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.• All voices must be included and

participants must feel included– Let people pass– Take turns– Interrupt politely– Show enthusiasm – Give everyone a chance to

respond before you take a second turn

• Everyone must have their ideas respected

• Listen Thoughtfully– As others share, listen and

think about how to respond, what connections can you make, what questions do you have, how does this make you feel, what picture do you get in your mind as you hear this speaker?

• The discussion should move us to new understandings

Before - Information Page

• http://yukon-education-mathematics.wikispaces.com/Cypher+IV+Mathematics+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 3H9867-667-8249 (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 • (This is a Pause-and-Think Self-

Assessment AFL Activity – Phrases and Prompts from p. 22 Knowing What Counts: Self-Assessment and Goal Setting Second Edition by Kathleen Gregory, Caren Cameron, and Anne Davies)

– I feel good about…– Two things I remember

are…– One question I have is

…– One thing that is new

for me is …

– If I could do something again differently, I would…

– I incorporate the use of the Numeracy Nets resource into my classroom by . . .

– Numeracy Nets are like . . . because . . .

• (The purpose of the use of metaphor is to engage participants in discussions and reflections on beliefs.)

• Connection - http://bcelc.insinc.com/webcastseries/20081001/

– Other?

Before - Continue to Build the Self-Assessment Data

6-9 Group Chec kpoint 2 Chec kpoint 7 Chec kpoint 12 Chec kpoint 19 Anthony

Corissa

Dean

JF

Laura

Nathan

René

Véronique

Before - Continue to Build An Excel Data Summary Chart

Name: Checkpoint 2:

The student reads,

represents, and compares decimal numbers.Checkpoint 7:

The student understands

and applies relationships among the four operations.Checkpoint 12:

The student uses

multiplication to find perimeter, area, and volume.Checkpoint 19:

The student interprets data

in graphs using many-to-one correspondence.

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%

Taylor (Véro) 0 0 0 1 4 1 25%

Aislinn (Véro) 0 1 0 0 4 1 25%

Nicolas (Véro) 1 0 1 1 4 3 75%

Patrick (Véro) 0 0 0 1 4 1 25%

Brianna (Véro) 0 1 0 0 4 1 25%

Eddy (Véro) 0 0 0 0 4 0

Camille (Véro) 0 0 1 1 4 2 50%

Julia (Véro) 0 0 0 1 4 1 25%

Taylor (Véro) 0 0 0 0 4 0

Dakota (Véro) 0 0

Audrey (Véro) 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%

Note: Insert " 1 " if student has met checkpoint; insert " 0 " if checkpoint has been assessed but not met; leave cell blank if checkpoint not assessed

Percentage of Checkpoints ACHIEVEDNumber of Checkpoints ACHIEVED Number of Checkpoints ASSESSED

K-3 Group Data

Grades K-3 Yukon Education Formative Assessment Pilot Group Data in December (Primary Checkpoints)

0

5

10

15

20

25

30

35

Number of Students

Checkpoint 1

Checkpoint 2

Checkpoint 5

Checkpoint 7

Checkpoint 1 32 23

Checkpoint 2 32 16

Checkpoint 5 29 10

Checkpoint 7 32 26

# of students assessed # with Checkpoint

Grades K-3 Yukon Education Formative Assessment Pilot Group Data in January (Primary Checkpoints)

0

5

10

15

20

25

30

35

Number of Students

Checkpoint 1

Checkpoint 2

Checkpoint 5

Checkpoint 7

Checkpoint 1 32 28

Checkpoint 2 32 23

Checkpoint 5 30 22

Checkpoint 7 32 28

# of students assessed # with Checkpoint

3-6 Group Data

Grades 3-6 Yukon Education Formative Assessment Pilot Data in December (Late Primary/Early Intermediate Checkpoints)

0

5

10

15

20

25

30

35

40

45

Number of Students

Checkpoint 1

Checkpoint 3

Checkpoint 5

Checkpoint 7

Checkpoint 10

Checkpoint 1 41 28

Checkpoint 3 39 30

Checkpoint 5 39 26

Checkpoint 7 41 23

Checkpoint 10 40 31

Number of Students Assessed Number with Checkpoint Achieved

Grades 3-6 Yukon Education Formative Assessment Pilot Data in January (Late Primary/Early Intermediate Checkpoints)

0

5

10

15

20

25

30

35

40

45

Number of Students

Checkpoint 1

Checkpoint 3

Checkpoint 5

Checkpoint 7

Checkpoint 10

Checkpoint 1 41 28

Checkpoint 3 39 30

Checkpoint 5 39 26

Checkpoint 7 41 23

Checkpoint 10 40 31

Number of Students Assessed Number with Checkpoint Achieved

6-9 Group Data

Grades 6-9 Group Yukon Education Formative Assessment Pilot Data in December (Late Intermediate/Early Secondary Checkpoints)

0

5

10

15

20

25

Number of Students

Checkpoint 2

Checkpoint 7

Checkpoint 12

Checkpoint 19

Checkpoint 2 22 2

Checkpoint 7 21 4

Checkpoint 12 20 4

Checkpoint 19 22 9

# of Students Assessed # with Checkpoint Achieved

Grades 6-9 Group Yukon Education Formative Assessment Pilot Data in January (Late Intermediate/Early Secondary Checkpoints)

0

5

10

15

20

25

Number of Students

Checkpoint 2

Checkpoint 7

Checkpoint 12

Checkpoint 19

Checkpoint 2 22 2

Checkpoint 7 21 5

Checkpoint 12 20 4

Checkpoint 19 22 9

# of Students Assessed # with Checkpoint Achieved

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

Format For Problem-Based Lessons”

– Organize students to work in pairs. One reads aloud various number sentences from either a textbook or a card and the other writes the number sentence. Include examples such as 7 + _ = 27 and 12 = _ - 5. Compare the written version with the original to see if they are the same. If not, why? Create a list of the words used for the operation signs. Compare lists with other pairs to find more words.

• Story Problems using the “3-Part Format For Problem-Based Lessons”– Have students work in pairs.

One reads aloud a number sentence from a textbook and together, they write a related story problem. Ask students to use different words for the operation by referring to the list made during the Read Aloud activity.

During - Step 7: Analyze Student Work & Evaluate The

Instructional Plan

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are needed to see this picture.

During - Step 7 & 8 Of The Cycle

• Analyze student work and evaluate the instructional plan.– Referencing the Three-

Part Format for Problem-Based Lessons, describe the lesson that you delivered.

• In the before portion of the lesson I . . .

• In the during portion of the lesson I . . .

• In the after portion of the lesson I . . .

– Has the instructional plan addressed learning needs? How do you know?

– Id strengths and continuing needs relative to the Checkpoint. Determine what worked and what didn’t. Discuss how the instructional plan contributed to the observed strengths and try to identify what needs to happen in subsequent instruction to address the continuing needs.

During - Step 7 & 8 Of The Cycle

• Reassess: Should we repeat from Step 4 of the Collaborative Planning Cycle for Addressing and Assessing Student Needs for Checkpoint 7, move to another Checkpoint, or both?

• Please refer to p. 17 of the Numeracy Nets book for the Collaborative Planning Cycle.

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, who suggests they travel in two rows of 50. The ants reorganize several times and arrive at the picnic in a 10-by-10 array, too late for food!

QuickTime™ and a decompressor

are needed to see this picture.

One Hundred Hungry Ants - 2 Rows of 50

• Have students construct arrays for 100 using grid paper, pegboards or blocks.– 2x50=100– 50x2=100– 100÷50=2– 100÷2=50

• Ask: What do each of the numbers show in the array? How is 2x50=100 the same as 50x2=100? How is it different? Can we 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