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Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources

Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources. CEC, Room 301 Tuesday, February 8, 2011. Prayer for Respect. Almighty God, your power rules over all creation.

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Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources

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  1. Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources CEC, Room 301 Tuesday, February 8, 2011

  2. Prayer for Respect Almighty God, your power rules over all creation. As we begin this session today, help us to treat the people with whom we work with the same respect we expect. Respecting the diversity of strengths we bring together today, help us to learn how to meet the diverse learning needs of our applied students. Help us to be mindful of the students we teach and to treat them with respect as God’s precious creations. Through Jesus’ name, we pray that we have: • respect for God, respect for self, respect for others, and respect for the environment Amen

  3. Group Norms We treat each other with respect. We are here because we all agree that we want to improve student achievement in mathematics. When speaking, address the whole group. We all have something new to learn and something of value to share. Everyone has a opportunity to be heard. Engage fully in the moment.

  4. Agenda • Prayer/ Welcome • Ice Breaker • CBLP 2010-3 Overview Minds On: • Professional Learning Self-Assessment • What Does Good Math Instruction Look Like? (Video) • Characteristics of Applied learners Action: • Overview of TIPS4RM Resources: Jigsaw • Course Summative Performance Tasks • Your Turn: Carousel Consolidation: • Next Steps and Closing Thoughts • Dismissal

  5. IceBreaker • Take turns in your group sharing… • My name is… • A favourite math learning memory is… • Teaching to me means… • Help in my professional growth…

  6. Catholic Board Learning Plan (CBLP) 2010-2013 • SMART Goal: Increasing student achievement on EQAO assessments (3, 6 & 9) by 5% by 2013 • Foundational Principles: • 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

  7. Minds On…

  8. Ministry Mathematics Goals • An increase in student achievement and a decrease in the gap between Applied and Academic • Increase public confidence in publicly funded schools • An increase in credit accumulation rates in mathematics, especially in grade 10 • Providing teachers with job-embedded opportunities to collaborate (co-plan, co-teach and co-debrief lessons and assessments)

  9. Professional Learning Self-Assessment • Using the 2 pages in your package, do a self assessment. • Highlight the points on the two pages that are your strengths in one colour • Highlight the points that you would like to learn more about in a second colour • Questions? Comments?

  10. What does Good Math Instruction Look and Sound Like? • While you watch this short video observe what you see students doing • 3 Part Lesson Video • How was the teacher’s role different? • How was the student’s role different? • What did you see and hear? What didn’t you see and hear? • Questions/ Comments

  11. BREAK TIME!

  12. Minds On: Characteristics of the Applied Learner • Create a place mat template on chart paper • In your section, write all the characteristics of the applied learner • As a group decide what characteristics you find most challenging to address • Post your place mat

  13. Action …

  14. Why TIPS4RM? • EQAO results for 9 applied consistently show that about 2 in 5 students in applied meet the provincial standard • Pass rates for grade 9 and 10 applied Math are the lowest of any courses • Grade 10 credit accumulation (16 by 16) • We need to prepare students for a very different world

  15. Learning Styles Inventory • Complete the Lots of Ways to be Smart to determine your preferred intelligences • Compare with people at your table • Would your students intelligences be different? How? • What teaching strategies should we use to appeal to their preferred learning style ? • The VAK (visual/auditory/ kinesthetic) survey could also be used for students

  16. Why are Manipulatives an Essential Part of TIPS4RM? • Manipulatives support the conceptual development of important mathematical ideas for tactile and visual learners. • A focus on deep learning of particular mathematics topics – through a variety of strategies, including working with concrete materials – leads to greater conceptual depth. (Leading Math Success, p.32)

  17. Features of TIPS4RM lessons • The lessons make use of: • Three part design (Minds On, Action and Consolidate) • Flexible groupings (pairs, heterogeneous and homogeneous groups) • Use of manipulatives (students are still in the concrete phase of development) • Embedded Literacy Strategies (anticipation guides, Frayer Models, Concept Circles) • Embedded Cooperative Learning Strategies (Think/Pair/Share, Carousel)

  18. Evolution of TIPS4RM • Ministry revised resources in summer 2005 • MFM1P was revised by a DP team in summer 2007 • Switched units 2 and 8 • One large student booklet • Added more practice • Added unit graphic organizer • Added unit self-assessment • MFM2P was completed by a coalition of 6 boards in the summer of 2008 • Minor errors and edits were made in January 2009 • In 2011-12 experienced TIPSters will make further edits

  19. TIPS4RM Overview: Jigsaw • Form groups of teachers teaching the same course • Use numbered heads to assign 8 experts • Each expert will have time to prepare a synopsis of their unit • Experts take turns to report to the group • Comments? Questions?

  20. Course Summative Performance Tasks • In 2007-8 two writing teams created course tasks for the MFM1P and MFM2P courses • They are posted in public folders • MFM1P: Every Drop Counts • MFM1P: Kitty Kennels (Unit Task) • MFM2P: For Pennies More a Cup • Spend some time exploring and discussing them at your table

  21. TIPS4RM Wiki Resources • (http://dpcdsb-math-stuff.wikispaces.com/) • Click on DPCDSB Wikis (on the left) • Click on TIPS4RM link • Once wiki loads, click on Grade 9P & 10P link on the left. • Visit the site often to see new resources • If you discover a useful resource, send it to me and I’ll post it.

  22. Support for Teachers Using TIPS4RM • Student booklets are the BLMs found in your teacher package • Copies of GSP files, Powerpoints and other electronic resources are posted on FYI • Click on More Items • Click on Numeracy • Click on Intermediate Math • Click on Grade x TIPS4RM Electronic Resources

  23. Your Turn: Carousel • There are three stations in the carousel: • Digging deeper into the resources with teachers of the same course • Work on a TIPS Implementation plan • Examine the Classroom Dynamics resources from the GAINS web site

  24. Consolidation/ Debrief …

  25. Reflection: • In the Minds On this morning you listed characteristics of the applied learner that are challenging to address • At your table discuss how TIPS4RM can help you meet these challenges • Each table will report one new instructional strategy that they will try in their applied class.

  26. Next Steps • It will take more than one time teaching with TIPS4RM for you to be become comfortable with it. Collaborate with other teachers as you adjust to this new way of teaching mathematics • Continue to expand your repertoire of instructional strategies • Continue to register for Mathematics Professional Learning Menu sessions • Questions? Comments?

  27. Closing Thoughts: It is only natural for me to want them 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 are learning.

  28. 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

  29. Closing Thoughts: • Insanity is doing the same thing over and over again and expecting different results. • Albert Einstein

  30. For more information, please contact us: • Michael Corcoran – Academic Consultant: Math 7-10 • Dorota Jakubowska – Mathematical Literacy Consultant (7-12) x24188 • Dwight Stead – Mathematical Literacy Consultant (7-12) x24533 • Sam Mercurio – E-Learning Contact for Homework Helper and OERB x24517

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