2015-16 GECDSB Middle Years Collaborative Inquiry Session 1

SESSION#1
@MathletePearce www.tapintoteenminds.com @JustinLevack
2015-16

who are
THEY?
SESSION#1

Justin
Levack
KylePearce
E-Learning ContactTeacher / MYCI Lead

QUESTIONS? INSIGHT?
#myci
TWEET YOUR QUESTION AND HASHTAG:
TWEET IT OUT!

QUESTIONS? INSIGHT?
#myci
TWEET YOUR QUESTION
AND HASHTAG:
TWEET IT OUT!
@gecdsbss
FOLLOW:

#MTBoS
The Best Teacher PD is
FREE on Twitter
Follow the Math
Twitter Blogosphere
@MathletePearcewww.tapintoteenminds.com

Purpose
Promoting cross-panel collaboration
Reduce gaps in student achievement
Building capacity in collaborative inquiry skills
Increase connections among middle years
educators

Technology

What is…
Collaborative Inquiry?
Relevant Reﬂective Reasoned
Collaborative Iterative
Adaptive
Reciprocal

What is…
… an iterative process in which teachers
collaborate to develop reasonable inquiry
questions by implementing research-based
strategies and reﬂecting on how they impact
relevant student learning needs in the classroom.Relevant
Reﬂective
Collaborative
Adaptive
Iterative
Reasoned

What is…
“There is no prescribed protocol,
nor is there a single path.”
Capacity Building Series, Collaborative Inquiry

Dates Are
Full Day PD

khanacademy.org/youcanlearnanything

PROBLEM

ENGAGED YET?

ENGAGEMENT
“There are several types/categories of engagement – academic,
cognitive, intellectual, institutional, emotional, behavioural,
social, psychological, to name a few.”
Parsons, J., & Taylor, L. (2011). Student Engagement: What do we know
and what should we do? University Partners (pp 3). University of Alberta.

Math Class

Math
Class

4. Homework
3. Examples
2. Deﬁnitions, Formulae, Procedures/Algorithms
1. Take Up Homework
Math Class

Example 1
(a) List all combinations of three out of
the four colours: red, blue, white, and
green.

Two Groups of
Students
Result

Two Groups of Students
Good at
Math
Not
Good at
Math

Good at
Math
Not
Good at
Math
What are some
characteristics of a
student who is
“good at math?”
bug629

Two Groups of Students
Good at
Memorization
Not Good at
Memorization

Good at
Memorization
Not Good at
Memorization
Struggle with
unfamiliar
problems
Student Learning Need

A VISION FOR
MATHEMATICS
EDUCATION
VISION

Interconnected
Visual and Concrete
Contextual
VISION

Interconnected
Visual and Concrete
Contextual
INQUIRY

Interconnected
Visual and Concrete
Contextual
CONFIDENCE

Interconnected
Visual and Concrete
Contextual
PERCEPTION

Interconnected
Visual and Concrete
Contextual
STUDENT
SUCCESS

Interconnected
Visual and Concrete
Contextual
HOW?

Interconnected
Visual and Concrete
Contextual
INQUIRY
MY

Change

Change
Immune to

http://www.vancouversun.com/life/From+geek+chic/6296707/story.html
Photograph by: Maggie Wong

@MathletePearcewww.tapintoteenminds.com https://mathstrategies.wordpress.com/tag/numb3rs/

entertainment
engagement
=

algorithm

algorithms
engagement
=

algorithms
engagement
=
understanding
or

Interconnected
Visual and Concrete
Contextual
TASKS
CONNECTIONS
INQUIRYCONSOLIDATE
INQUIRY
MY

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE

THEORY OF
ACTION
If I allow students to discover new
learning through contextual tasks,
then students will gain a deeper
understanding of the learning goal.

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
MY
Conﬁdence and ability in
problem solving; retention
INQUIRY
QUESTION
What is the impact of introducing
topics with 3 act math tasks with an
inquiry approach on student
conﬁdence, understanding and
ability to solve problems in
mathematics?

THEORY OF
ACTION
If I allow students to discover new
learning through contextual tasks, then
students will gain a deeper
If I wait to introduce algorithms and
procedures until students have solved a
problem through inquiry, then student
conﬁdence and procedural ﬂuency will
increase.

If I wait to introduce algorithms and
procedures until students have solved a
problem through inquiry, then student
conﬁdence and procedural ﬂuency will
increase.
If curriculum is organized using a
spiralled approach, then student
understanding and ability to solve
problems will increase.

INQUIRY
QUESTION
THEORY OF
ACTION
PAIN POINT
INQUIRY
COLLABORATIVE

MATH
VISION
ROADMAP
PAIN POINT
INQUIRY
COLLABORATIVE
HURT ITCH

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE
What data sources do you have to support this?
Is it related to content? Learning skill? Both?
What is the most urgent student learning

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE
SHARING OUT WITH
DIFFERENT SCHOOLS

kylep.ca/gecdsbvision
GECDSB Math Vision

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE
Begins with “how” or “what”
Clearly speciﬁes the focus of your inquiry
Uses neutral, exploratory language

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE
bug629
Begins with “how” or “what”
Clearly speciﬁes the focus of your inquiry
Uses neutral, exploratory language

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVEServes as a storyline for your inquiry
Written as a series of “if… then…” statements
What will you do and what are the expected
outcomes?

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE
bug629
Serves as a storyline for your inquiry
Written as a series of “if… then…” statements
What will you do and what are the expected
outcomes?

INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
MONITORING
Pre- & Post-Assessment

14cm
4.5
cm
7.5 cm
9 cm
9cm
7.5cm

Pre-MYCI Survey
Please have your students complete the
following Pre-MYCI Mathematics Survey By
Wednesday December 16th
tapintoteenminds.com/myci/presurvey
Thank You For Your Participation!

EXIT TICKET
Please complete the survey
to help us improve
Your feedback is appreciated!
kylep.ca/myci-exit

Middle Years Collaborative
Inquiry (MYCI)
tapintoteenminds.com/myci
kylep.ca/curiousmath1p
iTunes U
khmath.com

2015-16 GECDSB Middle Years Collaborative Inquiry Session 1

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2015-16 GECDSB Middle Years Collaborative Inquiry Session 1