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Math GAINS Co-Teaching Project Anchor Session #3. Celebrating Success. Mississauga Grand Banquet Centre June 2 & 3, 2010. Reviewing our Norms. Start and end on time. Contribute to a safe learning environment that encourages risk taking; be kind. Listen actively; speak fearlessly.
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Math GAINS Co-Teaching Project Anchor Session #3 Celebrating Success Mississauga Grand Banquet Centre June 2 & 3, 2010
Reviewing our Norms • Start and end on time. • Contribute to a safe learning environment that encourages risk taking; be kind. • Listen actively; speak fearlessly. • Invest in your own learning and the learning of others. • All electronic communication devices off except during lunch/break. • Suffering is optional!
Overview of the Day The Morning • Welcome • Some Problem-Solving Tasks • Sharing your Success – Lesson Carousel • Personal Reflection & Goal Setting
Overview of the Day The Afternoon • Helping Students … by being less helpful! • Tea Time with Tony • Alan's Announcements • An important book & some parting gifts
Smiles & Frowns The complete set of "Figure This" problems is available at: www.figurethis.org
The Jelly Bean Problem • Doug was really hungry, so he ate ½ the jelly beans in the jar. • Richard forgot to bring his lunch, so he ate 1/3 of the remaining jelly beans. • Anja saw the boys eating jelly beans and wanted some too. So, she ate one fourth of the jelly beans left in the jar. • When Sarah came back from lunch, she quickly sat down and got ready for the start of math class. The teacher rewarded her with 6 jelly beans. A jar of jelly beans sat on the teacher's desk:
More about jelly beans … Now Ria wanted jelly beans too, but there were only 3 jelly beans left in the jar. Ria's teacher told her that she could have the 3 jelly beans, if Ria could determine how many jelly beans were in the jar to begin with! This is a "family friendly" challenge. How many different ways can you solve the problem and represent your solution?
What did you learn from solving theproblem? At your table, talk about … • the different problem solving strategies you saw used • the mathematical processes that were employed • the curriculum connections made • how the problem facilitates math talk
The Carousel Activity What is the difference that made the difference? • Minds On • Student groupings • A neat activity • A different consolidation strategy
The Carousel Activity … continued • Use the carousel activities menu to divide the members of your family group, evenly, among the various stations • There will be two rotations of 15 minutes each, followed by 15 minutes of sharing with your family group • Use the carousel organizer to make notes about the lessons you viewed
Now, on to the next set of rotations • During this round, anyone who presided over a carousel station during the first two rotations should have the opportunity to visit other stations • Again, there will be two 15 minute rotations
Personal Reflection & Goal Setting Recall … A big idea of co-teaching is to reflect on your current classroom practice, whatever that may be, and ask: “What can I add to my practice to help students understand the concepts I am teaching more deeply?” Now, reflecting on what you've seen during the carousel rotations, choose & commit to trying something new next year. Write it down, and share it with the other members of your team.
Tea Time with Tony Imagine you were in the position of planning what Peel's Math GAINS Co-teaching Project will look like next year … what would you say to the board's new director, Tony Pontes (a former math teacher) to gain his approval?
Gathering Information … Two Stars(two things you really liked about this year's project) And One Wish (one thing you wish you could change/improve upon for next year) Tony has asked you for information about what you thought of this year's project. Specifically, he wants you to come up with:
How to share the information • Look at the numbered card you received after lunch. • Identify the other people in the room whose number has the same # of factors as your number does. • Form groups of three or four with these people and share your two stars and a wish with each person in turn.
How to use the information • Return to your family groups and share what you've learned. • Identify (for Tony) the successes and the challenges. • Post your successes. • Choose one challenge that you would like to see addressed, and post it. (Please note: we will post "TIME" as a challenge … you pick something else)
Graffiti: 5 - 4 - 3 - 2 minute response State on the chart paper: • Issues or details about this challenge • Strategies that you would use to overcome this challenge • Any other things that come to mind
Alan's Announcements T H I S Y E A R • Share Point Site – Update/Status • Purchase Orders – June 4th, 2010 • Use of PAM Code 59 – June 18th, 2010 • Reimbursements, etc. – June 23rd, 2010 • Professional Learning – TIPS4RM Institute N E X T Y E A R • Some Funding Information • A Few Tentative Plans As We Look Ahead – Interest, Support, Building Capacity, etc.
Creating Your Own Page The important thing about Math GAINS is … It's like … It can be … It isn't … It is … But the important thing about Math GAINS is …
It's a long journey … so, take the Greyhound! Start where they are … take them somewhere new … and challenge them to find their own way to the next destination. In bus rides and life … it's got to be the goin', not the gettin' there that's good. -Harry F. Chapin
