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Promising Practices District School Board Ontario North East

Promising Practices District School Board Ontario North East . Gradual Changes. A greater focus on hands on learning using manipulatives Less teacher directed lessons and more collaborative learning with students working together

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Promising Practices District School Board Ontario North East

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  1. Promising PracticesDistrict School Board Ontario North East

  2. Gradual Changes • A greater focus on hands on learning using manipulatives • Less teacher directed lessons and more collaborative learning with students working together • A shift from large scale workshops to job embedded PD

  3. Open Questions • Allow all students to have an answer • Based on 3 strategies: • Start with the answer • The sum of 2 integers is 8. What could the integers be? • Similarities and Differences • How is calculating the volume of a cylinder like calculating the volume of a triangular prism. How is it different? • How is multiplying 6 x 20 like multiplying 60 x 2? • Leave the values open • Choose 2 fractions and find the difference

  4. Parallel Tasks • Sets of tasks (2-3) that focus on the same big idea while meeting the different ability levels of the class. • Use common consolidation questions to get at the big ideas. • Allow choice (sometimes student, sometimes teacher) as to tasks. • Students can select a task for which they do not need scaffolding.

  5. Example: Choice A • The mean of a set of numbers is 8. What might the numbers be? Choice B • Create a set of data in which the mean is greater the median.

  6. Math Coaches • January to June 2009 • 2 Math coaches • Differentiation through Open Questions • Developed “Haileybury Model” in which staff and students learn together with a one on one debriefing session to follow. Only 1 supply teacher is needed for a school wide PD opportunity.

  7. Continued…. • PRIME (Identified weaknesses in number sense) • Individual Coaching • Organizing and effectively using manipulatives

  8. 2009-2010 • Job Embedded PD (PLCs, staff meetings, • book study, co-planning and co-teaching) • PRIME (follow up and expansion) • Supporting Critical Pathways in Mathematics • Continued use of Haileybury Model • Integrating Technology (GSP, Smart Boards, Math Frog, Clips and Gizmos) • Differentiation through Parallel Tasks • Building inter-school communities (789 PLCs, challenges)

  9. Supporting PLC’s between Secondary Schools and their feeder Schools • Teachers will form a network of support • Teachers will plan for common language in mathematics • Teachers will agree upon procedural fluency • Classroom visits between panels will promote student success

  10. Junior Level PLC’s • Critical Learning/Teaching Hubs • Sharing between junior teachers of a school or family of schools • Focus specifically on school goals • Targets specific areas for growth • Interventions/strategies based on student work (pre and post assessment) • Collaborative approach

  11. Integrating Technology • Interactive use of Smart Boards • Use of Clips and Gizmos as interactive tools to engage students and promote understanding • Math Frog • CBR’s and CAS

  12. Book Studies Teachers work collaboratively to integrate the text into their programming

  13. Challenges Math Fairs World Math Day Bulletin Board Challenges Motivational Activities

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