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CCC-M F2F meeting_140326


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CCC-M F2F meeting (March 26, 2014)

CCC-M F2F meeting (March 26, 2014)

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  • Related to Goal 3 “Develop practice in terms of using digital tools…”; in an integrated way with other types of knowledge.A broader perspective on digital literacy: e.g., for own reflection.
  • Zero sum percentages. Confirms what what has been observed in other contexts.
  • We have lready started sharing, in f2f and EdModo.Now is the time to start engaging in “reflection” in a more deliberate way.
  • Transcript

    • 1. Creating, Collaborating and Computing in Math Enhancing the teaching and learning of mathematics using technology Riverside School Board and McGill University- March 26, 2014
    • 2. 9:00 - 9:45 Review of CCCM Project Goals 9:45 - 10:15 Formative Assessment 10:15- 10:30 Break 10:30-12:00 Formative Assessment 12:00- 1:00 Lunch 1:00 - 3:00 Small Focus Groups 3:00 - 3:30 Wrap up Plan for the Day
    • 3. 1. Student success in mathematics 2. Digital literacy 3. Focus on the transition from elementary to secondary 4. Professional learning network 5. Use of data to monitor and orient practice, inquiry, and learning Key Themes of CCC-M project
    • 4. 1. Foster a community of practice in mathematics teaching and digital tools 2. Develop collective understandings of the situation 3. Develop practice in terms of using digital tools for ourselves and for students 4. Sharing, reflection, and inquiry Objectives for Year 1
    • 5. Technological Pedagogical Content Knowledge (TPACK)
    • 6. Teacher beliefs and practices • Assessing beliefs on 1) Mathematics as a subject (M) 2) Mathematics learning (L), and 3) Mathematics teaching (T) • Three orientations in beliefs and practices
    • 7. Three orientations in teacher’s beliefs • Transmission (T) views Mathematics as a series of “rules and truths” that must be conveyed to students and teaching as “chalk and talk” followed by individual practice until fluency is attained. • Discovery (D) views Mathematics as a human creation and encourages students to learn through individual exploration and reflection, while the teacher adopts a reflective, facilitating role. • Connectionist (C) views mathematics as a network of ideas that teacher and student must construct together through collaborative discussion.
    • 8. Survey results (1/4): Mathematics as a subject 0 10 20 30 40 50 60 70 80 1 2 3 4 5 6 78 9 10 11 12 13 MT MD MC
    • 9. Survey results (2/4): Mathematics learning 0 10 20 30 40 50 60 70 80 1 2 3 4 5 6 78 9 10 11 12 13 LT LD LC
    • 10. Survey results (3/4): Mathematics teaching 0 10 20 30 40 50 60 70 80 1 2 3 4 5 6 78 9 10 11 12 13 TT TD TC
    • 11. Survey results (4/4): Teacher beliefs 0 5 10 15 20 25 30 35 40 45 50 Transmission Discovery Connectionist Elementary Secondary
    • 12. Reflection happens in different ways Fluid, informal Deliberate, recorded, traceable Individual and collective What is Reflection?
    • 13. Teacher reflection Reflective practitioners (Schön, 1983) a) Reflection in action: Developing an awareness if decisions in practices b) Reflection on action: Developing an interpretive critique of practice Reflective teachers identify problems, generate and evaluate solutions, thereby build a professional knowledge base constructed through experience and a consciousness of professional action.
    • 14. A multilayer model for reflection Layer 1: Technical • Critique of Lesson Development & Delivery Layer 2: Deliberative • Interactive journal writing • Video-based lesson analysis Layer 3: Inquiry • Topical Seminar discussions * Reference: Etscheidt, Curran, & Sawyer (2014)
    • 15. Various approaches for reflection Case-study / Autobiographical / Action research Self-reflection / Collaborative reflection (e.g., support group; critical friends; peer reflection) Verbal reflection (e.g., audio recording) / Written reflection (e.g., teacher diary or journal; reflection blog)
    • 16. Answer the Teacher Self-Assessment Time to reflect
    • 17. According to Hattie (Hattie Ranking: Influences And Effect Sizes Related To Student Achievement) Formative Assessment ranks as the third greatest influence on student achievement and Micro Teaching ranks fourth. What research says
    • 18. Using data day to day to: Formative Classroom Assessment Cycle Plan Teach Reflect
    • 19. Summative Assessment Data about people, practices and perceptions Benchmark Common Assessments Formative Common Assessment (1-4 times per month) Formative Classroom Assessments (daily or weekly) The Data Pyramid e.g. student self-assessments, descriptive feedback, use of rubrics/criteria, student products that check for understanding (checklists), Gizmos Math problems of the week, vide understanding
    • 20. Before Instruction During Instruction After Instruction Find out what student knows • Pre-assess • Anticipate confusions and misconceptions To monitor and adjust teaching and learning • Check for understanding • Make student thinking visible • Give students specific, description non-evaluative feedback • Regroup and reteach (differentiate) To reflect and plan next steps • Establish quickly who exceeds, meets and no yet • Analyze student work according to rubric • Identify misconceptions, errors and confusion • Plan to re-group, re- teach or extend The Cycle in Action
    • 21. Formative assessment means simply using an assessment to inform instructional adjustments Formative assessments is used to inform the next step needed for students to succeed It is assessment FOR learning Continuous Assessment
    • 22. Types of Formative Assessment Pre-Assessment or during the learning cycle Reflections or self-assessments Response systems (or paddles) Ticket-in or Ticket-out Engineered discussions Tasks Activities Quiz Peer checking (correcting)
    • 23. •Differentiated Math PracticesFlip •Differentiated Math Practices Formative Assessment Formative Assessment
    • 24. Supportive Classroom Climate Conveyed Unit Targets Continuous Assessment Student Self-Direction Flexible Student Groups Data-Informed Instruction Differentiation of Student Work Key Strategies for Differentiated Classroom
    • 25. What technological tools are at your disposal to implement formative assessment? What types of formative assessments have you used? Let’s share! Technology and Formative Assessment
    • 26. You have identified the following: 1. Transfer of knowledge 2. Decoding Application Questions and Situational Problems 3. Student Engagement and Motivation Student Learning Problems
    • 27. Choose one of the identified student learning problems to focus on this afternoon in small groups. 1. Transfer of knowledge 2. Decoding Application Questions and Situational Problems 3. Student Engagement and Motivation Focus Groups
    • 28. What can we do?
    • 29. Reflect and record current practices Develop further questions to explore Online exploration Google Scholar Identify key strategies identified in research to address issue Plan for further meetings Group Exploration
    • 30. Change of Date- May 7th Final Meeting This Year