1. I started from 52 and I land at 48 because I stopped at 8. SummativeStudent E drew 6 groups of crayons with 8 crayons in each group. The last group had the number 48 written above it. Student E also wrote, I have 6 packages. On the right hand side of the page the student wrote 4.00 6 times vertically on the page with the answer of $24.00  Student F Diagnostic and Summative Assessment Task DiagnosticStudent F drew 52 circles and a large box around them with the number 52. Underneath this picture and to the left the student drew a substation sign and three rows of 8 circles with a larger circle around them with the number 8 (3 times) written beside it. There is also the number 24 underneath the 24 circles. The sentence reads Ms. Parker has 25 candies left. SummativeStudent F wrote the letters P, N, and W down the left hand side of the page. Beside the letter P they drew 6 boxes with the number 8 inside each box. This was drawn twice. Beside the letter N, they wrote 8+8+8+8+8+8=48. Then they wrote 4+8=12, 12+4=16, 16+4=20, 20+4=24, 24+4=28, 28+4=32 Beside the letter W, the student wrote there are 6 packages of crayons. The crayons cost $28. 
Student D Diagnostic and Summative Assessment Task
SummativeStudent D wrote the letters P, N, and W along the left hand side of the page. Beside the letter P, the student drew 6 squares and wrote the number 8 inside each square. Above the fourth square is the number 32. Underneath all the squares the student wrote 4.00. Beside the letter N the student wrote 6x8=48, $4.00+$4.00=8.00,
$8.00+$8.00=$16.00, $16.00+$16.00=$32.00. Beside the letter W the student wrote, They have six packages of crayons and the crayons cost $32.00.
Student E Diagnostic and Summative Assessment Task
SummativeStudent E drew 6 groups of crayons with 8 crayons in each group. The last group had the number 48 written above it. Student E also wrote, I have 6 packages. On the right hand side of the page the student wrote 4.00 6 times vertically on the page with the answer of $24.00
Student F Diagnostic and Summative Assessment Task
SummativeStudent F wrote the letters P, N, and W down the left hand side of the page. Beside the letter P they drew 6 boxes with the number 8 inside each box. This was drawn twice. Beside the letter N, they wrote 8+8+8+8+8+8=48. Then they wrote 4+8=12, 12+4=16, 16+4=20, 20+4=24, 24+4=28, 28+4=32
Beside the letter W, the student wrote there are 6 packages of crayons. The crayons cost $28.
Collaborative InquiryTeacher Reflection
Grade 2
For the 2015/2016 school year the first collaborative inquiry in grade two focused on number sense. Due to unsettling contract issues between the Teacher's Federation and the Government, this inquiry began in November.
Grade 2 Theory of Action
 If we explicitly teach using math manipulatives to represent, read and print numbers then students will be able to count to 100 by 1s, 2s, 5s and 10s.
The assessment tasks "for, as and of" learning asked students to place a number on various number lines and explain how and why they placed a given number on the line. While moderating student work samples of the diagnostic and formative tasks, we evaluated the work as follows:
"Met", "Not Met" and "Met with no communication". This allowed us to determine next steps for instruction and provide guided math lessons based on student needs.
Evidence of Student Mathematical Thinking
Student A Diagnostic Assessment Met with no communication There are three number lines on the first page. Students are to place the number 17 on a number line that begins at 0 counting by 2's to 20. The second number to place on the number line is 32. It begins at 0 counting by 5's to 50. The third number to place on the number line is 67. The line begins at 0 counting by 10's to 100. This student has placed the numbers accurately on the number lines. When answering the question: "Explain how you know where to put the number 82 on the number line," the student responded by writing "don't really know". Formative AssessmentNot MetThe numbers are not placed accurately on the number line. The first number to be placed on the line is 48. The number line begins at 41 counting by ones to 50. The student placed a 1 in between 40 and 41. The second number to place on the number line is 7 and the line begins at 0 counting by 2's to 20. The student placed a 2 in between 0 and 2. The third number to place on the number line is 28 and the line begins at 0 counting by 5's to 50. The student placed a 5 in between 0 and 5. When asked to explain where to put the number 119 the student wrote "The teachers name and I know because I put the number in the right side".  Student B Diagnostic Assessment Met with no Communication All the numbers are placed accurately on the number line. Written explanation"Because it is the number that came after". Formative AssessmentMet with now communication All the numbers are placed accurately on the number line. There was an error in the explanation section. The number reads 82 however it was suppose to be 119. The student placed both numbers correctly on the number line. Written explanation"It is closer to 100". Assuming the student means 82, however, unsure. 
Student A
Formative AssessmentNot MetThe numbers are not placed accurately on the number line. The first number to be placed on the line is 48. The number line begins at 41 counting by ones to 50. The student placed a 1 in between 40 and 41.
The second number to place on the number line is 7 and the line begins at 0 counting by 2's to 20. The student placed a 2 in between 0 and 2.
The third number to place on the number line is 28 and the line begins at 0 counting by 5's to 50. The student placed a 5 in between 0 and 5. When asked to explain where to put the number 119 the student wrote "The teachers name and I know because I put the number in the right side".
Student B
Formative AssessmentMet with now communication All the numbers are placed accurately on the number line. There was an error in the explanation section. The number reads 82 however it was suppose to be 119. The student placed both numbers correctly on the number line. Written explanation"It is closer to 100". Assuming the student means 82, however, unsure.
Evidence
Student C Diagnostic Assessment Not met The first number line has the number 17 placed accurately on the line. The second number 32 is placed between 35 and 40. The third number 67 is placed accurately. The final number 82 was placed between 20 and 40. The explanation"I was too" Formative Assessment Met with no Communication All numbers have been placed on the number line accurately except, the explanation question placing the number 119 between 180 ad 200. "Because 9 goes after 8. 1  Student D Diagnostic Assessment Not met The number 17 was placed between 8 and 10. The second number 32 was placed between 20 and 25. The third number 67 was placed between40 and 50. The final number 82 was placed correctly between 80 and 100 and closer to 80. The explanation "I looked at 80. Formative Assessment Not Met The first number 48 is placed between 44 and 45. The second number 7 is placed between 8 and 10. The third number 28 is placed between 20 and 25. The number 119 is placed between 80 and 100. The explanation "82".  Student E Diagnostic AssessmentMet with no communication All numbers have been placed on the number lines correctly. The explanation section was left blank. Formative AssessmentMet with no communication All the numbers were placed correctly on the number line except the number 119. It was placed between 180 and 200. The explanation "It goes beside the 80 and 1". 
Student C
Formative Assessment Met with no Communication All numbers have been placed on the number line accurately except, the explanation question placing the number 119 between 180 ad 200. "Because 9 goes after 8. 1
Student D
Formative Assessment Not Met The first number 48 is placed between 44 and 45. The second number 7 is placed between 8 and 10. The third number 28 is placed between 20 and 25. The number 119 is placed between 80 and 100. The explanation "82".
Student E
The explanation section was left blank.
Formative AssessmentMet with no communication All the numbers were placed correctly on the number line except the number 119. It was placed between 180 and 200.
The explanation "It goes beside the 80 and 1".
Teacher Reflection of Diagnostic and Formative Assessment
 model how to indicate a number on a number line
 engage in skip counting
 Introduce 5 and 10 frames and dot cards
 Model how to use sentence stems, I placed the number here on the number line because….
The strategy I used to solve the problem was… I know the answer is______ because…  Post anchor charts,
 Continue with 10 frames,
 Continue with small group instruction (Look at the reasonableness of your answer)
Evidence of Students' Mathematical ThinkingSummative Assessment
Student A Summative Assessment Task Not Met Student A placed the number 62 between 60 and 61. The number line began at 60 counting by 1's to 70. The number 17 was placed between 10 and 12. The number line began at 0 counting by 2's to 20. The number 41 was placed accurately on the number line that began at 0 counting by 5's to 50. On the last question student A placed the number 125 between 120 and 140 as the number line began at 0 counting by 20's to 200. The explanation is as follows: "I looked for 60 and 90 and 120 and 10 and 40 and I counted to the number I have been given".  Student B Summative Assessment TaskMet with some communication Student B placed a line on the number 62 on the number line and then crossed it out and wrote 62 closer to 61. The following three numbers were placed accurately on the number line. On the last question, 125 was placed between 120 and 140. The explanation is as follows: "I looked for 120. I wrote in the middle 5.  Student C Summative Assessment TaskMet with no communication The first three number lines were completed accurately. The number 98 was placed between 80 and 90. The number 125 was placed between 140 and 160. The explanation is as follows: "Because 5 goes after 6". 
Student A
Student A placed the number 62 between 60 and 61. The number line began at 60 counting by 1's to 70.
The number 17 was placed between 10 and 12. The number line began at 0 counting by 2's to 20.
The number 41 was placed accurately on the number line that began at 0 counting by 5's to 50.
On the last question student A placed the number 125 between 120 and 140 as the number line began at 0 counting by 20's to 200. The explanation is as follows:
"I looked for 60 and 90 and 120 and 10 and 40 and I counted to the number I have been given".
Student B
Student B placed a line on the number 62 on the number line and then crossed it out and wrote 62 closer to 61. The following three numbers were placed accurately on the number line. On the last question, 125 was placed between 120 and 140. The explanation is as follows:
"I looked for 120. I wrote in the middle 5.
Student D Summative Assessment TaskMet Student D placed all the numbers accurately on the number line.  Student D Summative Assessment The numbers 98 and 125 have been placed accurately on the number line. The explanation for placing 125 is as follows: "I went to 120 then I counted by 1's until I got to 125".  Student E Summative Assessment Task Met with no Communication Student E placed all the numbers accurately on the number line except for 125. This student placed the number 125 between 140 and 160. The explanation is as follows: "I don't know". 
Student D
Student D placed all the numbers accurately on the number line.
Student D
The numbers 98 and 125 have been placed accurately on the number line. The explanation for placing 125 is as follows:
"I went to 120 then I counted by 1's until I got to 125".
Reflection of Summative Assessment
 Further practice with number sense and place value (Utilize Number Talks by Sherry Parrish)
 Continue using sentence stems and anchor charts (____ is closer to ____ because...)
 More opportunities for students to communicate their thinking orally (Talk Move Strategies, Gallery Walks)
 Continue to develop students' conceptual understanding of number
 Students had more success with number lines that counted by 1's, 2's and 5's.
 Students are developing the ability to use number lines that count by 10's and 20's.
Literature
Teaching StudentCentered Mathematics
Early Counting 1. Number SequenceThe names and the ordered list of number words 2. OnetoOne CorrespondenceCounting objects by saying number words in one to one correspondence with the objects 3. CardinalityUnderstanding that the last number word said when counting tells how many objects have been counted 4. SubitizingQuickly recognizing and naming how many objects are in a small group without counting.
Learning Trajectory in Counting
Number Relationships 1. Spatial Relationships 2. One and two more, one and two less 3. Anchors or “benchmarks” of 5 and 10 4. PartPart –Whole Relationships  4 Relationships That Will Increase Your Students' Number SenseThe author of 4 Relationships That Will Increase Your Students’ Number Sense, Christina Tondevold outlines the how and why of teaching number sense. She begins with a quote by Howden (1989) who describes number sense as: “…good intuition about number and their relationship. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.” (Tondevold, 2015) This quote highlights the need for students to explore numbers and their relationships. Tondevold discusses how students need to be fluent in number sense and develop flexibility. This can be achieved when students “catch” number sense through exploration as students learn by dong. Number relationships are important to number fluency and flexibility. This is required before students are able to compute with ease. In addition, students require the ability to recall and transfer information fluidly in order to develop derived facts. Tondevold makes reference to the four number sense relationships that John Van de Walle outlined in his book Teaching Student Centered MathematicsK3.
 Elementary and Middle School MathematicsThinking DevelopmentallyProblem solving There are 3 types of approaches to problem solving.
We looked closely at how to deconstruct word problems. We chose a model that has been adapted from George Polya’s four step model. Students who are mathematically proficient have strategic competence (Polya step 2) and adaptive reasoning (step 4). The steps should not be taught in isolation, but embedded in the learning of mathematics concepts. Our focus was for students to demonstrate their understanding of the problem and communicate this understanding with justification. The use of visuals or thinking tools was to assist in the process of communicating. Research has shown, that the more students are involved in problem solving, the more willing and confident they are to solve problems and the more methods they develop for attacking future problems. (Jo Boaler 1998, 2002) 
Teaching StudentCentered Mathematics
 In his book Teaching Student Centered Mathematics by John Van De Walle, he discusses the importance of developing number relationships in order to have number sense. The book outlines a developmental progression of counting or types of counting schemes, early counting strategies and a trajectory for counting. They are as follows:
Early Counting
1. Number SequenceThe names and the ordered list of number words
2. OnetoOne CorrespondenceCounting objects by saying number words in one to one correspondence with the objects
3. CardinalityUnderstanding that the last number word said when counting tells how many objects have been counted
4. SubitizingQuickly recognizing and naming how many objects are in a small group without counting.
Learning Trajectory in Counting
 Emergent Counter
 Perceptual Counter
 Figurative Counter
 CountingOn Counter and
 Non countbyone Counter
Number Relationships
1. Spatial Relationships
2. One and two more, one and two less
3. Anchors or “benchmarks” of 5 and 10
4. PartPart –Whole Relationships
4 Relationships That Will Increase Your Students' Number Sense
The author of 4 Relationships That Will Increase Your Students’ Number Sense, Christina Tondevold outlines the how and why of teaching number sense. She begins with a quote by Howden (1989) who describes number sense as:
“…good intuition about number and their relationship. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.” (Tondevold, 2015)
This quote highlights the need for students to explore numbers and their relationships. Tondevold discusses how students need to be fluent in number sense
and develop flexibility. This can be achieved when students “catch” number sense through exploration as students learn by dong. Number relationships are important to number fluency and flexibility. This is required before students are able to compute with ease. In addition, students require the ability to recall and transfer information fluidly in order to develop derived facts. Tondevold makes reference to the four number sense relationships that John Van de Walle outlined in his book Teaching Student Centered MathematicsK3.
 Spatial relationships
 One and two more, one and two less
 Benchmarks of 5 and 10 and
 PartPart Whole
Elementary and Middle School MathematicsThinking Developmentally
Problem solving
There are 3 types of approaches to problem solving.
 Teaching for problem solving,
 Teaching about problem solving and,
 Teaching through problem solving (J. Van de Walle 2013).
We looked closely at how to deconstruct word problems. We chose a model that has been adapted from George Polya’s four step model.
Students who are mathematically proficient have strategic competence (Polya step 2) and adaptive reasoning (step 4). The steps should not be taught in isolation, but embedded in the learning of mathematics concepts. Our focus was for students to demonstrate their understanding of the problem and communicate this understanding with justification.
The use of visuals or thinking tools was to assist in the process of communicating. Research has shown, that the more students are involved in problem solving, the more willing and confident they are to solve problems and the more methods they develop for attacking future problems. (Jo Boaler 1998, 2002)
Concluding Reflections of OFIP Sessions
Teacher 1 Before I thought..."Some students liked mathmainly boys."
Now I think....
“Through OFIP sessions it has helped to set a mind set to help students to communicate their thinking and understanding in math. Math is fun and so useful in our environment. To engage more students in learning and to love mathall sexes."
Teacher 2 Before I thought....
Now I think... I can reflect more on the student process of thinking rather than the product. Also, documenting student learning does not have to be paper and pencil. I have enjoyed discussions on the “anticipation” piece. I hope I improve in the area of prompts and questioning."
Teacher 3 Before I thought....
Now I think..."There are a lot of different ways to teach concepts thru technology and game playing. I need to focus on the whole entire process rather than focus on the answer. Students can be great teachersletting go of control. I want to know more about board games in the classroom."
Teacher 4 Before I thought... Manipulatives were for specific subjects/one dimensional, apps were for playing
Now I think...Openended and can be used in a variety of ways for cross subject learning. Finding the "learning" in game apps."
Key Learnings
Key Learnings
 Continue to collaborate with grade team partners on a regular basis
 Teacher's views on how to use thinking tools has shifted
 Identifying and naming student strategies has informed teacher practice
 Continue exploring the landscape of learning in numeracy Cathy Fosnot, Alex Lawson
 Explore in greater detail "anticipating" student responses 5 Practices
 Moderating student work informed teacher assessment practices
Created by Shannon Beach SWSTPDSB