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Grade 3 & 6 EQAO Network

Grade 3 & 6 EQAO Network. Scaffolding Students to Independence. Network Overview. Building the Bridge to Independence Higher Order Thinking Planning and Assessment Rich relevant Tasks Scaffolding to Independence. Building a bridge to Independence.

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Grade 3 & 6 EQAO Network

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  1. Grade 3 & 6 EQAO Network Scaffolding Students to Independence

  2. Network Overview Building the Bridge to Independence • Higher Order Thinking • Planning and Assessment • Rich relevant Tasks • Scaffolding to Independence

  3. Building a bridge to Independence • Think – What questions do you have for this network? • Pair – Discuss and refine your question with a elbow partner. • Share - Your questions/inquiry with the group.

  4. Higher Order Thinking • Problem Solving • Rich Instruction • Accountable Talk • Unlocking Thinking Through Rich Questions

  5. Numeracy Scaffolding Students to Independence

  6. Imagine the number 64… How do you think about it? • A counting number (one more than 63) • Additively (60 + 4, 59 + 5, 70 - 6) • Multiplicatively (using place value such as 6 x 10 + 4) • Even number • Double (2 x 32)

  7. Imagine the number 64… • A square number (8 x 8) • Power of two (26) • Geometrically (4 x 4 x 4 cube) • b2 in a 6, 8, 10 right triangle (a2 + b2 = c2) • The number of hexagons in a fullerene that has 76 faces…

  8. What’s a fullerene??

  9. Landscape for Learning How do we create a landscape for learning in your classroom? Progression of strategies Big Ideas Emergent Models

  10. Teaching Through Problem Solving A Guide to Effective Instruction to Mathematics Problem Solving – Volume 2

  11. Planning for Higher Order Thinking • Is the tasks rich and relevant • Is our task relevant and insights thinking? • Accountable Talk • Are students using talk to deepen their thinking and insights?

  12. Planning for Higher Order Thinking • Identify the Guiding Question • What is the Big Idea? • What are your learning goals • What are the mathematical processes • Are we asking the right Questions? • Does it insights deeper thinking?

  13. What makes a good question? it relates to a key concept as per grade-specific curriculum expectations It has multiple entry points for students to apply their prior knowledge It is within the students’ mathematical reach (the solution is not immediately obvious), thus provoking them to struggle to come up with solutions

  14. What makes a good question? it ensures a variety of strategies, models of representations and methods can be used to develop solutions it encourages collaboration in seeking solutions It can be solved in a reasonable amount of time It is authentic/relevant (placed in a context that is meaningful for the students)

  15. Teachers Role During Instruction Asking Prompting Questions During Instruction Responding to a Range of Student Thinking During Instruction Observe Student Thinking

  16. Let’s Do Some Math! As you are working through this activity, try to monitor your own thinking. Afterwards, we’ll talk about what you observed.

  17. Six Dinner Sid! Sid always had the same number of dinners each day. On the first day of the month Sid ate 6 dinners. By third day of the month he had eaten 18 dinners. On which day did Sid reach exactly 42 dinners? Show your (thinking) work?

  18. Consolidation of Learning • What could assessment for learning during problem solving look like? • Bansho • Gallery walk • Dot-mocracy • Math congress

  19. Three Part Problem Solving Three Part Problem Solving

  20. Observations • What did you: • Think? • See? • Hear? • Feel? How does this differ from math instruction you experienced as a child?

  21. Literacy Scaffolding Students to Independence

  22. Where are the learners going? A learning goal describes what learners need to be able to do to master the curriculum expectations.

  23. Tips for writing learning goals: • Choose an expectation or cluster of expectations • Explain the foundational concepts or skills encompassed in those expectation(s) in “kid-friendly” language. “ I am learning to ____” “We are learning to ___”.

  24. Curriculum expectation Writing: (Grade 3) Point of View 2.5 Identify their point of view and other possible points of view on the topic, and determine if their information Supports their own view Kid-friendly learning goals We are learning : To identify that other people may have different ideas and thoughts To explain our ideas and thoughts on a topic That we need evidence to support our ideas and thoughts Writing a friendly learning goal

  25. Let’s take a look at a sample question/ task Sample question/ task: Imagine you are Fox. Through a monologue, reveal this character’s motivations and inner dialogue. Choose a curriculum expectation that might have been the focus? (Language) What are some possible learning goals for this expectation?

  26. Please bring a sample of a students writing you are curious about for our next meeting.

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