Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot January 16, 2013: Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward Gr. K-3 & 3-6 Groups 4 PM - 6 PM Gr. 6-9 Group 7 PM - 9 PM

Audio Setup Wizard & Group Norms - DO THIS NOW PLEASE Please run the Audio Setup Wizard prior to each meeting. –Tools –Audio –Audio Setup Wizard Please scroll through the first few slides and reread the technical group norms and discussion group norms prior to each meeting.

Before - Technical Group Norms Run the audio setup wizard prior to each session Turn your mic on and off as needed Once a timer has expired, wrap up your conversations and turn off your microphone Use the step away button, emoticons, hand up/down buttons when appropriate Alert us to questions that go unanswered in the chat box Use the chat box to make connections as other people are speaking

Before - Discussion Group Norms Share book title, page, etc. All voices must be included and participants must feel included –Let people pass –Take turns –Interrupt politely –Show enthusiasm –Give everyone a chance to respond before you take a second turn Everyone must have their ideas respected Listen Thoughtfully –As others share, listen and think about how to respond, what connections can you make, what questions do you have, how does this make you feel, what picture do you get in your mind as you hear this speaker? The discussion should move us to new understandings

Before - Information Page mathematics.wikispaces.com/Cypher+IV+Mathematic s+Leadership+Project+Information+Page for all of the info that you will needhttp://yukon-education- mathematics.wikispaces.com/Cypher+IV+Mathematic s+Leadership+Project+Information+Page –The people in this group who are not in the Cypher IV Mathematics Leadership Project, just focus on the Numeracy Nets Sessions and ignore the Yukon Education Literature Circle Meetings Yukon Education, Mathematics Consultant 1000 Lewes Blvd., Whitehorse, YT Y1A 3H (Phone) & (Fax)

Tonight! Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward –4 PM - 6 PM (Grades K-3 & 3-6 Groups) –7 PM - 9 PM (Grades 6-9 Group)

Materials Numeracy Nets Binder: Bridging the Gap Between Assessment and Instruction Grades K-2, Grade 3, or Grade 6 Teaching Student-Centered Mathematics Grades K-3, 3-5 and/or 5-8 by John Van de Walle Headset with a microphone (Optional) Student data (overview charts for each student, student samples, and personal notes from activities) to inform your discussions

Learning Objectives (AFL Strategy) Use Elluminate Live! with increasing ease Continue to build/refine the self-assessment table Continue to build up the summary data chart Review the “Three-Part Format for Problem-Based Lessons” Continue to set the stage for increasing the number of checkpoints (re)assessed Dig deeper into the numeracy nets to enhance student learning by: –Completing Step 7 of the cycle for Checkpoint 5 (K-3 Group)/Checkpoint 3 (3-6 Group) - The student knows that partitioning a group of objects (in various ways) does not change the total quantity. That is, analyze student work to evaluate whether the instruction met student needs –Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint

(Re)Introductions Grades K-3 Group –Cynthia Freeman (Carcross) –Kim Ramsay (Whitehorse) –Nita Connolly (Atlin) - Away Tonight - Literacy Conference in Vancouver –Tanya Duchaine (Whitehorse) –Vicki Fitzpatrick (Faro) - Away Tonight - Firefighting Work Grades 3-6 Group –Cara Sharp (Telegraph Creek) Away Tonight - Parent Meeting –Donna Einish (Carmacks) –Jane MacArthur (Carcross) –Kendra Haines (Ross River) –Lois Moore (Whitehorse) –Sherry MacInnis (Atlin)

Future Meeting Objectives In future meetings most of us will continue with the literature circle. Next session is Wed., Jan. 8 PM All of us will be continuing with the PLC cycle and/or further developing our pedagogical knowledge - Next session is Feb. 12 or 13

12 Ways To Get To 11 This is the book that I sent in the mail recently since it could be used within the context of the “3- Part Format For Problem-Based Lessons” and for this checkpoint about partitioning.

=11

12 Ways To Get To 11 - OC Sample From Last Year

Could you use a copy of this book to work further on this checkpoint. (I sent it out last year.)

Before - Introductory Reflections Reflect Stems (This is a Pause-and-Think Self- Assessment AFL Activity – Phrases and Prompts from p. 22 Knowing What Counts: Self-Assessment and Goal Setting Second Edition by Kathleen Gregory, Caren Cameron, and Anne Davies) –I feel good about… –Two things I remember are… –One question I have is … –One thing that is new for me is … –If I could do something again differently, I would… –I incorporate the use of the Numeracy Nets resource into my classroom by... –Numeracy Nets are like... because... (The purpose of the use of metaphor is to engage participants in discussions and reflections on beliefs.) Connection - castseries/ / castseries/ / –Other?

Before - Continue to Build the Self-Assessment Data

Before - Continue to Build An Excel Data Summary Chart

Reflection Stems What do you see? What surprises you? What patterns do you notice? What trends and patterns do you notice over time? What similarities and differences do you see across the various data sets? What pieces of data stand out from the rest? What questions do you have? Other?

During - Step 6: Implement the Instructional Plan (Review) The K-3 group was doing Activity 2.20: I Wish I Had using the “3-Part Format For Problem-Based Lessons” –Hold out a bar of connecting cubes, a dot strip, a two- column strip, or a dot plate showing 6 or less. Say, “I wish I had six.” The children respond with the part that is needed to make 6. Counting on can be used as a check. The game can focus on a single whole, or the “I wish I had” number can change each time. The grades 3-5 group is doing any or all of activities 2.16: Build it in Parts, 2.26: Ten and Some More, and/or 2.27: More and Less Extended using the Three- Part Format for Problem- Based Lessons –I am going to send out a file if anyone forgot their Van de Walle book today

During - Step 7: Analyze Student Work & Evaluate The Instructional Plan

During - Step 7 & 8 Of The Cycle Analyze student work and evaluate the instructional plan. –Referencing the Three- Part Format for Problem- Based Lessons, describe the lesson that you delivered. In the before portion of the lesson I... In the during portion of the lesson I... In the after portion of the lesson I... –Has the instructional plan addressed learning needs? How do you know? –Id strengths and continuing needs relative to the Checkpoint. Determine what worked and what didn’t. Discuss how the instructional plan contributed to the observed strengths and try to identify what needs to happen in subsequent instruction to address the continuing needs.

Classroom Samples From Cara

During - Step 7 & 8 Of The Cycle Reassess: Should we repeat from Step 4 of the Collaborative Planning Cycle for Addressing and Assessing Student Needs for Checkpoint 5/3, move to another Checkpoint, or both? Please refer to p. 17 of the Numeracy Nets book for the Collaborative Planning Cycle.

Van de Walle Activities 2.16 Build it in Parts (Grades K, 1, 3) 2.18 Covered Parts (Grade 1) 2.20 I Wish I Had (Grade 1) 2.26 Ten and Some More (Grade 3) 2.27 More and Less Extended (Grade 3) One of more of 2.16, 2.26, and 2.27 was done by the grades 3- 5 group 2.20 was done by the K-3 group The following activities are the once referenced in the Numeracy Nets resource that are in First Steps in Math

Same Amounts (Checkpoint 5, Kindergarten & Checkpoint 3, Grade 3) Have students move objects to develop the idea that the same amount can be partitioned into two groups in different ways without changing the quantity. For example: Six students sat down to eat pieces of fruit. At first three had bananas and three had apples. Then two had bananas and four had apples.

Moving Items (Checkpoint 5, Kindergarten) Ask students to model stories about the movement of items from one group to another, such as Ten in the Bed (Dale, 1999). Ask students to describe each combination of those in and out of bed. There are ten altogether and three are in the bed; how many are on the floor? If you’re the only one left out of ten in the bed, how many are on the floor? Students record the combinations.

Hands (Checkpoint 5, Grade 1, 2) Ask students working in pairs to use fingers to show numbers between six and ten as five plus something. Have one student hold up his or her hands and the partner says the number shown. Practice until students recognize one to ten immediately.

Tosses (Checkpoint 5, Grade 1, 2) Have students take a handful of counters that are red on one side and white on the other. They record how many in all (say, eight). They then toss the counters and record how many of each colour is showing. Continue and make a record of combinations. Ask: What stays the same (eight in all)? What changes (how many each of red and white)? Have you got all the possible combinations? How do you know?

Number Combinations (Checkpoint 5, Grade 1, 2 & Checkpoint 3 Grade 3) Ask students to represent and record all the combinations of a given number using everyday materials (beans, pop can tabs, straws, rocks), story contexts, and games. Display the addition number sentences and discuss, focusing on two at a time. For example, ask: Is 4+3 the same as 3+4? Use your beans to show how it is the same and how it is different. Ask: If Nita has three beans and Pat has four, will there be the same number of beans if they swapped, so that Pat has four and Nita has three? Why?

Three Groups (Checkpoint 3, Grade 3) Extend other activities to partitioning into three groups.

Marble Bags (Checkpoint 3, Grade 3) Have students start with 16 marbles in one bag and work out how many different ways they can put the marbles into two bags. Ask them to record the combinations and look for patterns in the number sentences to help find other possibilities. Extend by asking: If there were 19 in the bag, would your pattern still be helpful?

Patterns (Checkpoint 3, Grade 3) Have students drop materials, such as beads, blocks and counters, onto a card divided into three sections, and record the different combinations for each number up to 18. Ask them to organize the number sentences into a pattern to see if they have found all possible combinations. Ask: Is the same as or 5+6+7?

After - Round-table Sharing Reflect Stems –I feel good about… –I used to… but now I… –My goal is… I will know I am on my way when… –One thing that worked today was… –One question I have… –Two things I remember are… –If I could do something again differently, I would… –Our discussions tonight have made me realize that … –One thing that I will try in my classroom after this session is …

After - Homework (Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group. –Try to send in a visual to speak to during the discussion time too! If you are in the literature circle then keep reading and the next session in Wednesday, January 30, 8 PM Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. - February 12 or 13 will be the day for your group. Other?

Questions