british columbia ministry of education web cast an introduction to the mathematics k to 7 integrated...
TRANSCRIPT
![Page 1: British Columbia Ministry of Education Web Cast An Introduction to the Mathematics K to 7 Integrated Resource Package (IRP) March 8, 2007](https://reader035.vdocuments.net/reader035/viewer/2022081519/56649ebf5503460f94bca9fc/html5/thumbnails/1.jpg)
British Columbia Ministry of EducationWeb Cast
An Introduction to the Mathematics K to 7 Integrated Resource Package (IRP)
March 8, 2007
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Agenda
Background information– Western and Northern Canadian Protocol (WNCP)– WNCP Common Curriculum Framework (CCF) for
Grades K to 9 Mathematics Revisions BC Mathematics K to 7 IRP Highlights Drilling Down into a Specific Grade Implementation Timelines April 5, 2007 Web Cast Questions
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Western and Northern Canadian Protocol (WNCP)
• WNCP is a partnership between the Education Ministries in AB, BC, MB, NT, NU, SK and YT
• WNCP Common Curriculum Framework (CCF) for Mathematics published in two documents:
• 1995 – Kindergarten to Grade 9
• 1996 – Grades 10 to 12
• 2006 – Revised Kindergarten to Grade 9
www.wncp.ca
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Why Did Jurisdictions Decide to Revise the K-12 CCF?
• Common issues indicated a need to address issues as a collective:
• Too much content for allotted instructional time
• Significant research has been done regarding the teaching and learning of mathematics since 1996
• Transitions between grades
• Post-secondary acceptance of secondary courses
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Why Did Jurisdictions Decide to Revise the K-12 CCF?
• Research phase for revision was completed in April 2004 indicating:
• Teach fewer topics in more depth
• Group outcomes that address similar concepts
• Avoid outcomes addressed in other subjects
• Clarify outcome wording
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Cont’d
• Increase focus on early numeracy
• Introduce pre-algebra earlier
• Introduce some topics later
• Ensure the flow of concept development
• Use terminology consistently
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WNCP K-9 CCF Revision Timelines
• September 2004 - Revision of K-9 Mathematics outcomes started
• January 2005 - Consultation Draft
• On-line survey representing 3380 individuals
• Focus groups representing 2030 individuals
• June 2006 - Final version of WNCP Math CCF for K-9
Mathematics
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K-9 CCF – Focus on the Revisions
Philosophy of the WNCP mathematics program remains the same with an emphasis on
• constructivism
• making connections within and to mathematics topics
• concrete, pictorial and symbolic representation of mathematics
• teaching through problem solving
• students becoming numerate
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K-9 CCF – Focus on the Revisions
Increased emphasis on the development of conceptual understanding
– personal strategies are emphasized
– variety of approaches to mathematics topics
– achievement indicators to explain expectations
– development of number sense is emphasized
– mental mathematics strategies emphasized
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K-9 CCF – Focus on the Revisions
Content has been reduced or realigned to allow for more in-depth learning of concepts
– K to 3 have separate grade level outcomes
– transformations: gr. 4 instead of K
– data analysis: gr. 2 instead of K
– chance and uncertainty: gr. 5 instead of K
– variables and equations: gr. 1 instead of 6
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K-9 CCF – Focus on the Revisions
• Mathematical processes remain an integral part of the CCF
– Communication [C]
– Connection [CN]
– Mental Mathematics and Estimation [ME]
– Problem Solving [PS]
– Reasoning [R]
– Technology [T]
– Visualization [V]
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British Columbia Mathematics K to 7 IRP
Final version available of the IRP will be available as:– complete K to 7 package– individual grade level format
Posters with all of Prescribed Learning Outcomes (PLOs) will be distributed with the final IRP
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Mathematics K to 7 IRP – Preface
Preface describes the content of the IRP
General overview of the purpose of each of the sections in the IRP
Starting point when looking for information in the IRP
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Mathematics K to 7 IRP – Introduction
Provides the rationale and context upon which the IRP is based
Descriptions of the curriculum organizers and mathematical processes
Reference list
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Introduction – Table Talk
1.What is meant by the affective domain?
2.What are some ways number sense can be developed?
3.Why is patterning important in early grades?
4.How are the PLOs organized in the IRP?
5.Where are the Key Concepts located in the IRP?
6. What are the mathematical processes?
7.What is the suggested timeframe for each grade?
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Mathematics K to 7 IRP – Considerations for Program Delivery
Provides additional information to help educators develop their school practices and plan program delivery
Contains generic information to all IRPs as well as mathematics specific information
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Table Talk
Instructional Focus– Teaching Through Problem Solving
Applying Mathematics
With a partner discuss the following:– What does this look like in the classroom?– What are the implications for personal classroom
practice?
Considerations for Program Delivery
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Mathematics K to 7 IRP – Prescribed Learning Outcomes (PLO)
Legally mandated section of the IRP
Student Focused
Reporting is based on the PLOs
Organized by grade and by curriculum organizer
Each PLO includes the mathematical process which is to be emphasized.
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Mathematics K to 7 IRP – Student Achievement
Achievement indicators, taken together as a set, define the specific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relation to a corresponding prescribed learning outcome
Provides information on assessment FOR, AS and OF learning
Key elements provide an overview of the content
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Mathematics K to 7 IRP – Student Achievement
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Mathematics K to 7 IRP – Classroom Assessment Model
Provides a series of assessment units for each grade
Addresses all of the PLOs for each grade
Only a suggested means of organizing, ordering, and delivering the required content
Written by teachers for teachers
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Mathematics K to 7 IRP – Learning Resources
Resources will be updated as they are approved by WNCP
WNCP evaluation (English) of resources for K, 1, 4 and 7 occurred in January 2007
Section provides background on resources and a link to
the grade collection: www.bced.gov.bc.ca/irp_resources/lr/resource/gradcoll.htm
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Mathematics K to 7 IRP – Glossary
Online glossary based on the WNCP CCF for K-9 Mathematics is being developed
Glossary contain definitions, images and applets to help explain mathematical definitions and concepts
A link to the online glossary will be provided on the Ministry of Education web site
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Mathematics K to 7 IRP – Glossary
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Tying it together –Drilling Down in the IRP
In your grade group:
Let’s look at what a section of this grade looks like from the IRP perspective.
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Tying it together:Key Elements
Key elements provide an high level overview of content in each curriculum organizer
Located in the Student Achievement section of the IRP
Quick reference for content within each grade
What does it look like?
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Tying it together – Key Elements
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Tying it together:Step 1 - Key Elements
Find the Key Elements for the grade that you are examining today.
What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?
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Tying it together:PLOs, AIs and Processes
PLO, AIs and Mathematical Processes can be viewed together to determine the breadth and depth of an outcome
Located in the Student Achievement section of the IRP
Together they provide the specifics for student expectations
What does it look like?
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Tying it together - PLOs, AIs and Processes
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Tying it together:Step 2 - PLOs, AIs and Processes
Find a set of outcomes and achievement indicators for the grade that you are examining today.
What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?
What are the implications of including mathematical processes and achievement indicators for you as a teacher?
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Tying it together:Classroom Assessment Model
(CAM)
Classroom Assessment Model outlines a series of assessment units
Show a model for what the PLOs, AIs and Processes could look like in a classroom
What does it look like?
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Tying it together –Classroom Assessment Model
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Tying it together: Step 3 – Assessment Overview Table (CAM)
Find a Assessment Overview Table for the grade that you are examining today.
What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?
What are the implications of the changes for you as a teacher ?
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Tying it together – Assessment Overview Table (CAM)
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Tying it together –
Now … examining a specific assessment task designed for the PLO – Grade 3- C3
Find the unit(s) where this PLO is likely to occur.
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Tying it together –Curriculum Correlations (CAM)
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Tying it together –Assessment Unit (CAM)
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Tying it together –Assessment Unit (CAM)
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Tying it together –Step 4 – Assessment Units (CAM)
Find an outcome within the grade that you are examining today and in your groups …
– determine the learning at previous grades that is tied to the outcome
– determine the assessment unit(s) where this outcome is addressed
– determine how the assessment unit addresses the combination of the prescribed learning outcome, achievement indicators and mathematical processes
How can this information be used to help teachers in their classrooms?
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Tying it together –Group Discussion
How does the CAM support assessment FOR learning and assessment AS learning?
Are the achievement indicators and mathematical processes evident in the CAM?
Do the units in the CAM support integration of mathematics across subject areas?
What are the implications for your current classroom practice?
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Mathematics K to 7 – Implementation Timelines
Year Optional* Full(English and French
Resource Available)
2007 K - 7
2008 2, 3, 5, 6 K, 1, 4, 7
2009 3, 6 2, 5
2010 3, 6
* Note: English resources will be available one year prior to the full implementation (i.e. K, 1, 4, 7 will be available for Sept 2007)
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Questions?
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Next Webcast
Next mathematics web cast scheduled for April 5, 2007
Possible topics include:– Teaching and Learning Mathematics– Parent involvement– Combined grades
Requests for other topics can be sent to:
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For Further Information about the Mathematics K-7 IRP
Richard V. DeMerchantEducation Standards
British Columbia Ministry of Education4th Floor - 620 Superior St.
Victoria BC V8V 1V2Phone: 250 387 4426
Fax: 250 356 2316Email: [email protected]