what does good teaching and learning in mathematics...
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What does good teaching and learning in mathematics look and sound like? With Dr. Chris Suurtamm Chat consolidation of the January 15, 2015 online session
Lobby Chat. Say hi and let us know where you are from Janice Lewis: Hello my name is Janice Lewis I am a Vice Principal at Hodgson SPS I will
have Bradon, Trevor, Patrice Mary Catherine and Anthony here with me this morning for this
presentation.
Reiko Fuentes: Good morning. I am Reiko Fuentes and I am the Vice Principal at Bloor
Collegiate Institute in the TDSB.
Chris Suurtamm: Good morning everyone
Mark McMath: Good morning everyone. I am from Waterloo RDSB. Cedarbrae P.S. K6.
200 students. @CedarbraePS
Dean Burke SNCDSB: Good Morning everyone! I am Dean Burke, Vice Principal of Our
Lady of Fatima Catholic School in Longlac, Ontario
Lynne Green: Good morning. I'm Lynne Green, listening in from Elizabeth Ziegler Public
School in Waterloo, Ont. I'm a Principal with the Waterloo Region District School Board
Greg McClelland: Good Morning all from Discovery PS, Maple Ontario, York region district
School Board
LDCSB: Good Morning from London District Catholic School Board! We have Karyn Bruneel
(principal) Sharon Gillies (coordinator) & Emily Peri (Numeracy Facilitator)
Janice Lewis: Good Morning looking forward to our session this morning. Janice Hodgson
Chris Suurtamm: Welcome all
Diane Beck: Good morning! Mike and I are from Dougall Public School from Windsor,
Ontario Greater Essex County DSB.
Mike and Lisa: Mike Vlachopoulos and Lisa Weekes, secondary VicePrincipals with the
YRDSB
John Love: Good morning from Ajax at Lakeside PS
Monique Goold: Good morning! We are a group from Grand Erie here in Brantford. Looking
forward to the session. Thanks!
Yana Ioffe: Good morning from Beverley Acres in York Region!
Lorellie: Greetings from Blue Willow in Woodbridge in York Region!
JC Hill: Sge:noh from JC Hill School at Six Nations of the Grand River
marie haddad: good morning from Crestview PS with the TDSB
Daniel Pitre: Good morning. We are a group from BGCDSB. Principals, teachers and
facilitators
david.norquay: Good Morning from Unionville PS, York Region District School Board
Donna Fry: Good morning everyone from balmy Thunder Bay
Chris Suurtamm: Oh my, Thunder Bay and I was thinking its cold in Ottawa!
sandra walker: Sandra, Kelly and Kim, student work study teachers from the OCDSB, say hi
Tripta Uberoi: Tripta Uberoi TDSB Oakwood C.I.
Janice Lewis: Hi Oakwood from your 7/8 FOS partner
Tripta Uberoi: Hi Janice
How can you help teachers establish math goals for learning? Mark McMath: One way that I have used is to simply ask the teacher what the learning goal
was for the lesson observed
Andrea Paetkau: Run a diagnostic first to identify the problem areas or gaps in learning.
Munns: work backwards from the curriculum try to build up to the deepest expectations
Janice Lewis: Break down the learning in smallers steps
Shannon: Our school has done some work around formative assessment getting to know
where the students are at before establishing the goals vs. going right to the Grade curriculum
and assuming students have the prior knowledge necessary to move to the next step in their
learning.
Mike and Lisa: Review and focus on overall math expectation....not get stuck on specifics
JC Hill: Encourage collaboration with colleagues through divisional meetings
Michelle KrellerJanke: consider the process expectations and link it to content
Martin Twiss: Allow them time in grade or division alike groupings to develop some learning
goals for their next units using the curriculum.
david.norquay: Using the Fosnot landscape of learning, use this as a diagnostic to establish
goals for individual students
Mike and Lisa: cocreating goals with students
Audrey Hensen: Exposure to other teaching and learning strategies Networking
JC Hill: Make time for teachers to visit other classrooms to see how learning is happening in
different classrooms
John Love: Have used scope and sequence documents to assist with planning
Audrey Hensen: Feedback and coaching from Math Consultants
JC Hill: Allow teachers to participate in webinars and other PD (MISA, EDUGAINS)
Michelle KrellerJanke: developing a deeper understanding of the math concepts and how
they develop with educators
What resources have you found to support teachers in developing rich tasks? Shannon: Marian Small's books
Munns: making math meaningful, all the small
david.norquay: Fosnot, Marion Small, John de Walle, Debbie Diller
JC Hill: Plenty on EDUGains, and Marian Small literature...we have purchased texts and
provided inservice
Andrea Paetkau: Developing questioning skills that get kids to think more openly.
LDCSB 2: Jo Boaler low floor high ceiling
JC Hill: Book talks and Number Talks (Parish)
Munns: Fosnot is more openrouted, but still leaves it fairly open
Shannon: Teacher inquiry groups are focusing on math and accessing Board Curriculum
Consultants to help with math.
Greg McClelland: resource Realizing a Vision of Tomorrow's Classroom Second Revision
A Handbook on Rich Learning Tasks
david.norquay: Rich tasks that are being catalogued from teachers across the system
Dean Burke SNCDSB: TIPS4RM materials , Gap Closing Materials
Andrea Paetkau: Marian Small's Eyes on Math and Big Ideas from Dr. Small
Audrey Hensen: Ensuring teachers teach subjects that lend themselves to integration with
Math
Martin Twiss: Paying Attention to Fractions K12 MOE
Michelle KrellerJanke: gather a variety of tasks to analyze with colleagues
Audrey Hensen: "Math that Matters" by:David Stocker linking math to social justice
Choose a highlighted question and discuss its purpose david.norquay: why does this make sense?
Mike and Lisa: metacognition...explain your thinking/processing
Janice Lewis: why did you do that makes evident the student thinking. Students have
difficulty articulating thinking
Dean Burke SNCDSB: “Ok, so why does that make sense?" huge question to do as
students often forget about the important phase of reflecting upon their process and final
result to check for understanding within the context of the problem. Important phase of
thinking that often is missed in problem solving situations.
Lisa: "Why does that make sense?" encouraging student to ensure that their thinking is
reasonable & metacognition
Tripta Uberoi: what made you think of unit rate?
Michelle KrellerJanke: ensures that the students are doing the math and thinking
sandra walker: getting at student thinking and assessing where student is at
Shannon: "What made you think of unit rates?" getting to their understanding of how they
would measure whatever they were looking for.
JC Hill: What made you think of unit rates was getting the students to clarify the
terminology...ooh,, you took the words right out of our typing
LDCSB 2: What made you think of unit rates? We liked it because it delves into the student
understanding of the word rate and their plan to solve
Dean Burke SNCDSB: I also like how she simply restated what they told her in simpler terms
in an openended, non judgemental form (based on the words I can't hear her voice or see
her body language when she said it).
Michelle KrellerJanke: the questions prompt more self awareness of thinking
Audrey Hensen: Why does this make sense? trying to get them to reflect about what they
have been learning and communicate their learning
Monique Goold: Why does this make sense? allows students to think about their thinking...
Andrea Paetkau: What did you find out...? gives students ownership of their thinking and
gets them to consider their choices.
What are your experiences of working with evidence of student thinking?
Janice Lewis: Bansho
JC Hill: Using Cap Closing diagnostics and conversing with students as they complete them.
Andrea Paetkau: Diagnostics and teacherstudent interviews to elicit student understanding.
Munns: CILM, chance for collaborative coteaching. one teaches, others get a chance to
observe
Tripta Uberoi: Peer assessment and give feedback
Greg McClelland: math congress
Mike and Lisa: use of math journals
Janice Lewis: Think aloud strategies ie Think Pair share
JC Hill: Teachers collaborating on shared or common assessments and looking at the
student thinking
Lisa:using qualitative data (conversations, visual representations etc)
LDCSB 2: CILM, SWS
LDCSB 2: coplanning & coteaching sessions
sandra walker: viewing video of student interaction, looking at and sorting exit cards and
checkin slips to determine guided groups and next steps, gallery walks
Martin Twiss: Having students respond to a mathematics problem using a graphic, showing
all calculations and identifying what the calculations are in brief writing. It also helps to ask
them to explain their thinking.
JC Hill: Small group dialogue to hear what the students are thinking
sandra walker: observing studenttostudent accountable talk
Dean Burke SNCDSB: When solving problems, students use different coloured markers to
document their thinking/processes and when teacher meets with them as they solve the
problem, these thinkings are discussed, challenged, and documented by the teacher as they
engage with students. Gives greater meaning to the paper students are solving problems on
Janice Lewis: anchor charts
Michelle KrellerJanke: when colleagues move from the student work, fosters a sense of
collaboration
SNCDSB: CILM observing students as an outsider allows you to write down what they are
saying. Comparing what they put on paper with what they say is important as an assessment
piece. To know where to go next with those students
LDCSB 2: Janice Lewis, can you please tell us more about anchor charts
JC Hill: Use the Caribou Math contest questions and have students videotape their solution
to teach others in the class
Mark McMath: video and audio records of the student chats
Janice Lewis: Anchor can be used as samples of student thinking
Michelle KrellerJanke: students review and highlight different ways of thinking (e.g., how
we solved the problem)
Janice Lewis: So that students can post ideas and respond
JC Hill: Student teaching and leading a math game for other students
Audrey Hensen: Using technology to record thinking so parents & students can access this
information
david.norquay: video and audio recordings
Janice Lewis: Re anchor charts> I have also seen post it notes used as descriptive
feedback on a student thinking chart. This created feedback and discussion.
LDCSB 2: thanks janice
Tripta Uberoi: students give feedback to each other using post it notes
PLC activities in math david.norquay: Collaborative Inquiry into Mathematics
Lisa: focus on improving student engagement and confidence in math by fostering a growth
mindset
Mark McMath: CILM limited to one division per year due to limited OT days given to the
school
Janice Lewis: Teacher collaboration
Munns:Munns: we have a .20 Math Coach who works with teachers directly . . strong focus
on Math Talks, also have an involved Instructional Program Leaders who supports us once a
week
Chris Suurtamm: how was the collaborative inquiry structured? what was the focus?
david.norquay: Comprehensive Math Strategy....partnered with two other schools and
groups of teachers who have been identified as passionate about learning about math
Tripta Uberoi: Teachers coplan lesson and observe student learning in each others class
Chris Suurtamm: what does the teacher collaboration look like?
Michelle KrellerJanke: Math PD for Admin (5 part series)
Mark McMath: The teacher collaboration is sometimes lead by a school consultant and other
times lead by the school principal
Michelle KrellerJanke: in identified schools, admin are leading CILM
Martin Twiss: We have developed a focused intervention program at Grade 3 and 6. We
divide the students into small groups with an adult (Teacher, Principal, SERT, Math Coach,
OFIP Tutor) and work intensively on EQAO type problem solving both in Math and Literacy.
We feel this is having a positive effect.
LDCSB 2: collective content knowledge colearning
Andrea Paetkau: creating a repertoire of strategies to demonstrate number sense (number
splitting, adding on, bridging, etc) to provide students with numerous strategies to work out
basic operations.
Audrey Hensen: Math Workshops for grade teams based on curriculum foundations ex..
proportional reasoning & patterning/algebra, linking elementary to high school
david.norquay: Inquiry included teachers who are interested in exploring math...deep focus
on an aspect of math based on some data
Munns: NTIP program really support math instructional strategies for new teachers
Dean Burke SNCDSB: We've been looking at conducting baseline tasks from released
EQAO activities that our students were unsuccessful at to discover what's going on, what
needs exist, and working together to build capacity as a staff to support these areas of need
for our students through coplanning and coteaching
JC Hill: Book study on Number Math Talks
Munns: use of cloud technology to share & support
david.norquay: started with articles on math collaborative and what it is...looks like...sounds
like...teacher directed....
LDCSB 2: number talks
Audrey Hensen: Math Champions pullout for staff
Dean Burke SNCDSB: We've also been rolling out Number Talks as a whole school in
phases
JC Hill: Divisional focus on problem solving strategies
Janice Lewis: LDCSB What is a number talk?
Audrey Hensen: Math Champions helps teachers focus on specific strategies ie.
accountable talk
Mark McMath: Examining the data generated from online math activities e.g., Dreambox and
IXL
LDCSB 2: Sherry Parrish resource , 515 minute oral conversation with students focussed
on mental math strategies and visible thinking
LDCSB 2: done daily
Audrey Hensen: SWST Student Works STudy Teacher focusing on building a math
community in Grade 3
JC Hill: Promote sharing of differentiated math assessment
Dean Burke SNCDSB: Number Talks are 1015 minute daily sessions focussed on
developing mental math fluency for K5.
http://www.mathsolutions.com/documents/NumberTalks_SParrish.pdf
LDCSB 2: youcubed.org has great suggestions regarding number talks and fluency
Munns:the board writing is a huge component of number talks takes practice by teacher
Michelle KrellerJanke: Dream Box for all gr. 2 students, all congregated classes and 10
licenses per school for intervention purposes
Mark McMath: What are your thoughts around the use of online Math programs such as IXL,
"Cool Math Games" and Dreambox
Munns: dreambox pushes models, which makes it more useful the models match the ones
we use vs. "cool math games", which are usually drill+kill
Mark McMath: yes, Munns, we use Dreambox here and found it has helped both students
and teachers alike.
tammy mccormack: prodigy math
tammy mccormack: discussion following moderation of student work
tammy mccormack: reconsideration of the question that was asked if student response was
unexpected
Conference Chat Greg McClelland: how do we support teachers in moving away from a strong dependance on
the texts that are being used because they are readily available?
Dean Burke SNCDSB: The Guides to Effective Instruction K6, K3, and 46 series are all
very helpful with a lot of instructional strategies and lessons/activities.
Greg McClelland: having difficulty finding great multistep, multistrand questions that are
readily available. Fosnot has had some great resources but there is not a lot available that
we have found
Questions? Comments? Greg McClelland: How do we capture effective longrange planning in math (to help us move
away from teaching by individual strand?)
Greg McClelland: strand
JC Hill: Thank you, nya:weh Chris
Munns: is that always a good idea?
Janice Lewis: Thank you so much for today.
Michelle KrellerJanke: Thank you Chris!
Lynne Green: Thank you Dr. Suurtamm and participants for your contributions and thoughts.
Munns:it's working, just slow
david.norquay: Thank you for this session...
Greg McClelland: Thank you for the learning.
Martin Twiss: Thank You
LDCSB 2: Thanks!
Reiko Fuentes: Thank you very much for a great learning experience. Cheers.
tammy mccormack: thank you from our group in Ottawa Carleton DSB
Chris Suurtamm: Thank you all for being great participants!
Andrea Paetkau: Thank you for the opportunity!
Monique Goold: Thank you for this! Group in Grand Erie....
Donna Fry: Thanks!
marie haddad: thanks very muchvery helpful and informative
Yana Ioffe: Thanks everyone!
Chris Suurtamm: Have a great day!
Audrey Hensen: Thanks everyone for sharing your thinking this morning!!
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