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

2.
who are
THEY?
@MathletePearce www.tapintoteenminds.com @JustinLevack
SESSION#1

3.
@MathletePearce www.tapintoteenminds.com @JustinLevack
Justin
Levack
KylePearce
E-Learning ContactTeacher / MYCI Lead

4.
@MathletePearce www.tapintoteenminds.com @JustinLevack

5.
QUESTIONS? INSIGHT?
#myci
TWEET YOUR QUESTION AND HASHTAG:
@MathletePearce www.tapintoteenminds.com @JustinLevack
TWEET IT OUT!

6.
QUESTIONS? INSIGHT?
#myci
TWEET YOUR QUESTION
AND HASHTAG:
TWEET IT OUT!
@MathletePearce www.tapintoteenminds.com @JustinLevack
@gecdsbss
FOLLOW:

7.
#MTBoS
The Best Teacher PD is
FREE on Twitter
Follow the Math
Twitter Blogosphere
@MathletePearcewww.tapintoteenminds.com

8.
Purpose
Promoting cross-panel collaboration
Reduce gaps in student achievement
Building capacity in collaborative inquiry skills
Increase connections among middle years
educators
@MathletePearce www.tapintoteenminds.com @JustinLevack

9.
Technology
@MathletePearce www.tapintoteenminds.com @JustinLevack

10.
What is…
Collaborative Inquiry?
Relevant Reflective Reasoned
Collaborative Iterative
Adaptive
Reciprocal
@MathletePearce www.tapintoteenminds.com @JustinLevack

11.
What is…
Collaborative Inquiry?
@MathletePearce www.tapintoteenminds.com @JustinLevack
… 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

12.
What is…
Collaborative Inquiry?
@MathletePearce www.tapintoteenminds.com @JustinLevack
“There is no prescribed protocol,
nor is there a single path.”
Capacity Building Series, Collaborative Inquiry

13.
Dates Are
Full Day PD
@MathletePearce www.tapintoteenminds.com @JustinLevack

14.
Table
Discussion

15.
khanacademy.org/youcanlearnanything

16.
@MathletePearcewww.tapintoteenminds.com
PROBLEM

17.
@MathletePearcewww.tapintoteenminds.com

18.
ENGAGED YET?
@MathletePearcewww.tapintoteenminds.com

19.
@MathletePearcewww.tapintoteenminds.com
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.

20.
@MathletePearcewww.tapintoteenminds.com

21.
@MathletePearcewww.tapintoteenminds.com
Math Class

22.
@MathletePearcewww.tapintoteenminds.com
Math
Class

23.
@MathletePearcewww.tapintoteenminds.com
4. Homework
3. Examples
2. Definitions, Formulae, Procedures/Algorithms
1. Take Up Homework
Math Class

24.
Example 1
(a) List all combinations of three out of
the four colours: red, blue, white, and
green.

25.
@MathletePearcewww.tapintoteenminds.com
Two Groups of
Students
Result

26.
@MathletePearcewww.tapintoteenminds.com
Two Groups of Students
Good at
Math
Not
Good at
Math

27.
@MathletePearcewww.tapintoteenminds.com
Good at
Math
Not
Good at
Math
What are some
characteristics of a
student who is
“good at math?”
bug629

28.
@MathletePearcewww.tapintoteenminds.com
Two Groups of Students
Good at
Memorization
Not Good at
Memorization

29.
@MathletePearcewww.tapintoteenminds.com
Two Groups of Students
Good at
Memorization
Not Good at
Memorization

30.
@MathletePearcewww.tapintoteenminds.com
Good at
Memorization
Not Good at
Memorization
Struggle with
unfamiliar
problems
Student Learning Need

31.
@MathletePearcewww.tapintoteenminds.com
A VISION FOR
MATHEMATICS
EDUCATION
VISION

32.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
VISION

33.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
INQUIRY

34.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
CONFIDENCE

35.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
PERCEPTION

36.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
STUDENT
SUCCESS

37.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
HOW?

38.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
INQUIRY
MY

39.
Change
@MathletePearcewww.tapintoteenminds.com

40.
Change
@MathletePearcewww.tapintoteenminds.com
Immune to

41.
http://www.vancouversun.com/life/From+geek+chic/6296707/story.html
Photograph by: Maggie Wong
@MathletePearcewww.tapintoteenminds.com

42.
@MathletePearcewww.tapintoteenminds.com https://mathstrategies.wordpress.com/tag/numb3rs/

43.
http://www.wykamath.com/

44.
entertainment
engagement
=
@MathletePearcewww.tapintoteenminds.com

45.
@MathletePearcewww.tapintoteenminds.com
algorithm

46.
what’s
this?

47.
@MathletePearcewww.tapintoteenminds.com

48.
@MathletePearcewww.tapintoteenminds.com

49.
@MathletePearcewww.tapintoteenminds.com

50.
@MathletePearcewww.tapintoteenminds.com

51.
algorithm
@MathletePearcewww.tapintoteenminds.com

52.
algorithms
engagement
=
@MathletePearcewww.tapintoteenminds.com

53.
algorithms
engagement
=
understanding
or
@MathletePearcewww.tapintoteenminds.com

54.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
INQUIRY
MY

55.
@MathletePearcewww.tapintoteenminds.com
Interconnected
Visual and Concrete
Contextual
TASKS
CONNECTIONS
INQUIRYCONSOLIDATE
INQUIRY
MY

56.
@MathletePearcewww.tapintoteenminds.com
INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE

57.
@MathletePearcewww.tapintoteenminds.com
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.

58.
@MathletePearcewww.tapintoteenminds.com
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?

59.
@MathletePearcewww.tapintoteenminds.com
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.
If I wait to introduce algorithms and
procedures until students have solved a
problem through inquiry, then student
confidence and procedural fluency will
increase.

60.
@MathletePearcewww.tapintoteenminds.com
understanding of the learning goal.
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.

61.
@MathletePearcewww.tapintoteenminds.com
INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE

62.
@MathletePearcewww.tapintoteenminds.com
INQUIRY
QUESTION
THEORY OF
ACTION
PAIN POINT
INQUIRY
COLLABORATIVE

63.
@MathletePearcewww.tapintoteenminds.com
MATH
VISION
ROADMAP
PAIN POINT
INQUIRY
COLLABORATIVE
HURT ITCH

64.
@MathletePearcewww.tapintoteenminds.com
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

65.
@MathletePearcewww.tapintoteenminds.com
INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
INQUIRY
COLLABORATIVE
SHARING OUT WITH
DIFFERENT SCHOOLS

66.
kylep.ca/gecdsbvision
GECDSB Math Vision

67.
@MathletePearcewww.tapintoteenminds.com
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

68.
@MathletePearcewww.tapintoteenminds.com
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

69.
@MathletePearcewww.tapintoteenminds.com
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

70.
@MathletePearcewww.tapintoteenminds.com
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?

71.
@MathletePearcewww.tapintoteenminds.com
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?

72.
@MathletePearcewww.tapintoteenminds.com
INQUIRY
QUESTION
THEORY OF
ACTION
STUDENT
LEARNING NEED
MONITORING
Pre- & Post-Assessment

73.
Dates Are
Full Day PD
@MathletePearce www.tapintoteenminds.com @JustinLevack

74.
14cm
4.5
cm
7.5 cm
9 cm
9cm
7.5cm

75.
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!

76.
EXIT TICKET
Please complete the survey
to help us improve
Your feedback is appreciated!
kylep.ca/myci-exit

77.
Middle Years Collaborative
Inquiry (MYCI)
tapintoteenminds.com/myci
kylep.ca/curiousmath1p
@MathletePearcewww.tapintoteenminds.com
iTunes U
khmath.com