This document outlines the agenda and objectives for a project meeting focused on creating, collaborating and computing in mathematics. The agenda includes analyzing student data from exams, sharing strategies and experiences, and reviewing strategies seen in the project. Key themes of the project include student success, digital literacy, and using data to monitor practice. Objectives for the current year focus on developing a community of practice, measuring results, and promoting reflective practice. A key activity is using video-based reflection. The meeting will include small group work analyzing data to identify student learning problems and their causes.

1. Creating, Collaborating
and Computing in Math
Enhancing the teaching and learning of
mathematics using technology
Year 3 (2015-2016)
Riverside School Board and McGill University- September 28th , 2015

2. 9:00-9:30 Themes and objectives of the project
Group norms and participation
3 identified student learning problems
9:30-10:00 Data Analysis
10:00-10:15 Break
10:15-12:00 Data Analysis
12:00-13:00 Lunch
13:00-13:30 Sharing strategies and positive experiences (math
boost camp and more)
13:30-14:00 Review of strategies seen in CCC-M
14:00-15:00 Curriculum Mapping OR Planning the Formative
Assessment
Agenda

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. Objectives for Year 3
1. Cultivate a community of practice in mathematics
teaching and digital tools
2. Develop solutions and measure and evaluate the results
(More focus on Student learning data)
3. Develop practice of using digital tools for teaching and
learning math
4. Promote reflective practice and inquiry
A Key Activity for Year 3
Video-based Reflective Practice

5.  ARRIVE ON-TIME AND PREPARED
 REMAIN ON TASK /TOPIC
 BE AN ACTIVE MEMBER OF THE GROUP
 WITHOLD ALL JUDGEMENT
 RESPECT OUR PEERS
 RESPECT THE STUDENTS: no mention of names (looking at
facts not behaviours)
 REMAIN POSITIVE AND SUPPORTIVE
Group Norms

6. Participation and team work

7.  CCC-M Website: http://ccc-m.wikispaces.com
a) Successful strategies in my classroom: Motivation /
Discipline / Content delivery / Technology / Classroom
organization / Student support / Formative assessment
Our Discussions
b) Math Concepts that
Students struggle with in
Elementary Cycle 3 and
Secondary Cycle 1:
Arithmetic / Geometry &
Measurement / Other
concepts

8. Identified Problem Areas
in the Math Learning
1) Transfer mathematical knowledge to a variety of
contexts
2) Decoding Application Questions and Situational Problems
3) Student Engagement and Motivation

9. 1. Read and analyze the data from the June 2015
examinations
2. Start globally and work down to the specifics
3. Pay careful attention to distribution
4. List your observations and questions
5. Identify 2 student learning problems for your school
6. List possible causes
7. Verify the causes
8. Plan for remediation, instruction and assessment
9. Implement and revise
Data Analysis

10. 2015 2014 2013 2012 2011 2010 2009 2008
C1
Grade 6 80.12 75.56 77.89 74.94 74.01
74.4 75.59 69.23
Sec. 2 68.54 65.81 62.83 53 49.23 56.23 79.74 70.43
C2
Grade 6 71.55 63.04 70.04 64.07 74.72 83.07 69.15 74.72
Sec. 2 55.61 62.05 47.9 22 45.33 46.82 64.15 59
End of Year Evaluation Success Rate
Elementary Cycle 3 Year 2
Secondary Cycle 1 year 2
RSB

12. Analyzing Data
Observations
STATE FACTS ONLY!
 Students with IEPs have a
20% lower success rate on
Mastery Problems
Questions
 Why are IEP students
struggling more with MC
questions than Short
Answer questions?
 Why are boys not
justifying their steps in
Application Questions?

13. E.g. Sec III students with IEPS at SFHS are below
proficiency in mathematics, especially at problem
solving (AQ). There is a 40% gap between students with
IEPs and students without IEPs.
Student Learning Problem

14. E.g.
 Students with IEPs are struggling readers-they have
literacy difficulties with word problems
 Students with IEPs are not getting the help needed
during the exam. They are not accustomed to
“Natural Reader”.
 Students with IEPs have increased organizational
problems. Therefore, they have difficulties organizing
their thoughts and work in complex word problems.
Causes

15. Verify Causes
CURRICULUM
(QEP and POL)
INSTRUCTION
(teaching practices and
principles)
ASSESSMENT
(type, frequency
and quality of
evaluation tools)
EQUITY
(socio-economics or
other factors that don’t
allow equity) for e.g.
language
CRITICAL SUPPORTS
(enough teacher
preparation, PD and support)
POSSIBLE
CAUSES
Does not emphasize
mathematics problem solving
(AQ)
Not using best practices
consistently (see principles
and practices of high quality
math teaching)
Students with IEPs do
not have access to
readers (e or human)
during in class exams
Teachers do not feel
prepared to teach non-
routine problem solving
Teachers need PD and tools
RESEARCH
FINDINGS
Rigorous curriculum benefits
students and narrows
achievement gaps (NRC, 2005;
Singham, 203)
Groupings with differentiated
instruction, flexible
groupings, extra help for
students and varied
instructional approaches that
build on students’
understandings are
recommended (NCTM,
2000;NRC, 2005;Oakes, 1993)
Teacher preparation is an
important factor in student
achievement (Singham 2003)
LOCAL DATA
FINDINGS
Problem solving is emphasized
more in enriched math classes,
not regular ones
VERIFIED
CAUSES
Lack of emphasis on problem
solving, especially in regular
math classes
Not using best practices
consistently
Teachers do not feel
prepared or equipped

16. E.g. of school strategies:
 Teachers will provide, model and use graphic organizers
with students to plan and solve application questions.
 Teachers will teach how to use highlighting strategies (2
colors)
 IEP students will be given 1 small word problem every class
and 1 application problem per week
 Teachers will use the 360 classroom model once every two
weeks to show student thinking and problem solving
strategies
Remediation

17. E.g.:
 1 daily exit card (formative assessment) and
highlighting mistakes
 My Favorite No! (twice a week)
 Common formative assessment (all teachers) once
every two weeks.
Assessing Progress

18.  Collect formative assessments and common
assessments from students
 Observe student work (artifacts)
 Identify the types of mistakes made by students
(conceptual, procedural, etc.)
 Identify the misconceptions
 Discuss and plan teaching implications and strategies
(see SWART chart)
Re-evaluate

19.  Members and guests
 Grade 6 Math Boost Camp (Kristie and Sandra)
 Summer Math Institute
Sharing Best Practices

20.  https://www.teachingchannel.org/videos/middle-
school-math-teacher-collaboration-sbac
 How did the lesson change depending on each
classroom context?
 What do the teachers learn from looking at student
work?
 How do the teachers support each other and push
each other's thinking?
Collaboration and looking at student
work (next meeting)

21. Practices of High-Quality Teaching
http://sitemaker.umich.edu/ltp/home

22.  Flipping the classroom
 Math talk
 Formative Assessment
 3 problem solving strategies: working backward,
error analysis, modelling the problem visually (bar
model or other)
 Open questions
 Effective feedback
 Peer to peer
Strategies for Better Math Learning

23. Flipping the Class
 Explored a variety of technology tools that can be
used to have students explore concepts before
teaching
 Video recorded lessons and use of apps like explain
everything to have students show what they know
 Explored Edmodo as a tool for students to share their
thinking

24.  Learning walk
 https://www.teachingchannel.org/videos/the-
learning-walk
Lesson Studies

25. Who is doing most of the talking in the
class?
Is the task rich enough to allow a good
level of reasoning and conversation to
happen?
Open Questions and Discourse

26.  Please refer to last year’s power points
(http://www.slideshare.net/bctquebec/cccm-f2f-
meeting141007)
Formative Assessment and Feedback

27. An example of FA used for providing
feedback
 How do the teachers design questions to receive and
give feedback to students?
 What are the criteria for designing good feedback
questions?
https://www.teachingchannel.org/videos/linear-equation-
misconceptions-ccssmdc

28. Type of feedback given
to Students
Gain in performance Student’s interest in
further learning
Marks None
Top Students +
Bottom of students -
Comments 30% All students
Both None
Top students +
Bottom students -

29.  360 classroom
 http://www.takepart.com/article/2013/10/01/math-is-
fun-360-degree-math
Displaying Student Thinking

30. Reviewing homework effectively:
 https://www.teachingchannel.org/videos/peer-
assessment-homework
Peer to peer assessment

31.  My favorite no!
 https://www.teachingchannel.org/videos/class-warm-
up-routine
 Highlighting mistakes
 https://www.teachingchannel.org/videos/math-test-
grading-tips
 Collaborative work
 https://www.teachingchannel.org/videos/students-
learn-from-mistakes-ccssmdc
Learning from Mistakes

32. Talk Moves Summary

33. 4 Steps toward productive talk:
1. Helping students clarify their own thoughts and
share them clearly
2. Helping students attend to the thinking of others
3. Helping students deepen their own understanding
4. Helping students engage with the reasoning of
others

34. HELPING STUDENTS CLARIFY THEIR OWN
THOUGHTS AND SHARE THEM CLEARLY
Suggested talk moves:
 Increase wait time
 Turn and talk (think-pair-share)
 Will you share that with the class?
 Can you say more about that?
 So are you saying…? (Teacher Revoicing)

35. HELPING STUDENTS ATTEND TO THE THINKING
OF OTHERS
Suggested talk move:
 Student revoicing:
 Who can repeat what… just said?
 Who can say that again?
 Who can put that into their own words?
 Tell us what your partner said (after a turn and talk)

36. HELPING STUDENTS DEEPEN THEIR OWN
UNDERSTANDING
Suggested talk move:
 Pressing for reasoning
 Why do you think that?
 How did you get that answer?
 Why did you think that strategy would work?
 Can you prove that to us?
 I’m not sure I understand. Can you explain it to me
step-by-step?

37. HELPING STUDENTS ENGAGE WITH THE
REASONING OF OTHERS
Suggested talk move:
 What do you think about that?
 Do you agree with….? Why?
 Who can add on to what… just said?

38. Final Activity Today
Curriculum Mapping
(Elementary)
Planning Formative
Assessment
(Secondary)

39. Recap

40.  Revisit the purpose of the community
 Subgroups within the Edmodo community
 App Sharing
Edmodo and the community of
practice

41.  Dates for F2F meeting
1. Sep. 28th, 2015
2. Nov. 24th , 2015
3. Jan. 22nd, 2016
4. March 16th , 2016
5. April 26th , 2016
F2F meetings in Year 3

42. Dr. Alain Breuleux: alain.breuleux@mcgill.ca
Dr. Gyeong Mi Heo: gyeongmi.heo@gmail.com
Karen Rye: karen.rye@rsb.qc.ca
Tina Morotti: tina.morotti@rsb.qc.ca
Sandra Frechette: sandra.frechette@rsb.qc.ca
Thank you and have fun!