Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources

CEC, Room 301Tuesday, February 8, 2011

Prayer for RespectAlmighty God, your power rules over all creation.

As we begin this session today, help us to treat the people with whom we work with the same respect we expect.

Respecting the diversity of strengths we bring together today, help us to learn how to meet the diverse learning needs of our applied students.

Help us to be mindful of the students we teach and to treat them with respect as God’s precious creations.

Through Jesus’ name, we pray that we have:

respect for God, respect for self, respect for others, and respect for the environment

Amen

Group Norms

We treat each other with respect.

We are here because we all agree that we want to improve student achievement in mathematics.

When speaking, address the whole group.

We all have something new to learn and something of value to share.

Everyone has a opportunity to be heard.

Engage fully in the moment.

Agenda Prayer/ Welcome Ice Breaker CBLP 2010-3 OverviewMinds On: Professional Learning Self-Assessment What Does Good Math Instruction Look Like? (Video) Characteristics of Applied learnersAction: Overview of TIPS4RM Resources: Jigsaw Course Summative Performance Tasks Your Turn: CarouselConsolidation: Next Steps and Closing Thoughts Dismissal

IceBreaker Take turns in your

group sharing… My name is… A favourite math

learning memory is…

Teaching to me means…

Help in my professional growth…

Catholic Board Learning Plan (CBLP) 2010-2013 SMART Goal: Increasing student achievement on EQAO

assessments (3, 6 & 9) by 5% by 2013 Foundational Principles:

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

Minds On…

Ministry Mathematics Goals

An increase in student achievement and a decrease in the gap between Applied and Academic

Increase public confidence in publicly funded schools

An increase in credit accumulation rates in mathematics, especially in grade 10

Providing teachers with job-embedded opportunities to collaborate (co-plan, co-teach and co-debrief lessons and assessments)

Professional Learning Self-Assessment Using the 2 pages in

your package, do a self assessment.

Highlight the points on the two pages that are your strengths in one colour

Highlight the points that you would like to learn more about in a second colour

Questions? Comments?

What does Good Math Instruction Look and Sound Like? While you watch this

short video observe what you see students doing

3 Part Lesson Video How was the teacher’s

role different? How was the student’s

role different? What did you see and

hear? What didn’t you see and hear?

Questions/ Comments

BREAK TIME!

Minds On: Characteristics of the Applied Learner

Create a place mat template on chart paper

In your section, write all the characteristics of the applied learner

As a group decide what characteristics you find most challenging to address

Post your place mat

Action …

Why TIPS4RM? EQAO results for 9

applied consistently show that about 2 in 5 students in applied meet the provincial standard

Pass rates for grade 9 and 10 applied Math are the lowest of any courses

Grade 10 credit accumulation (16 by 16)

We need to prepare students for a very different world

Learning Styles Inventory Complete the Lots of

Ways to be Smart to determine your preferred intelligences

Compare with people at your table

Would your students intelligences be different? How?

What teaching strategies should we use to appeal to their preferred learning style ?

The VAK (visual/auditory/ kinesthetic) survey could also be used for students

Why are Manipulatives an Essential Part of TIPS4RM?

Manipulatives support the conceptual development of important mathematical ideas for tactile and visual learners.

A focus on deep learning of particular mathematics topics – through a variety of strategies, including working with concrete materials – leads to greater conceptual depth. (Leading Math Success, p.32)

Features of TIPS4RM lessons The lessons make use of:

Three part design (Minds On, Action and Consolidate)

Flexible groupings (pairs, heterogeneous and homogeneous groups)

Use of manipulatives (students are still in the concrete phase of development)

Embedded Literacy Strategies (anticipation guides, Frayer Models, Concept Circles)

Embedded Cooperative Learning Strategies (Think/Pair/Share, Carousel)

Evolution of TIPS4RM Ministry revised resources in

summer 2005 MFM1P was revised by a DP

team in summer 2007 Switched units 2 and 8 One large student booklet Added more practice Added unit graphic organizer Added unit self-assessment

MFM2P was completed by a coalition of 6 boards in the summer of 2008

Minor errors and edits were made in January 2009

In 2011-12 experienced TIPSters will make further edits

TIPS4RM Overview: Jigsaw Form groups of

teachers teaching the same course

Use numbered heads to assign 8 experts

Each expert will have time to prepare a synopsis of their unit

Experts take turns to report to the group

Comments? Questions?

Course Summative Performance Tasks

In 2007-8 two writing teams created course tasks for the MFM1P and MFM2P courses

They are posted in public folders MFM1P: Every Drop Counts MFM1P: Kitty Kennels (Unit Task) MFM2P: For Pennies More a Cup Spend some time exploring and

discussing them at your table

TIPS4RM Wiki Resources

(http://dpcdsb-math-stuff.wikispaces.com/) Click on DPCDSB Wikis (on the left) Click on TIPS4RM link Once wiki loads, click on Grade 9P & 10P link

on the left. Visit the site often to see new resources If you discover a useful resource, send it to me

and I’ll post it.

Support for Teachers Using TIPS4RM Student booklets are

the BLMs found in your teacher package

Copies of GSP files, Powerpoints and other electronic resources are posted on FYI Click on More Items Click on Numeracy Click on Intermediate

Math Click on Grade x

TIPS4RM Electronic Resources

Your Turn: Carousel

There are three stations in the carousel:1. Digging deeper into the resources

with teachers of the same course2. Work on a TIPS Implementation plan3. Examine the Classroom Dynamics

resources from the GAINS web site

Consolidation/ Debrief …

Reflection:

In the Minds On this morning you listed characteristics of the applied learner that are challenging to address

At your table discuss how TIPS4RM can help you meet these challenges

Each table will report one new instructional strategy that they will try in their applied class.

Next Steps It will take more than one time teaching

with TIPS4RM for you to be become comfortable with it. Collaborate with other teachers as you adjust to this new way of teaching mathematics

Continue to expand your repertoire of instructional strategies

Continue to register for Mathematics Professional Learning Menu sessions

Questions? Comments?

Closing Thoughts:

It is only natural for me to wantthem 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 arelearning.

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

Closing Thoughts:

Insanity is doing the same thing over and over again and expecting different results.

Albert Einstein

For more information, please contact us:

Michael Corcoran – Academic Consultant: Math 7-10

Dorota Jakubowska – Mathematical Literacy Consultant (7-12) x24188

Dwight Stead – Mathematical Literacy Consultant (7-12) x24533

Sam Mercurio – E-Learning Contact for Homework Helper and OERB x24517