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January 16_ 2013 Grades 6-9 Group Whiteboard - Yukon Education ...-ag

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January 16_ 2013 Grades 6-9 Group Whiteboard - Yukon Education ...-ag Powered By Docstoc
					 Cypher IV Mathematics Leadership
Project/Yukon Education Assessment
               Pilot
 January 16, 2013: Digging Deeper Into Numeracy Nets
   - Using The Collaborative Planning Cycle To Help
            Move Student Learning Forward
           Gr. K-3 & 3-6 Groups 4 PM - 6 PM
               Gr. 6-9 Group 7 PM - 9 PM
 Audio Setup Wizard & Group
   Norms - DO THIS NOW
          PLEASE
• Please run the Audio Setup Wizard prior to
  each meeting.
   – Tools
   – Audio
   – Audio Setup Wizard
• Please scroll through the first few slides and
  reread the technical group norms and
  discussion group norms prior to each
  meeting.
     Before - Technical Group
              Norms
• Run the audio setup wizard prior to each session
• Turn your mic on and off as needed
• Once a timer has expired, wrap up your conversations and turn
  off your microphone
• Use the step away button, emoticons, hand up/down buttons
  when appropriate
• Alert us to questions that go unanswered in the chat box
• Use the chat box to make connections as other people are
  speaking
     Before - Discussion Group
               Norms
•   Share book title, page, etc.      •   Listen Thoughtfully
•   All voices must be included and        – As others share, listen and
    participants must feel included           think about how to respond,
     – Let people pass                        what connections can you
     – Take turns                             make, what questions do
                                              you have, how does this
     – Interrupt politely                     make you feel, what picture
     – Show enthusiasm                        do you get in your mind as
     – Give everyone a chance to              you hear this speaker?
         respond before you take a    •   The discussion should move us
         second turn                      to new understandings
•   Everyone must have their ideas
    respected
    Before - Information Page
• http://yukon-education-
  mathematics.wikispaces.com/Cypher+IV+Mathematic
  s+Leadership+Project+Information+Page+2012+-
  +2013 for all of the info that you will need
  – The people in this group who are not in the Cypher IV
    Mathematics Leadership Project, just focus on the Numeracy
    Nets Sessions and ignore the Yukon Education Literature
    Circle Meetings
• Paula.Thompson@yesnet.yk.ca
  Yukon Education, Mathematics Consultant 1000 Lewes Blvd.,
  Whitehorse, YT Y1A 3H9
  867-667-8249 (Phone) & 867-393-6339 (Fax)
               Tonight!
• Digging Deeper Into Numeracy Nets -
  Using The Collaborative Planning Cycle
  To Help Move Student Learning
  Forward
  – 4 PM - 6 PM (Grades K-3 & 3-6 Groups)
  – 7 PM - 9 PM (Grades 6-9 Group)
               Materials
• Numeracy Nets Binder: Bridging the Gap
  Between Assessment and Instruction Grades
  K-2, Grade 3, or Grade 6
• Teaching Student-Centered Mathematics
  Grades K-3, 3-5 and/or 5-8 by John Van de
  Walle
• Headset with a microphone (Optional)
• Student data (overview charts for each
  student, student samples, and personal
  notes from activities) to inform your
  discussions
      Learning Objectives (AFL
             Strategy)
•   Use Elluminate Live! with increasing ease
•   Continue to build/refine the self-assessment table
•   Continue to build up the summary data chart
•   Review the “Three-Part Format for Problem-Based Lessons”
•   Continue to set the stage for increasing the number of checkpoints
    (re)assessed
•   Dig deeper into the numeracy nets to enhance student learning by:
     – Completing Step 7 of the cycle for Checkpoint 7 - The student
       understnads and applies relationships among the four operations. That
       is, analyze student work to evaluate whether the instruction met
       student needs
     – Completing Step 8 of the cycle. That is, Reassess: repeat cycle or
       move to another Checkpoint
            (Re)Introductions
• Grades 6-9 Group
  –   Anthony Grottoli (French, Whitehorse)
  –   Corissa Rees (Telegraph Creek)
  –   Dean Chandler (Telegraph Creek)
  –   JF Blouin (French, Whitehorse)
  –   Laura Erickson (Mayo)
  –   Nathan Bingham (Whitehorse)
  –   René Dove (Yukon Education, Whitehorse)
  –   Véronique Thériault (French, Whitehorse)
   Future Meeting Objectives
• In future meetings most
  of us will continue with
  the literature circle.
  Next session is Wed.,
  Jan. 30 @ 8 PM
• All of us will be
  continuing with the PLC
  cycle and/or further
  developing our
  pedagogical knowledge
  - Next session is Feb.
  12 or 13
             Before - Introductory
                 Reflections
• Reflect Stems                         – If I could do something
•   (This is a Pause-and-Think Self-
                                          again differently, I
    Assessment AFL Activity – Phrases     would…
    and Prompts from p. 22 Knowing      – I incorporate the use of
    What Counts: Self-Assessment and
    Goal Setting Second Edition by
                                          the Numeracy Nets
    Kathleen Gregory, Caren Cameron,      resource into my
    and Anne Davies)                      classroom by . . .
     – I feel good about…               – Numeracy Nets are like .
                                          . . because . . .
     – Two things I                        • (The purpose of the use of
       remember are…                         metaphor is to engage
                                             participants in discussions and
     – One question I have                   reflections on beliefs.)
                                           • Connection -
       is …                                  http://bcelc.insinc.com/web
     – One thing that is new                 castseries/20081001/

       for me is …                      – Other?
 Before - Continue to Build the
    Self-Assessment Data

6-9 Gr ou p   Chec kpoint 2   Chec kpoint 7   Chec kpoint 12   Chec kpoint 19
Anthony
Corissa
Dean
JF
Laura
Nathan
RenŽ
 r
VŽ onique
Before - Continue to Build An
 Excel Data Summary Chart




                                                                                                                                                            Checkpoint 19: The student interprets data




                                                                                                                                                                                                                                                                                    Percentage of Checkpoints ACHIEVED
                                                                                                                 Checkpoint 7: The student understands
                                                                                                                 and applies relationships among the four


                                                                                                                                                            multiplication to find perimeter, area, and




                                                                                                                                                                                                          Number of Checkpoints ASSESSED

                                                                                                                                                                                                                                               Number of Checkpoints ACHIEVED
                                                                              Checkpoint 2: The student reads,
                                                                              represents, and compares decimal




                                                                                                                                                            Checkpoint 12: The student uses



                                                                                                                                                            in graphs using many-to-one
                                                                                                                                                            correspondence.
                                                                                                                 operations.
                                                                              numbers.




                                                                                                                                                            volume.
          Name:
                                                                       "                                                               blank if c hec k point n ot as s es s e d
          N ote: Ins ert "1" if s tudent has met c hec k point; ins ert0" if c hec k point has been as s es s ed but not met; leav e c ell




          1 (Dean)                                                                                        0                                        0                         1                      1                                      4                                    2                     50%

          2 (Dean)                                                                                        0                                        0                         1                      1                                      4                                    2                     50%

          3 (Dean)                                                                                        0                                        0                         0                      1                                      4                                    1                     25%

          4 (Dean)                                                                                        0                                        0                         0                      0                                      4                                    0

          5 (Dean)                                                                                        0                                        0                         0                      1                                      4                                    1                     25%

          Jordan (Corissa)                                                                                0                                        0                                                0                                      3                                    0

          Wenda (Corissa)                                                                                 0                                        0                         0                      0                                      4                                    0

          Haley (Corissa)                                                                                 1                                        1                         0                      0                                      4                                    2                     50%

          Brandon (Corissa)                                                                               0                                                                                         0                                      2                                    0

          Braeden (Corissa)                                                                               0                                        0                         0                      0                                      4                                    0

          Cheyenne (Corissa)                                                                              0                                        1                         0                      0                                      4                                    1                     25%

          Amy (Corissa)                                                                                   0                                        1                         0                      0                                      4                                    1                     25%

                   ro)
          Taylor (VŽ                                                                                      0                                        0                         0                      1                                      4                                    1                     25%

                    ro)
          Aislinn (VŽ                                                                                     0                                        1                         0                      0                                      4                                    1                     25%

                    ro)
          Nicolas (VŽ                                                                                     1                                        0                         1                      1                                      4                                    3                     75%

                    ro)
          Patrick (VŽ                                                                                     0                                        0                         0                      1                                      4                                    1                     25%

                    ro)
          Brianna (VŽ                                                                                     0                                        1                         0                      0                                      4                                    1                     25%

                 ro)
          Eddy (VŽ                                                                                        0                                        0                         0                      0                                      4                                    0

                    ro)
          Camille (VŽ                                                                                     0                                        0                         1                      1                                      4                                    2                     50%

                  ro)
          Julia (VŽ                                                                                       0                                        0                         0                      1                                      4                                    1                     25%

                   ro)
          Taylor (VŽ                                                                                      0                                        0                         0                      0                                      4                                    0

                   ro)
          Dakota (VŽ                                                                                                                                                                                                                       0                                    0

                   ro)
          Audrey (VŽ                                                                                      0                                        0                         0                      0                                      4                                    0
          # of Students
          Assessed                                                                                    22                                      21                          20                     22
          # with Checkpoint
          Achieved                                                                                        2                                        5                         4                      9

            % with Checkpoint                                                                      9%                               24%                              20%                     41%
K-3 Group Data
                               Grades K-3 Yukon Education Formative Assessment Pilot Group Data in
                                                December (Primary Checkpoints)


                             35



                             30



                             25
Number of Students




                             20                                                                      Checkpoint   1
                                                                                                     Checkpoint   2
                                                                                                     Checkpoint   5
                             15                                                                      Checkpoint   7



                             10



                               5



                               0
                                        # of students assessed            # with Checkpoint
                     Checkpoint 1                32                              23
                     Checkpoint 2                32                              16
                     Checkpoint 5                29                              10
                     Checkpoint 7                32                              26
                               Grades K-3 Yukon Education Formative Assessment Pilot Group Data in
                                                 January (Primary Checkpoints)


                             35



                             30



                             25
Number of Students




                             20                                                                      Checkpoint   1
                                                                                                     Checkpoint   2
                                                                                                     Checkpoint   5
                             15                                                                      Checkpoint   7



                             10



                               5



                               0
                                        # of students assessed            # with Checkpoint
                     Checkpoint 1                32                              28
                     Checkpoint 2                32                              23
                     Checkpoint 5                30                              22
                     Checkpoint 7                32                              28
3-6 Group Data
                             Grades 3-6 Yukon Education Formative Assessment Pilot Data in December
                                         (Late Primary/Early Intermediate Checkpoints)


                               45


                               40


                               35
Number of Students




                               30
                                                                                                      Checkpoint   1
                               25                                                                     Checkpoint   3
                                                                                                      Checkpoint   5
                               20                                                                     Checkpoint   7
                                                                                                      Checkpoint   10
                               15


                               10


                                5


                                0
                                      Number of Students Assessed   Number with Checkpoint Achieved
                     Checkpoint 1                 41                              28
                     Checkpoint 3                 39                              30
                     Checkpoint 5                 39                              26
                     Checkpoint 7                 41                              23
                     Checkpoint 10                40                              31
                          Grades 3-6 Yukon Education Formative Assessment Pilot Data in January (Late
                                          Primary/Early Intermediate Checkpoints)


                               45


                               40


                               35
Number of Students




                               30
                                                                                                     Checkpoint   1
                               25                                                                    Checkpoint   3
                                                                                                     Checkpoint   5
                               20                                                                    Checkpoint   7
                                                                                                     Checkpoint   10
                               15


                               10


                                5


                                0
                                     Number of Students Assessed   Number with Checkpoint Achieved
                     Checkpoint 1                41                              28
                     Checkpoint 3                39                              30
                     Checkpoint 5                39                              26
                     Checkpoint 7                41                              23
                     Checkpoint 10               40                              31
6-9 Group Data
                               Grades 6-9 Group Yukon Education Formative Assessment Pilot Data in
                                   December (Late Intermediate/Early Secondary Checkpoints)


                               25




                               20
Number of Students




                               15
                                                                                                     Checkpoint   2
                                                                                                     Checkpoint   7
                                                                                                     Checkpoint   12
                                                                                                     Checkpoint   19
                               10




                                5




                                0
                                        # of Students Assessed        # with Checkpoint Achieved
                     Checkpoint 2                22                               2
                     Checkpoint 7                21                               4
                     Checkpoint 12               20                               4
                     Checkpoint 19               22                               9
                               Grades 6-9 Group Yukon Education Formative Assessment Pilot Data in
                                    January (Late Intermediate/Early Secondary Checkpoints)


                               25




                               20
Number of Students




                               15
                                                                                                     Checkpoint   2
                                                                                                     Checkpoint   7
                                                                                                     Checkpoint   12
                                                                                                     Checkpoint   19
                               10




                                5




                                0
                                        # of Students Assessed        # with Checkpoint Achieved
                     Checkpoint 2                22                               2
                     Checkpoint 7                21                               5
                     Checkpoint 12               20                               4
                     Checkpoint 19               22                               9
          Reflection Stems
• What do you see?
• What surprises you?
• What patterns do you notice? What trends
  and patterns do you notice over time?
• What similarities and differences do you see
  across the various data sets?
• What pieces of data stand out from the rest?
• What questions do you have?
• Other?
  During - Step 6: Implement
the Instructional Plan (Review)
•   Read Aloud using the “3-Part          • Story Problems using the “3-
    Format For Problem-Based                Part Format For Problem-
    Lessons”
     – Organize students to work in
                                            Based Lessons”
       pairs. One reads aloud various        – Have students work in pairs.
       number sentences from either a          One reads aloud a number
       textbook or a card and the
       other writes the number                 sentence from a textbook
       sentence. Include examples              and together, they write a
       such as 7 + _ = 27 and 12 = _ -         related story problem. Ask
       5. Compare the written version          students to use different
       with the original to see if they
       are the same. If not, why?              words for the operation by
       Create a list of the words used         referring to the list made
       for the operation signs.                during the Read Aloud
       Compare lists with other pairs          activity.
       to find more words.
  During - Step 7: Analyze
Student Work & Evaluate The
     Instructional Plan


                  QuickTime™ and a
                    decompressor
            are neede d to see this picture.
   During - Step 7 & 8 Of The
              Cycle
• Analyze student work             – Has the instructional plan
  and evaluate the                   addressed learning
                                     needs? How do you
  instructional plan.                know?
   – Referencing the Three-        – Id strengths and
     Part Format for Problem-        continuing needs relative
     Based Lessons, describe         to the Checkpoint.
     the lesson that you             Determine what worked
     delivered.                      and what didn’t. Discuss
      • In the before portion of     how the instructional plan
        the lesson I . . .           contributed to the
      • In the during portion of     observed strengths and
        the lesson I . . .           try to identify what needs
      • In the after portion of      to happen in subsequent
        the lesson I . . .           instruction to address the
                                     continuing needs.
   During - Step 7 & 8 Of The
              Cycle
• Reassess: Should we       • Please refer to p. 17
  repeat from Step 4 of       of the Numeracy
  the Collaborative
                              Nets book for the
  Planning Cycle for
  Addressing and              Collaborative
  Assessing Student           Planning Cycle.
  Needs for Checkpoint 7,
  move to another
  Checkpoint, or both?
      Van de Walle Activities
• None listed for this
  checkpoint
         First Steps Activities
•   Sharing and Grouping, page 64 in file
•   Array Model, page 65 in file
•   Multiplication and Division, page 66 in file
•   Constructing Arrays, page 77 in file
•   Unknown Number, page 77 in file
•   Read Aloud and Story Problems were picked
    by the group last time, page 84 in the file
        Constructing Arrays
• Have students construct arrays for a given
  number using grid paper, pegboards or
  blocks. Ask them to record each array using
  two multiplication sentences, such as 6x4=24,
  4x6=24, and two division sentences, such as
  24÷6=4 and 24÷4=6. Ask: What do each of
  the numbers show in the array? How is
  6x4=24 the same as 4x6=24? How is it
  different? Can we say 24÷6=4 and 24÷4=6
  are the same? Why not?
   One Hundred Hungry Ants
• 100 hungry ants are
  hurrying to a nearby
  picnic. Marching in
  single file seems too
  slow to the littlest ant,
                                    QuickTime™ an d a
  who suggests they                    decompressor
  travel in two rows of 50.   are need ed to see this p icture .
  The ants reorganize
  several times and arrive
  at the picnic in a 10-by-
  10 array, too late for
  food!
One Hundred Hungry Ants - 2
       Rows of 50
• Have students          • Ask: What do each
  construct arrays for     of the numbers
  100 using grid           show in the array?
  paper, pegboards or      How is 2x50=100
  blocks.
                           the same as
  –   2x50=100
  –   50x2=100
                           50x2=100? How is it
  –   100÷50=2
                           different? Can we
  –   100÷2=50             say 100÷50=2 and
                           100÷2=50 are the
                           same? Why not?
Classroom Samples - From
 Sherry in Atlin Last Year
  After - Round-table Sharing
• Reflect Stems
   –   I feel good about…
   –   I used to… but now I…
   –   My goal is… I will know I am on my way when…
   –   One thing that worked today was…
   –   One question I have…
   –   Two things I remember are…
   –   If I could do something again differently, I would…
   –   Our discussions tonight have made me realize that …
   –   One thing that I will try in my classroom after this session is
       …
             After - Homework
• (Re)submit the Data Sheet as you continue to work on all
  of the checkpoints. Pay extra special attention to the
  checkpoints that we are digging deeper into with your
  group.
   – Try to send in a visual to speak to during the discussion time
     too!
• If you are in the literature circle then keep reading and the
  next session in Wednesday, January 30, 3013 @ 8 PM
• Complete Step 6 of the cycle. That is, commit to delivering
  the instructional plan to the best of your ability. Observe
  student responses. Collect student work and bring it to the
  next meeting. Be ready to share your experiences and
  observations with the team. - February 12 or 13 will be the
  day for your group.
• Other?
Questions

				
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