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Beginning with the end in mind…
Agenda Warm-up ActivityMy Role as a Math CoachPlanning for Outcome-Based Curriculum
Four Step Process for Backwards Design
1.Identify the outcomes to be learned- outcomes indicators activity
2.Determine how the learning will be observed- assessment3.Plan the learning environment- creating a mathematical classroom4.Assess student learning and follow up
Three-Part Lesson Format for Problem Based Lessons
Questions (wrap-up)
Where Do I Begin???
Planning for Outcome-Based Curriculum
What is it that the student needs to know, understand and be able to do?
Step One: Identify the outcomes to be learned
What are my students interested in and what do they want to learn?
What do my students need to know, understand and be able to do based on the big ideas and outcomes in the curriculum?
Outcomes
Describe what students will know or be able to do in a particular discipline by the end of the grade or course.
Are unique from grade to grade, but may build on or expand on outcomes from previous grades.
Indicators
Are a representative sample of evidence that students would be able to demonstrate or produce if they have achieved the outcome.
Define the breadth and depth of the outcome.
Big Ideas in Mathematics
The Mathematical Big Ideas are important topics that provide a focus on the mathematical experience for all students at each grade level. They are related ideas, skills, concepts and procedures that form the foundation of understanding, permanent learning and success at higher mathematics.
(Adapted from the NCTM Curriculum Focal Points, 2006)
Essential QuestionsWhat makes a pattern?Why do we use Patterns?When do we use patterns?How do they help us in the real world?
By answering these questions, we get the “Big Ideas”
Big Ideas: PatternsMathematics is the science of patternsPatterning develops important critical and
creative skills needed for understanding other mathematical concepts
Patterns can be represented in a variety of ways
Patterns underlie mathematical concepts and can be found in the real world.
Think…What are the prerequisites for each grade
level?-look at the outcomes across the grade
levels
(See K-4 document: Outcomes at a Glance)
Patterns And RelationsOutcomesP2.1 Demonstrate understanding of
repeating patterns (three to five elements) by:
describingrepresenting patterns in alternate modesextendingcomparingcreating patterns using manipulatives,
pictures, sounds and actions.
Step Two: Determine how the learning will be observedWhat will the students do to know that the
learning has occurred?
What should students do to demonstrate their understanding of the mathematical concepts , skills and big ideas?
What assessment tools will be the most suitable to provide evidence of student understanding?
How can I document the student’s learning?
AssessmentAssessment should:reflect the mathematics that all children
need to know and be able to doenhance mathematics learningpromote equitybe an open processpromote valid inferences about
mathematical learningbe a coherent process.
What are Good Questions?They require more than remembering a fact
or reproduce a skill.Students can learn by answering the
questions, and the teacher learns about each student from the attempt.
There may be several acceptable answers.“Good Questions for Math Teaching” by Peter Sullivan and Pat Lilburn
Rubrics and Checklists Mathematics Assessment
*Rubrics * Checklists
*Anecdotal notes/ Video
* Math J ournals
Math Journals
Portfolios
Each item in a collection of work should illustrate something important about a student’s development or progress, attitude, understanding, conceptual understanding, use of strategies, application of procedures (procedural fluency).
Math Tubs for Centers
Math Invitation Tables
Carefully select your items based on the curriculum outcome.
Math at Home
Step Three: Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the learning outcomes?
What will the learning environment look like?
What strategies do students use to access prior knowledge and continually communicate and represent understanding?
What teaching strategies and resources will I use?
Creating a Mathematical Community in the Classroom
Teacher as facilitator/inclusive classroomChildren feel safe, valued and supported in
their learningAs a facilitator of learning we are responsible
for creating a classroom environment that will allow each student to experience success
InquiryA philosophical approach to teaching and
learningBuilds on students’ inherent sense of
curiosity and wonderDraws on students’ diverse background and
experiencesProvides opportunities for students to
become active participants in a search for meaning
Creating the Physical Environment
Desk Arrangement
When students’ desks are arranged in a group, the students become members of a unit and develop a sense of belonging.
Floor Plan
Group Meeting AreaCentral to the life
of any community is a group meeting area.
This is a place where every member gets together to learn what it means to be part of a community.
Using the Meeting AreaWhat do you
think an effective meeting area
LOOKS LIKE?SOUNDS LIKE?
Using the Meeting Area To introduce a new
mathematical concept with a guiding question
To brainstorm what students already know about a mathematical topic
To share a new manipulative and explore possible uses
To revisit a mathematical concept to reinforce a specific skill
Introduce a math centre Discuss difficulties arising
from a previous lesson The show and share stage of
the three part lesson model
Storage of Materials
Math Word Wall
Using a Variety of Manipulativesfrom the Environment
Math Mini Offices
Step Four: Assess student learning and follow upWhat conclusions can be made from
assessment information?How effective have instructional strategies
been?What are the next steps for instruction?How will gaps be addressed?How will students extend their learning?
How Can I Support You?Formal Coaching Work with you one on one, for a four week block,
during your scheduled math time.This would be Monday, Tuesday , Thursday, Friday, either in the morning or afternoon.
Workshop WednesdaysEvery Wednesday, from 4:00-5:30 I will facilitate a workshop in various locations throughout the division. The topics will come from teacher surveys.
Work with individuals or a small group of teachers with planning, assessment, differentiated instruction, etc.
Resource lending library and math manipulatives.Support