Mathematics Professional Learning Menu: Effective Use of Learning Tools: Day 1

St Marcellinus SS Room 216Thursday, October 7, 2010

A Prayer for Math Teachers:Lord, as we gather here today, we pray for your guidance…

You were there when Jesus multiplied the loaves and fishes, and when Moses divided the Red Sea.

We ask that you be with us now.

Help us trust that your highest power will be our guide.

Help us to be a positive influence on our students.

Help us to be a fraction of the teacher Jesus was.

Help us to recognize the infinite possibilities that are born of faith.

Amen

Agenda Prayer/ Welcome Catholic Board Learning Plan (CBLP) 2010-2013Minds On: Graffiti 3-Part Lessons Placemat Grade 7 – 10 ConceptsAction: Learning Tools Overview Benefits and Tips Learning Tools Carousel Using the TIPS2.0 Template Planning TimeConsolidation: Next Steps and Closing Thoughts Homework/Dismissal

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

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

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…

Graffiti 3-Part Lessons Each table will receive a chart paper with one

of the 3 parts of a lesson and either teacher actions or student actions

Using your table’s coloured marker, you are write everything you know about the topic on the chart paper

The papers will be rotated. For each rotation your group will add to the list already written.

Once all the paper have rotated to all the groups, they will be posted on the wall

Questions? Comments.

3-Part Lesson Video?

While you watch this video, list what you see teachers doing and what you see students doing for each part of the lesson.

3 Part Lesson Video Questions/

Comments

Placemat Grade 7-10 Concepts On chart paper create a

Placemat template so that every person has a segment to write

In your space create a list of mathematics concepts that students struggle with

In the center list topics you will be covering between now and November 3rd

Action …

Learning Tools

Learning tools for Mathematics can be either: Concrete (manipulatives) Virtual (technology)

Learning tools have been used in mathematics instruction since the 1960s and research has measured their impact.

What the Research Says A focus on deep learning of particular mathematics topics –

through a variety of strategies, including working with concrete materials – leads to greater conceptual depth (Ben-Chaim, Fey, Fitzgerald, Benedetto, & Miller, 1998; Fletcher, Hope, & Wagner, 2001; Siemon et al., 2001).

Manipulatives allow students to concretely explore mathematical relationships that will later be translated into symbolic form. The key to the successful use of manipulatives lies in the bridge – which must be built by the teacher – between the artifact and the underlying mathematical concepts (D’Ambrosio et al., 1993). The mathematics is in the connections, not the objects (Kilpatrick & Swafford, 2002).

Leading Math Success, 2004

What the Research Says Studies on the use of manipulatives by students

described as low achievers, at risk, having behaviour problems, or with limited English proficiency have found positive effects on achievement (Ruzic & O’Connell, 2004).

Even at the secondary level, manipulatives are necessary tools for supporting the effective learning of mathematics. … By analysing students’ concrete representations of mathematical concepts and listening carefully to their reasoning, teachers can gain useful insights into students’ thinking and provide supports to help enhance their thinking (Grade 9&10 Curriculum Document, p23)

Effective Classroom Strategies for Using Manipulatives In your group,

discuss the strategies outlined on the Manipulatives Management handout

Share any additional strategies

Questions? Comments

BREAK TIME!

Learning Tools Carousel

There are four stations in the carousel:1. Virtual Learning Tools (Andy)2. Fraction Operations (Dorota)3. Integer Operations (Dwight)4. Self-directed: 3 activities

LUNCH

Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord.

Amen.

Using the TIPS 2.0 Template

This template allows you to plan a 3-part lesson

The lessons have embedded literacy, DI and assessment startegies

Co-Plan a Lesson Form groups of 2 or 3

teachers of the same grade/course

Plan a three part lesson for a concept everyone in the group will teach between now and November 3rd

The lesson must feature the use of a learning tool

You are encouraged to use literacy, DI and assessment strategies

Consolidation/ Debrief …

Don’t Typecast Manipulatives In your group, discuss

math concepts you could use for each manipulative: Geoboards Tangrams Colour Tiles Linking Cubes Others?

Share with the whole group

Manipulatives Wiki Resources

(http://dpcdsb-math-stuff.wikispaces.com/) Click on DPCDSB Wikis (on the left) Click on Manipulatives link

There are three pages on the wiki: Home Page: General information Math Menu: Resources from sessions Ministry: Resources and research on Manipulatives

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

and I’ll post it.

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:

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.

Homework / Dismissal Teach the lesson you

planned and come prepared to share the experience next time

Complete an exit ticket before you go

Questions? Comments

For more information, please contact us:

Andy Kwiecien – E-Learning/ Technology Based Consultant x24180

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

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