SW1 FOS Networking Session Dec. 16, 2011 Seventh Street J.S. Grades 1-5 Math Pathway Problem Solving

DATA GAN Focus/Inquiry Question DATA GAN Focus/Inquiry Question How did you take your GAN (Greatest Area of Need) and formulate a focus and/or an inquiry question for your Pathway/Professional Learning Team Focus? How did the data inform this focus? Analyzing: EQAO results Math journals Teacher Observation Conversations during Math Congress Our Greatest Area of Need (GAN) was Problem Solving.

Rationale for the Focus/Inquiry Question Based on our findings we concluded that: Students have difficulty understanding the problem given (What am I being asked?) Students have difficulty choosing appropriate strategies to solve problems Our Learning Goal: To become a Better Problem Solver Success Criteria: Established by Teacher and Students Bumping Up Wall: Classroom reference (anchor chart) A level 4: Shows a high degree of understanding Insightfully makes an effective plan and follows through with a logical strategy Makes connections between the solution and the task by showing their work and justifying their answer

Rationale for the Focus/Inquiry Question We used the following resources: Educational experiences in the classroomEducational experiences in the classroom A Guide to Effective Instruction in Mathematics: Problem Solving and Communication V2 SW 1 Mathematics Wikigroups webpageSW 1 Mathematics Wikigroups webpage Good Questions: Great Ways to Differentiate Mathematics Instruction by Marian SmallGood Questions: Great Ways to Differentiate Mathematics Instruction by Marian Small Math coachMath coach School LibrarianSchool Librarian ColleaguesColleagues

Formative InstructionalImprove Assessment Strategies Understanding How did you use a balance of assessment tools and strategies along the Pathway to monitor and improve student thinking and understanding? Three Part Lesson/Modelled Creating Anchor Charts, Success Criteria Descriptive Feedback Math Congress, Bansho Method Music Technology (Smartboard) Bumping Up Wall Picture Books/Creating Classroom Books

Differentiating for Marker Students Differentiating for Marker Students How did you provide differentiation (instruction and/or assessment) specifically for your Marker Students at any grade? We differentiated at many levels by: Modelling Number values in specific problems were changed Conferencing Scribing Extra time Simple use of language Pictures Manipulatives Freedom to choose strategy most comfortable with All Multiple Intelligences were considered

Success Criteria/Bumping Up Pathway Rubric

Diagnostic/Cumulative

Assessment For Learning Tool The Assessment for Learning Tool helps teachers to make anecdotal notes while working with the class to determine student understanding and to plan for the next step.

Junior Diagnostic and Summative

Junior Problem Solving

Subtasks

Smartboard Lesson

Music/Movies Subtask

Subtasks with Music

Strategies/Manipulatives

Subtask/Book Making

Reflection How did this Pathway inform your thinking and practice? Some students surprised us (in a good way )Some students surprised us (in a good way ) Illustrated the importance of teaching with intentionIllustrated the importance of teaching with intention The importance of critical thinking as opposed to roteThe importance of critical thinking as opposed to rote Facilitate cross curricular connections; use of common languageFacilitate cross curricular connections; use of common language Problem Solving is ongoing and needs to be revisited throughout the school year at every level.