# Collaborative Inquiry at Edenrose

## 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

## Learning Goal Writing the learning goal down so that it is visible for all students makes learning transparent for all. Learning goals centre on important learning. Peel Monograph 2012 | ## Co-constructed Success Criteria Students used different co-constructed success criteria in a variety of tasks which involved using math vocabulary. | ## Using Success-Criteria A series of success criteria charts was used for creating a shape commercial. |

## Learning Goal

Writing the learning goal down so that it is visible for all students makes learning transparent for all. Learning goals centre on important learning. Peel Monograph 2012

## Co-constructed Success Criteria

Students used different co-constructed success criteria in a variety of tasks which involved using math vocabulary.

## Interactive Success Criteria Students initial the success criteria chart promoting ownership of their learning. | ## Collaborative Learning with Colleagues Sharing the set up of the way learning goals and success criteria were set up in one classroom led to a similar set up in another classroom. | ## Setting up for Success Finding the right spot-on a dry erase board within reach - made the chart interactive, useful and led to an increase in it's use. |

## Interactive Success Criteria

Students initial the success criteria chart promoting ownership of their learning.

## Collaborative Learning with Colleagues

Sharing the set up of the way learning goals and success criteria were set up in one classroom led to a similar set up in another classroom.

## Rich Tasks

## Four Corners Vocabulary "Students need demonstrations, graphics, and visuals to support vocabulary development" Blachowicz and Fisher (2000) | ## Explicit Teaching Children have very few opportunities to use mathematical terms outside the classroom. Using math vocabulary classroom allows for opportunities to become fluent in math vocabulary. Rubenstein and Thompson (2002) | ## Integrated Learning Writing and Mathematics are integrated in a narrative whole group story. This enables the teacher to assess students' understanding of the words they used. Rubenstein and Thompson (2002) |

## Four Corners Vocabulary

"Students need demonstrations, graphics, and visuals to support vocabulary development" Blachowicz and Fisher (2000)

## Explicit Teaching

Children have very few opportunities to use mathematical terms outside the classroom. Using math vocabulary classroom allows for opportunities to become fluent in math vocabulary. Rubenstein and Thompson (2002)

## Open Ended Tasks Open tasks promote an entry point for math for all students. Open questions can lead to students viewing math as multifaceted rather than as only a right or wrong answer. Small (2012) |

A shape commercial

A Sad Day For Mr. Rectangle

## Pedagogy of Listening

## Student Self-Assessment Having students use their co-constructed success criteria to self-assess their task leds to ownership of their learning. | ## Listening to students Checking in with students throughout their learning enabled the teacher to assess if they had a clear and deep understanding of conceptual knowledge or curricular 'big ideas'. | ## Consolidating the Learning Returning to the learning goal with the students reflected that the learning goal was met. |

## Student Self-Assessment

Having students use their co-constructed success criteria to self-assess their task leds to ownership of their learning.

## Listening to students

Checking in with students throughout their learning enabled the teacher to assess if they had a clear and deep understanding of conceptual knowledge or curricular 'big ideas'.

## Student Voice

## Why have a learning goal? Having discussions about the purpose of learning goals enables teachers to clarify any student misconceptions. | ## How to check the success criteria A student describes how to use the success criteria suggesting that it is important to keep referring to it. Often times, primary students would walk up to the chart to check off the criteria as they worked. | ## What happens when you use SC to self-assess? A student describes what happens when they use success criteria to correct their mistakes. |

## Why have a learning goal?

Having discussions about the purpose of learning goals enables teachers to clarify any student misconceptions.

## How to check the success criteria

A student describes how to use the success criteria suggesting that it is important to keep referring to it. Often times, primary students would walk up to the chart to check off the criteria as they worked.

## 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.

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.

@PDSBSWSTs

@PDSBSWSTs

@janetdsilva