effective questioning: gap closing grade 9 student success summer program 2011 mathematics 7-12
TRANSCRIPT
Effective Questioning: Gap Closing Grade 9
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Student Success Summer Program 2011 Mathematics 7-12
Gap Closing Institute GoalsParticipants will:
•
Develop a deeper understanding of how to plan, implement, and support struggling students when using open questions and parallel tasks
Increase pedagogical content knowledge about integers
Increase awareness of MathGAINS resources forGap Closing and how to use them
Minds On: Grade 9 Gap Closing
• What is it?
• What does it target?
• How is it designed?
• What does the Grade 6 GC data show?
Grade 9 Gap Closing• Prepares for success in Gr. 9 Applied or Academic
• Targets gaps in Number Sense, Measurement, and Algebra
• Provides appropriate intervention
Grade 9 Gap Closing
• Similar structure to Grade 6 GC NS
• Diagnostic assessments,
• Open Questions
• Think Sheets
• Facilitator Support
• Student and Teacher choice
Grade 6 Gap Closing Data
• Improved achievement
• Narrowed the Gap
• Improved confidence
• Increased perseverance
Grade 9 GC – Integer Module• In the Student Book complete the
diagnostic individually (pages 3 and 4).• Highlight any questions that you think
some Grade 9 Applied students may have difficulty with.
• Counters, blank number lines and glue are available on your table.
Integer Diagnostic: Areas of Difficulty• show of hands if questions were
highlighted in
• 1 to 4
• 5 to 8
• 9 to12
• 13 to 14
Turn and Talk
1. Why do you think the sections were separated in this way?
2. What does the number of highlights in each section tell you about students’ understanding of Integers?
3. Why might a student struggle with integers? 4. How does the understanding of students in Grade 9
Academic compare to the students in Grade 9 Applied classes?
5. What models might students use in questions 6, 8, 10, and 12
Action: Getting to Know the Materials• Read page 3 of the Facilitators Guide –
make connections to the curriculum
• Read page 4 - why might a student struggle when working with integers
• Read pages 5 and 6 - compare your diagnostic solutions to the ones provided
• Share other strategies used
Jigsaw• Consider the group of four that you are in
as your home group.
• Choose a card from the envelope on the table.
• Find 3 other people with the same card and form an Expert Group.
• Follow the instructions on the handout to complete your task.
Home Groups
Place one heading on one piece of paper:• Questions to Ask• Using the Open Question or Think Sheet• Consolidating and Reflecting
Follow instructions on BLM 4.3 and record group responses under each heading.
Gallery Walk• Post charts together by title.
• Identify a recorder.
• As a group walk around to view everyone’s ideas.
• Discuss similarities and differences.
• Recorder annotates graffiti style on the posted charts.
Reflecting
• What role do open questions play in the Gap Closing materials?
• How was the Jigsaw activity like a parallel task?
Classroom Dynamics – Case StudiesFour Corners - Numbered Heads 1- 4
Corner 1 – Managing Manipulatives
Corner 2 – Managing a Gallery Walk
Corner 3 – Managing Differentiated Instruction
Corner 4 – Managing a Parallel Task
Classroom Dynamics – Case Studies• Reader: reads the case study to the group
• Recorder: makes note of group strategies to prevent or remedy the situation
• Reader #2: reads an actual teacher’s strategy
Debrief: Classroom Dynamics
• Each corner takes a turn:– Read the case study– Share some strategies that your group
discussed– Share the real classroom example
• Return to your seats
Classroom Dynamics Reflection
BLM 7 Reflection: Classroom Dynamics Case Studies
Something that was "pointed" out that I learned today about classroom dynamics
Something that "squares" with my thinking about classroom dynamics
Something about classroom dynamics that's still "going around" in my head
Planning for the Whole Class
Planning for the Whole Class• In pairs select an intervention category
from the Gap Closing Integer Module
• Create a three part lesson for a Grade 9 Applied class
• Identify the expectations, the big idea, and the learning goal(s) for the lesson before you start (refer to handout)
Consolidate Sharing with Critical FriendsPair Share:
•In groups of four - two pairs share their lessons with each other
•Provide some feedback to each other
Gap Closing Institute GoalsParticipants will:
•
Develop a deeper understanding of how to plan, implement, and support struggling students when using open questions and parallel tasks
Increase pedagogical content knowledge about integers
Increase awareness of MathGAINS resources forGap Closing and how to use them