Session #2

The focus of this session the use of pedagogical structures that promote students discourse, collaboration, engagement and justification of thinking. Specifically, we are looking at the following pedagogical structures: …

WEBBER, J.P. THOMAS, BRADLEY, EDWARD E. TAYLOR

ADDITIONAL RESOURCES

Dot Cards for Subitizing

See you during the week of Jan. 16th.

NEXT STEPS

Webber:

  1. Worked with CRT to outline how to structure grade 4 unit on fractions. We discussed resources and would recommend the following professional development resources: GFletchy, Illustrative Mathematics, Standards Explained and Fraction Bars. We also discussed the need to address grades 2 and 3 fraction concepts. This came about as a result of working with a group of students to identify what they understood about fractions.

  2. Viewed and co-taught with Gr. 5 teacher and provided gave feedback. Noted how teacher was using structures to allow students to work in small groups together to support thinking. Modeled how we could select and sequence student work to better develop an understanding of the mathematical concepts.

Next Steps:

  1. Plan with 5th grade teacher to refine lessons to build in more time and structures for student collaboration and discussion as to how they solved problems.

  2. CRT will implement math block structure as discussed and outlined.

  3. Consultant will contact 5th grade teacher to outline strategies for division.

E.E. Taylor:

  1. Consultant modeled an Info Gap routine in Gr. 4 and 5. Consultant also modeled how fluency routines - Mix and Match where the students have to form groups that modeled a quotient, e.g., 12/4 students would for groups of 3. Another fluency routine was Head Feather/Head Bands, where students worked in triads and had to answer multiplication problems by using division.

  2. In grade 3 consultant modeled how to make mathematical sketches using multi-step problems. Also, modeled how to use redirection and selection to get students to talk to each other and support thinking.

Next Steps:

  1. Continue to work on the strategies modeled. Arrange intervisitation to share strategies with colleagues.

  2. Work with teachers to plan lessons where these pedagogical strategies and structures are infused.

Bradley:

Gr. 3: Consultant modeled how students could make mathematical sketches. During grade level meeting consultant discussed concepts related to introducing fractions and how to compare fractions using this slide.

Gr. 4: Created number bead strings and modeled how to use them for addition of decimals, rounding of multi-digit numbers, multiplication and division of whole numbers. Consultant modeled in the classrooms how play Connect it (a grid game). Worked with small group of students and recommended the use of Rally Coach to support student thinking.

Gr. 5: Consultant modeled how to complete a Find and Fix My Error problem, while doing a mathematical sketch to support thinking and understanding. Use redirection as a pedagogical tool to facilitate conversations and support student thinking.

Next Steps:

  1. Continue to work on the strategies modeled. Arrange intervisitation to share strategies with colleagues.

  2. Work with teachers to plan lessons where these pedagogical strategies and structures are infused.

  3. Set time for teachers to watch and discuss the GFletchy Progression videos.

J.P. Thomas:

  1. Reviewed what teacher experiences were with implementing the “Information Gap” routine.

  2. Introduced the 5 practices for orchestrating discussion (anticipating, monitoring, selecting, sequencing and connecting). Created an anticipation sheet for a problem.

  3. Introduced and modeled the “So What You Are Saying Is…?” routine at each grade level.

Next Steps:

  1. Commit to using “Information Gap” or “So What You Are Saying Is…” weekly. One or the other.

  2. Work on representation for self and audience. Ensure that representation matches the situation give.

  3. Support students in looking at simultaneous representations for 1 thing, e.g., 1 chip can represent $15 and 1 students simultaneously.

Christine King