Introduction to ArtificiaI Intelligence in Higher Education
Step 1- Brainstorming
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2. Teachers would register and be required to fill out a pre and post-reflection sheet (this would be part of my data collected)
3. Teachers would choose the process embedded lesson(s) that they would like to view from my blog. They would log on via Skype at the appropriate time.
4. The following day the teacher would then apply new knowledge of the lesson in his or her own classroom.
5. They would be required to comment on the blog- option to add video, lesson adjustments, improvements, adaptations, etc.
6. They would then complete their reflection sheet (point 2) and send a copy to myself and senior admin. (Susan or Juanita). This process would be best done by Google documents in a form of a ‘Google form’.
7. Susan Robertson, the literacy coach, would be brought in to team teach for ‘Special Skype Episodes” involving project based learning or the integration of Math and LA.
8. John Tropin, the tech coach, would be involved heavily in the beginning month during the initial start up for Skype/ blog/ comment support, etc. John would also be involved with the tech component for 21st century learning. I too have a lot of knowledge of 21st century learning.
10. A Ning- chat room to network would also be started to collaborate or even ‘house’ the videos/lessons and documents.Resources:<br />NCTM Principles and Standards for School Mathematics <br />Marzano Robert J Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement <br />Kilpatrick, Jeremy Swaffard, Jane Helping Children Learn Mathematics<br />Mathematics Learning Study Committee Adding it Up: Helping Children Learn Mathematics<br />Stigler, James W, Heibert, James The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom<br />O’Connell, Susan, O’Conner Kelly Introduction into Communication, Grades Prek-2 (Math Process Standards)<br />Bamberger, Honi J Introduction into Connections, Grades Prek-2 (Math Process Standards)<br />Web Links:<br />Scherer, Marge How and Why Standards Can Improve Student Achievement: A Conversation with Robert J. Marzano:<br />http://www.ascd.org/publications/educational-leadership/sept01/vol59/num01/How-and-Why-Standards-Can-Improve-Student-Achievement@-A-Conversation-with-Robert-J.-Marzano.aspx<br />Introduction to the Alberta Mathematics Program of Studies, Kindergarten to Grade 6:<br />http://education.alberta.ca/media/450754/elemmath.pdf<br />Exemplars:<br />http://www.exemplars.com/resources/rubrics/assessment.php#math<br />
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http://smuirgradstudies.wikispaces.com/<br />My Vision Board<br />Topic: Implementing the 7 Mathematical Process Standards into Daily Instruction<br />Background:<br />“If the mathematics Content Standards are what we teach, the Process Standards are how we teach it and how students learn it.”<br />http://www.nctm.org/eresources/view_media.asp?article_id=9700<br />In order for teachers to work willingly toward changing instructional practice to a more standards-based approach, teacher beliefs, according to some observers, must be consistent with values of mathematics curriculum reform (Battista,1994; Roehrig & Kruse, 2005).<br />Our Saskatchewan Mathematics curriculum emphasizes depth over breadth and has a focus on the essential ideas and processes of mathematics. There are seven listed process standards that are to be imbedded into our outcome based lessons.<br />Page 17 of the Saskatchewan Mathematics Curriculum states: <br />The mathematics curriculum also recognizes seven processes inherent in the teaching, learning, and doing of mathematics. These processes focus on: communicating, making connections, mental mathematics and estimating, problem solving, reasoning, and visualizing along with using technology to integrate these processes into the mathematics classroom to help students learn mathematics with deeper understanding. The outcomes in K-12 mathematics should be addressed through the appropriate mathematical processes lenses. Teachers should consider carefully in their planning those processes indicated as being important to the various outcomes.<br />The Saskatchewan Mathematics curriculum in my opinion does not support the teacher with the skills needed to put these processes into practice.<br />I am a Kindergarten to Grade Four Math Coach for Good Spirit School Division. It is also my role as a team member to give PreK-8 professional development.<br />The Good Spirit School Division Math Learning Goal states:<br />70% of students will score at the proficient level of problem solving by 2010 - 2011.<br />Problem Solving is one of the 7 Saskatchewan process standards.<br />This has been a three-year initiative beginning of the 2008-2009 school year.<br />Now that it is the 2011-2012 school year, has the data met the learning goals?<br />Over the past two years Good Spirit School Division has been benchmarking students using Math Exemplars; Standard-based assessment based on the 5 NCTM process standards. The teachers have struggled with a few of these standards in particular: communications and connections in daily instruction.<br />This is why I would like to work with teachers in a coaching setting (gradual release model) to help them with the careful planning and preparing outcome based lessons addressed through the appropriate mathematical processes lenses.<br />I envision a video library to have myself modeling lessons as well, Good Spirit School Division teachers co-teaching lessons with my role more as a support coach. It is important to begin empowering GSSD teachers with the strategies and skills needed to change the pedagogical style that is needed in an outcome-based curriculum. <br />Project Outline:<br />Part 1 Literature Review<br />I would like to review some of the top literature that is referenced in two books that I refer to and share with the teachers I work with.<br />Reflections on Research in School Mathematics: Building Capacity in Teaching and Learning by Florence Glanfield and Elementary Mathematics in Canada: Research Summary and Classroom Implications by Lynda Colgan<br />I would like to be able to have the background knowledge of what research say about each of the process standards.<br />Questions:<br />What does the research say about each of the 5 process standards?<br />How are the process standards embedded? <br />How does the curriculum document help teachers think about these processes?<br />How are these processes evaluated?<br />How does adoption of the math process standards change the pedagogical styles of one’s teaching? <br />What kind of classroom activities supports the process standards?<br />How can I plan outcome based lessons that change how we teach and how students learn?<br />Part 2 Online Video library “Teaching Math through the Mathematical Processes- a Video Library, K-4”<br />I will create an online video library “Teaching Math through the Mathematical Processes- a Video Library, K-4<br />Experience live or prerecorded video how our Saskatchewan mathematics curriculum’s seven processes (based on National Council of Teachers of Mathematics standards) essential to the teaching, learning, and doing of mathematics are used in Good Spirit school Divisions K-4 classrooms. These lessons will focus on: communicating, making connections, mental mathematics and estimating, problem solving, reasoning, and visualizing and the use of integrating technology.<br />,[object Object]](https://image.slidesharecdn.com/researchquestions7-110829123415-phpapp01/85/step-1-brainstorming-1-320.jpg)
