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Mathematics Professional Learning Menu: Effective Use of Learning Tools: Day 1

Mathematics Professional Learning Menu: Effective Use of Learning Tools: Day 1. St Marcellinus SS Room 216 Thursday, October 7, 2010. A Prayer for Math Teachers:. Lord, as we gather here today, we pray for your guidance…

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Mathematics Professional Learning Menu: Effective Use of Learning Tools: Day 1

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  1. Mathematics Professional Learning Menu: Effective Use of Learning Tools: Day 1 St Marcellinus SS Room 216 Thursday, October 7, 2010

  2. A Prayer for Math Teachers: Lord, as we gather here today, we pray for your guidance… • You were there when Jesus multiplied the loaves and fishes, and when Moses divided the Red Sea. • We ask that you be with us now. • Help us trust that your highest power will be our guide. • Help us to be a positive influence on our students. • Help us to be a fraction of the teacher Jesus was. • Help us to recognize the infinite possibilities that are born of faith. • Amen

  3. Agenda • Prayer/ Welcome • Catholic Board Learning Plan (CBLP) 2010-2013 Minds On: • Graffiti  3-Part Lessons • Placemat Grade 7 – 10 Concepts Action: • Learning Tools Overview • Benefits and Tips • Learning Tools Carousel • Using the TIPS2.0 Template • Planning Time Consolidation: • Next Steps and Closing Thoughts • Homework/Dismissal

  4. Catholic Board Learning Plan (CBLP) 2010-2013 • SMART Goal: Increasing student achievement on EQAO assessments (3, 6 & 9) by 5% by 2013 • Foundational Practices: • Ontario Curriculum and ministry support documents are the primary sources for all mathematics instruction. • The mathematical processes described in the Ontario Curriculum are used throughout all mathematics instruction. • A minimum of 60 minutes is provided daily for mathematical instruction. • The diverse learning needs of EACH student are supported by mathematical instruction, assessment and evaluation that are varied in nature and provide multiple opportunities to demonstrate learning. • The comprehensive list of strategies that relate to effective mathematics instruction are used regularly. • Expected Practice: By June 2013, all mathematics instruction will be delivered using a 3-part lesson model

  5. Minds On…

  6. Graffiti  3-Part Lessons • Each table will receive a chart paper with one of the 3 parts of a lesson and either teacher actions or student actions • Using your table’s coloured marker, you are write everything you know about the topic on the chart paper • The papers will be rotated. For each rotation your group will add to the list already written. • Once all the paper have rotated to all the groups, they will be posted on the wall • Questions? Comments.

  7. 3-Part Lesson Video? • While you watch this video, list what you see teachers doing and what you see students doing for each part of the lesson. • 3 Part Lesson Video • Questions/ Comments

  8. Placemat  Grade 7-10 Concepts • On chart paper create a Placemat template so that every person has a segment to write • In your space create a list of mathematics concepts that students struggle with • In the center list topics you will be covering between now and November 3rd

  9. Action …

  10. Learning Tools • Learning tools for Mathematics can be either: • Concrete (manipulatives) • Virtual (technology) • Learning tools have been used in mathematics instruction since the 1960s and research has measured their impact.

  11. What the Research Says • A focus on deep learning of particular mathematics topics – through a variety of strategies, including working with concrete materials – leads to greater conceptual depth (Ben-Chaim, Fey, Fitzgerald, Benedetto, & Miller, 1998; Fletcher, Hope, & Wagner, 2001; Siemon et al., 2001). • Manipulatives allow students to concretely explore mathematical relationships that will later be translated into symbolic form. The key to the successful use of manipulatives lies in the bridge – which must be built by the teacher – between the artifact and the underlying mathematical concepts (D’Ambrosio et al., 1993). The mathematics is in the connections, not the objects (Kilpatrick & Swafford, 2002). Leading Math Success, 2004

  12. What the Research Says • Studies on the use of manipulatives by students described as low achievers, at risk, having behaviour problems, or with limited English proficiency have found positive effects on achievement (Ruzic & O’Connell, 2004). • Even at the secondary level, manipulatives are necessary tools for supporting the effective learning of mathematics. … By analysing students’ concrete representations of mathematical concepts and listening carefully to their reasoning, teachers can gain useful insights into students’ thinking and provide supports to help enhance their thinking (Grade 9&10 Curriculum Document, p23)

  13. Effective Classroom Strategies for Using Manipulatives • In your group, discuss the strategies outlined on the Manipulatives Management handout • Share any additional strategies • Questions? Comments

  14. BREAK TIME!

  15. Learning Tools Carousel • There are four stations in the carousel: • Virtual Learning Tools (Andy) • Fraction Operations (Dorota) • Integer Operations (Dwight) • Self-directed: 3 activities

  16. LUNCH Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord. Amen.

  17. Using the TIPS 2.0 Template • This template allows you to plan a 3-part lesson • The lessons have embedded literacy, DI and assessment startegies

  18. Co-Plan a Lesson • Form groups of 2 or 3 teachers of the same grade/course • Plan a three part lesson for a concept everyone in the group will teach between now and November 3rd • The lesson must feature the use of a learning tool • You are encouraged to use literacy, DI and assessment strategies

  19. Consolidation/ Debrief …

  20. Don’t Typecast Manipulatives • In your group, discuss math concepts you could use for each manipulative: • Geoboards • Tangrams • Colour Tiles • Linking Cubes • Others? • Share with the whole group

  21. Manipulatives Wiki Resources • (http://dpcdsb-math-stuff.wikispaces.com/) • Click on DPCDSB Wikis (on the left) • Click on Manipulatives link • There are three pages on the wiki: • Home Page: General information • Math Menu: Resources from sessions • Ministry: Resources and research on Manipulatives • Visit the site often to see new resources • If you discover a useful resource, send it to me and I’ll post it.

  22. Closing Thoughts: The most influential factor in improving student achievement is not demographics, socio-economic status, or classroom resources, but rather more effective teaching! Robert J. Marzano, Classroom Instruction that Works, 2001

  23. Closing Thoughts: It is only natural for me to want them to be successful, but by merely telling them the answers, doing things for them, or showing them shortcuts, I relieve students of their responsibilities and deprive them of the opportunity to make sense of the mathematics they are learning.

  24. Homework / Dismissal • Teach the lesson you planned and come prepared to share the experience next time • Complete an exit ticket before you go • Questions? Comments

  25. For more information, please contact us: • Andy Kwiecien – E-Learning/ Technology Based Consultant x24180 • Dorota Jakubowska – Mathematical Literacy Consultant (7-12) x24188 • Dwight Stead – Mathematical Literacy Consultant (7-12) x24533

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