Transcript Seventh Street Problem Solving path

SW1 FOS Networking
Session Dec. 16, 2011
Seventh Street J.S.
Grades 1-5
Math Pathway
Problem Solving
DATA
GAN
Focus/Inquiry
Question
How did you take your GAN (Greatest Area of Need) and formulate a focus and/or an
inquiry question for your Pathway/Professional Learning Team Focus?
How did the data inform this focus?
Analyzing:
• EQAO results
• Math journals
• Teacher Observation
• Conversations during Math Congress
Our Greatest Area of Need (GAN) was
Problem Solving.
Rationale for the Focus/Inquiry Question
Based on our findings we concluded that:
• Students have difficulty understanding the problem given (What
am I being asked?)
• Students have difficulty choosing appropriate strategies to solve
problems
Our Learning Goal: To become a Better Problem Solver
Success Criteria: Established by Teacher and Students
Bumping Up Wall: Classroom reference (anchor chart)
A level 4:
• Shows a high degree of understanding
• Insightfully makes an effective plan and follows through with a logical
strategy
• Makes connections between the solution and the task by showing
their work and justifying their answer
Rationale for the Focus/Inquiry Question
We used the following resources:
• Educational experiences in the classroom
• A Guide to Effective Instruction in Mathematics: Problem
Solving and Communication V2
• SW 1 Mathematics Wikigroups webpage
• Good Questions: Great Ways to Differentiate Mathematics Instruction by
Marian Small
• Math coach
• School Librarian
• Colleagues
Formative
Assessment
Instructional
Strategies
Improve
Understanding
How did you use a balance of assessment tools and strategies along the Pathway to monitor
and improve student thinking and understanding?
• Three Part Lesson/Modelled
• Creating Anchor Charts, Success Criteria
• Descriptive Feedback
• Math Congress, Bansho Method
• Music
• Technology (Smartboard)
• Bumping Up Wall
• Picture Books/Creating Classroom Books
Differentiating for Marker Students
How did you provide differentiation (instruction and/or assessment)
specifically for your Marker Students at any grade?
We differentiated at many levels by:
• Modelling
• Number values in specific problems were changed
• Conferencing
• Scribing
• Extra time
• Simple use of language
• Pictures
• Manipulatives
• Freedom to choose strategy most comfortable with
• All Multiple Intelligences were considered
Success Criteria/Bumping Up
Pathway Rubric
Diagnostic/Cumulative
Assessment For Learning Tool
The Assessment for Learning Tool helps teachers to make anecdotal notes while
working with the class to determine student understanding and to plan for the next
step.
Junior Diagnostic and Summative
Junior Problem Solving
Subtasks
Smartboard Lesson
Music/Movies Subtask
Subtasks with Music
Strategies/Manipulatives
Subtask/Book Making
Reflection
How did this Pathway inform your thinking and practice?
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Some students surprised us (in a good way )
Illustrated the importance of teaching with intention
The importance of critical thinking as opposed to rote
Facilitate cross curricular connections; use of common
language
Problem Solving is ongoing and needs to be revisited
throughout the school year at every level.