Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot

Jan. 7, 2014: Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning

Forward - 4 PM - 6 PM

Audio Setup Wizard & Group Norms - DO THIS NOW PLEASE• Please run the Audio Setup Wizard prior to

each meeting. From above select:– Tools then– Audio then– Audio Setup Wizard

• Please scroll through the first few slides and reread the technical group norms and discussion group norms prior to each meeting. (Note: Disregard this if you are on an iPad)

Before - Technical Group Norms

• Run the audio setup wizard prior to each session• Turn your mic on and off as needed• When in breakout rooms, once a timer has expired,

wrap up your conversations and turn off your microphone

• Use the step away button, emoticons, hand up/down buttons when appropriate

• Alert us to questions that go unanswered in the chat box

• Use the chat box to make connections as other people are speaking

Before - Discussion Group Norms

• Share checkpoint description, book title, page number, activity name or description, etc.

• All voices must be included and participants must feel included– Let people pass– Take turns– Interrupt politely– Show enthusiasm using emoticons or the chat window – Give everyone a chance to respond before you take a second turn

• Keep Lines of Thinking Alive– Please refer to Table 4-2 From Comprehension Through

Conversation on the following slide• The discussion should move us to new understandings

Before - Information Page• http://tinyurl.com/YukonEducation2013-2014 for all of

the info that you will need– The people in this group who are not in the Cypher IV Mathematics

Leadership Project, just focus on the Numeracy Nets Sessions and ignore the Yukon Education Literature Circle Meetings

• Paula.Thompson@yesnet.yk.ca (E-mail your data)– 867-667-8249 (Phone My Office) – 867-393-6339 (Fax Your Data) – 867-332-0025 (Text - Personal Phone)

Tonight!

• Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward – All groups 4 PM - 6 PM

Materials• Numeracy Nets Binder: Bridging the Gap

Between Assessment and Instruction Grades K-2, Grade 3, or Grade 6

• Teaching Student-Centered Mathematics Grades K-3, 3-5 and/or 5-8 by John Van de Walle

• Headset with a microphone (Optional)• Student data and/or samples from the

classroom for the purposes of our discussions together

Learning Objectives (AFL Strategy)

• Use Elluminate Live! with increasing ease• Continue to build/refine the self-assessment

table• Continue to build up the summary data chart • Review the “Three-Part Format for Problem-

Based Lessons” (About p. 16 - 21 of Teaching Student-Centered Mathematics)

• Continue to set the stage for increasing the number of checkpoints (re)assessed

Learning Objectives (AFL Strategy) cont’d

• Dig deeper into the numeracy nets to enhance student learning by: – Completing Step 7 of the cycle for:

• Checkpoint 6 (Grades K-3 Group) - The student solves a variety of addition and subtraction problems, using personal strategies.

• Checkpoint 5 (Grades 3-6 Group) - The student chooses addition or subtraction to solve problems.

• Checkpoint 7 (Grades 6-10 Group) - The student understands and applies relationships among the four operations.

• That is, analyze student work to evaluate whether the instruction met student needs

– Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint

(Re)Introductions• Grades K-3 Group

– Tanya Duchaine (Whitehorse)– Andrew Cameron (Watson Lake) – Vicki Fitzpatrick (Faro) – Away tonight– Colleen Slonski (Faro)

• Grades 3-6 Group– Laurie Berglund (Dawson) – Sitting in only and away tonight

– Cynthia Freeman (Carcross) Jane MacArthur (Carcross) – Away tonight

• Grades 6-10 Group– Allysa Fryer-Thomas (Telegraph Creek) – Véronique Thériault (Whitehorse)

You Can, Toucan, Math• This is a book that I ordered for you

since it could be used within the context of the “3-Part Format For Problem-Based Lessons” for the checkpoints that we are digging deeper into as a group.– Checkpoint 6 (Grades K-3 Group) The

student solves a variety of + & - problems, using personal strategies.

– Checkpoint 5 (Grades 3-6 Group) The student chooses + or - to solve problems.

– Checkpoint 7 (Grades 6-10 Group) The student understands and applies relationships among the four operations.

• As requested at the last meeting, I sent everyone a copy of this book

Ten on the Sled• This is a book that I ordered for the

K-3 group since it could be used within the context of the “3-Part Format For Problem-Based Lessons” for the checkpoints that we are digging deeper into as a group.– Checkpoint 5 (Grades K-3 Group) The

student knows that partitioning a group of objects does not change the total quantity.

– Checkpoint 6 (Grades K-3 Group) The student solves a variety of addition and subtraction problems, using personal strategies.

• I sent this book to everyone in the K-3 group after the last meeting

Before - Introductory Reflections

• Reflect Stems (This is a Pause-and-Think Self-Assessment AFL Activity – Phrases and Prompts from p. 22 Knowing What Counts: Self-Assessment and Goal Setting Second Edition by Kathleen Gregory, Caren Cameron, and Anne Davies)

– Share a funny experience from your classroom– Identify one of your favourite math websites– I feel good about …– Two things I remember are …– One thing that is new for me since our last time together is

…

– I wonder what would happen if …– One question I have is …– If I could do something again differently, I would…– I have been incorporating the use of the Numeracy Nets

resource into my classroom by . . . – Numeracy Nets are like . . . because . . .

(The purpose of the use of metaphor is to engage participants in discussions and reflections on beliefs.)

Before - Continue to Build the Self-Assessment Data

Before - Continue to Build An Excel Data Summary Chart

K-3 Group Gr 3-6 Group Gr. 6-10 Group

Before - Data Analysis• I want to help guide the work with the data that we have

gathered by separating the processes of analysis and interpretation. – Analysis refers to examining the data for patterns – Interpretation refers to discerning what those patterns mean and

what we are going to do about them. As busy teachers, we tend to be action oriented and are sometimes eager to move directly to problem-solving mode but before we decide what the data means, we have to know what the data is saying.

Before - Data Analysis

• Before I display our self-assessment data of our comfort level with the checkpoints and addressing the associated student needs and the data that we gathered from our students, what do you think that the data will show?– Quick Write– Share

Before - Data Analysis (cont’d)

• Think/Pair/Share Keep an open mind by looking for surprises. If you look only for confirmation, that is all that you will find.

– What do you see?– What surprises you?– What patterns do you notice?– What similarities and differences do you see?– What pieces of data stand out from the rest?– What questions do you have?

Reflection Stems• What do you see?• What surprises you?• What patterns do you notice? What trends

and patterns do you notice over time?• What similarities and differences do you see

across the various data sets?• What pieces of data stand out from the rest?• What questions do you have?• Other?

During - Step 6: Implement the Instructional Plan (Review)• The Grades K-3 group was doing

Activity 3.1 Equations with Number Patterns using the “3-Part Format For Problem-Based Lessons”

• The Grades 3-6 Group did the same activity. (From the K-3 Teaching Student-Centered Mathematics Book.)

• The Grades 6-10 Group did Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons

Classroom Samples From Last Year (Cara in Telegraph Creek)

Read Aloud• Organize students to work in pairs. One

reads aloud various number sentences from either a textbook or a card and the other writes the number sentence. Include examples such as 7 + ? = 27 and 12 = ? - 5. Compare the written version with the original version to see if they are the same. If not, why? Create a list of the words used for the operation signs. Compare lists with other pairs to find more words.

Unknown Number• Ask students to write open multiplication sentences to solve

problems, and then say whether the unknown number is the number of groups or the amount in each group. – For example: Tanya has five times as many marbles as Jill; if

Tanya has 70, how many does Jill have? – Or: Jill has five marbles; how many times as many marble

does Tanya have if she has 70? • This could be written either as 5 x ? = 70 or as ? x 5 = 70. • Ask students to read their number sentences to others and say

how it represents the situation. Ask: What does the missing number represent in each case?

During - Step 7: Analyze Student Work & Evaluate The

Instructional Plan

During - Step 7 & 8 Of The Cycle

• Analyze student work and evaluate the instructional plan.– Referencing the Three-Part Format for Problem-Based

Lessons, describe the lesson that you delivered.• In the before portion of the lesson I . . .• In the during portion of the lesson I . . .• In the after portion of the lesson I . . .

– Has the instructional plan addressed learning needs? How do you know?

– Id strengths and continuing needs relative to the Checkpoint. Determine what worked and what didn’t. Discuss how the instructional plan contributed to the observed strengths and try to identify what needs to happen in subsequent instruction to address the continuing needs.

During - Step 7 & 8 Of The Cycle

• Reassess: Should we repeat from Step 4 of the Collaborative Planning Cycle for Addressing and Assessing Student Needs for Checkpoint 5/3, move to another Checkpoint, or both?

• Please refer to p. 17 of the Numeracy Nets book for the Collaborative Planning Cycle.

Van de Walle Activities

• (2.16 Build it in Parts)• 3.1 Equations with Number Patterns,

page 73 (Grades K-2 and 3) - chosen last time

• 3.2 Missing Part Subtraction, page 74 (Grade 3 Checkpoint 5)

• 3.3 More Than Two Addends, page 76 (Grade 3 Checkpoint 5)

Missing Part Subtraction• A fixed number of counters is placed on a

mat. One child separates the counters into two parts while the other child hides his or her eyes. The first child covers on e of the two parts with a sheet of tagboard, revealing only the other part. The second child says the subtraction sentence. For example, “Nine minus four [the visible part] is five [the covered part].” The covered part can be revealed if necessary for the child to say how many are there. Both the subtraction and the addition equation can then be written.

More Than Two Addends

• Give students six sums to find involving three or four addends. Prepare these on on epage divided into six sections so that there is space to write beneath each sum. Within each, include at least one par with a sum of ten or perhaps a double: 4+7+6, 5+9+9, or 3+4+3+7. Students should show how they added the numbers. Allow students to find the sums without any other directions.

1st Steps in Math Activities• Referenced in both K-2 Checkpoint 6 and

Grade 3 Checkpoint 5– Inverse Relationships

• Have students use materials (beans, play people, toy animals) and diagrams to model inverse relationships through stories. For example: Have students visualize nine sheep in a paddock. They have to separate them into two groups. Ask: If five sheep move to another paddock, how many will be left here? How do you know? Focus on the idea that knowing how many sheep are in one paddock enables us to know how many are left in the other.

1st Steps in Math Activities

• Separating Objects (K-2 Checkpoint 6)– Ask students to describe the different ways

a group of objects can be separated. Use toy animals, counters or playdough to represent a story, such as: Five birds in a tree. Three flew away. How many birds are left in the tree? Focus on the use of terms, such as “flew away,” “left” and “three from five.” Ask: Which key on our calculator takes away?

After - Round-table Sharing• Reflect Stems

– I feel good about…– I used to… but now I…– My goal is… I will know I am on my way when…– One thing that worked today was…– One question I have…– Two things I remember are…– If I could do something again differently, I would…– Our discussions tonight have made me realize that …– One thing that I will try in my classroom after this session is

…

After - Homework• (Re)submit the Data Sheet as you continue to work on all of the

checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

• If you are in the Yukon Education Literature Circle then keep reading

• Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

• Other?

Next Time

• For those of you in the literature circle, see you next Wednesday at 4 PM

• The next Numeracy Nets session is Tuesday, February 11, 2014 (Date change)

Questions