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Thank you for inviting me to your early dismissal.I have been asked to discuss with you three topics:Overview of my blog2. How to take student learning to the next levelMath FactsWe have from 1:00-3:30
Back in October of this year , I decided to use this BLOG as a way to expand my coaching model to reach more teachers/ educators/ parents.I am also trying to go paper less so this is a ‘house’ or file cabinet to store all of my lessons in. It is then accessed by the teachers that I am working with such as SMART files needed for the lesson.
A few months ago, I had sent out a paper in the Friday File. How to use the blog.We will walk through it so I can show you how you can benefit from the resources.
This is a video that I made when I began my role as math coach.I decided to work with teachers in ‘blocks of time’. This way I can begin with the modeling of lessons that gradually lead into co teaching and then teachers using a few things that they learned on their own.
Years ago when my generation attended grade school we worked form the lowest level of Blooms.The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behaviour to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.
Take a moment to look at the Bloom’s Posters. Where do you see your students working from most often? What can you do to take them to the next level?
Imagine the space where you feel most comfortable at home? What are some of the elements of light, color, furniture, in that room?Now imagine the space where you and your students spend the majority of their work day?How do the two spaces compare?How can ‘space’ effect learning?
Transforming the Anna Ingham room.
Tamara Saucer- Saltcoats
What are a few things you see in these ‘spaces’ that could effect learning and contribute to achieving the higher levels in Blooms?
Cont. from previous page.
Let’s take a look at an assessment tool to help us think about getting all students to the next level.This is only a portion of the rubric.Refer to the hand out – Student rubric
Touch briefly on each point. These are MAJOR topics that are addressed during curriculum days.
What are a few things that you can do to get started?Open-ended Questioning-Set up photos of ‘real life experiences’. Experiences that the students actually took part in. Notice how I arranged the 3D solids to launch a journal write. These are objects that the students gathered and brought from home for our unit. They are NOT commercial 3Dsolids from a catalogue!Let’s discuss levels of thinking from this photo.
Have students CREATE using various Web 2.0 tools.
Paper pencil assessment is only one ‘small’ tool to assess student understanding.As Learner FOR Learning OF learning
Expose your students to the rubric or criteria/ expectations. Have students assess their own learning.Refer to thinking sheets, journals , exemplar problems, etc.
Click on the title- There is a video that is very comprehensive and powerful. It focuses on multiplication and division. I would like to show ten min. of this video and then play some math games that will help to improve math facts.
These are videos and information teachers/ staff can look at during PLC or at home.
These are great games/ virtual manipualtives to practice mathematical skills based on OUTCOMES.
More Videos- just click on the picture.
Fractions/ decimals-I want to play this game while recording thinking and representation on THINKING SHEETS.
Early Dismissal<br />Springside School<br />March 10th, 2011<br />1<br />
14<br />Taking Student Learning to the Next Level<br />
15<br />How do I get my students here?<br />Problem Solving Strategies- Demonstrating solving in more than one way and extending thinking<br />Reasoning and Proof- justify and support/ explain/ extend solution to other cases<br />Communication- audience (forms of writing) / use of formal math language and use of mathematical notation<br />Connections- Mathematical connection to problem and used to extend the solution<br />Representation- multiple representations / making connections from one representation to another to clarify and show thinking.<br />
16<br />Creating Opportunities for Higher Level Thinkers<br />http://blogs.gssd.ca/smuir/?p=1743<br />
19<br />Tools to Assess Student Learning<br />http://vocaroo.com/?media=vi7FqfbmQKiPV2cmw<br />Vocaroo<br />http://mrsdevlin.wikispaces.com/Math+Projects<br />Voice Thread<br />http://springkinder.blogspot.com/2011/02/capacity.html<br />Photo Story to evaluate student thinking and use of <br />Formal Math Language<br />
30<br />Strategies to Practice Math Factshttp://www.learnalberta.ca/content/meit/html/index.html?Page=22<br />
http://hzsd.ca/learningcenter/#7<br />Web-based games to practice math facts- Outcome Based <br />http://www.flashcardexchange.com/flashcards/view/267921<br />31<br />Strategies to Practice Math Facts<br />