Collaborative Inquiry at Edenrose

Exploring the explicit teaching of math vocabulary, the use of learning goals and co-constructed success criteria to support students' communication and ownership of their learning.

Theory of Action in Grade 1/2 & Grade 1 F.I.

If we explicitly teach math vocabulary through the use of learning goals and co-constructed success criteria then students will communicate their mathematical thinking better.

Learning Goals and Success Criteria

Rich Tasks

A shape commercial
A Sad Day For Mr. Rectangle

Pedagogy of Listening

Student Voice

From Key Learnings to Next Steps

The praxis of learning goals and success criteria is important. The use of learning goals and co constructed success criteria has to work for the teacher so that it is used and relevant for the students.

Students reflecting and discussing why we have a learning goal to begin with is important. It leads to students being participants in their own learning.

Some students can articulate their thinking on LG's and SC more clearly than others...will spending time on helping these students express themselves help them to improve academically?

For some students, physical interaction with the LG & SC is necessary. The more it is recognized in the classroom as a thinking and learning tool, the greater it's value for students.

The learning goal may be a mathematical concept. In this way when referring to the learning goal during consolidation, mathematical thinking may be explored or pushed forward. (chapter 2) Smith and Stein, 2011

The level of discourse in the classroom is equal to the level of mathematical discussion.

Student Work Study Initiative 2013/14 at Edenrose P.S.

A collaborative inquiry in using vocabulary, learning goals and co-constructed success criteria to foster communication of mathematical thinking in primary students conducted by Karen Haney, Carissa Robinson and Janet D'Silva.