NNDSB - ARTIFACTS June 2016

Math Smile When this student was prompted to begin the task she said, “No, wait, I have to show you how I feel about doing this math!”

Question 1

Question 2

Data collection rubric

Selecting tools & computational strategies

Creating a model to represent the problem

Communicating to explain & justify

May Exit Card At the end of the May 3 PD session, teachers were asked to complete an Exit Card identifying supports that they would need to move forward with blended learning math in their classrooms.

Before & After – HUM #5 Question 1A January Question 1B May

Before & After - HUM #5 Question 1B January Question 1B May

Before & After – HUM #5 Question 2A January Question 2A May

Before & After – HUM #5 Question 2B January Question 2B May

Observations on Student HUM#5 In January, this student relied exclusively on mental math. The answers were correct but he was unwilling or unable to describe, communicate, represent or build his solutions In May, his mathematical notations show a sophisticated use of place value, and the complexity of a two-digit number His logical presentation shows strong computational thinking skills

Before & After – SR#3 Question 1A January Question 1A May

Before & After – SR#3 Question 1B January Question 1B May

Before & After – SR#3 Question 2A January Question 2A May

Before & After – SR#3 Question 2B January Question 2B May

Observations on Student SR#3 Q1-January task was partially incorrect answer with no reasoning & proving apparent.  No mathematical notation.  May task assessment demonstrates evidence of reasoning, sophisticated mathematical notation and correct addition statements. Q2-January task demonstrated little evidence of place value.  The May task assessment demonstrates thorough understanding of place vale by the use of a diagram and grouping of ones.  The student continues to demonstrate not one way, but two correct ways to describe a number which clearly shows the child has developed number flexibility.

Snapshot - Student Attitude Survey During late February, March and early April students completed a survey that queried their attitudes towards math. There were 418 responses. Responses were extremely positive, and did not lend themselves to analysis.

Snapshot – Working With Numbers (Student Attitude Survey)

Snapshot – Problem-solving (Student Attitude Survey)

Snapshot – Communicating (Student Attitude Survey)

Snapshot – Home/School Partnerships (Student Attitude Survey)

Snapshot – Teacher C-BAM Self Assessment During late February and March teachers completed a C-BAM (Concerns-Based Adoption Model) survey The survey was designed to gauge teachers’ comfort levels with the blended learning model, the use of DreamBox Learning in their classes, the use of DBL data to meet individual or small-group needs, and to guide instruction in the classroom. There were 36 responses. The vast majority placed themselves on a continuum towards more intentional use of data to drive instruction, and a balanced math program that incorporates adaptive technology as one feature.

Snapshot - Teacher C-BAM Survey Results

PD Days Two PD days were held for teachers, one on November 30 and one on May 2. Both featured interactive participation by DreamBox Learning, hands-on examination of and practice with DBL Dashboard tools, and other sessions on rich math teaching practices The consensus was that the May event had more effective representation by teachers in the study Participants were at the stage in their own learning to make the best of this day

Hands-on Learning with Rekenrek 100 Frames

Site to Support our Innovation Project

NNDSB Sites As part of our Office 365 suite we have ability to create Sites, web pages that are internal to the board, and available as resources for teachers. Project team members built the DreamBox Learning Site to house resources and links, as well as PD day resources. The Site also hosts Newsfeed and Discussion area.

Snapshot – Teacher Exit Survey At the conclusion of the May 2 PD event, teachers were asked to complete a survey about their next steps in learning about DBL and the blended learning classroom. This will be used to plan support next year.

Exit Survey Teachers completed this survey at the end of the May 2, 2016 PD event.

Snapshot – Exit Survey Moving clockwise, the survey shows teachers selecting Option 1, 2 or 3 and matching it to their PD needs. The majority selected Option 2 as their first need: using DBL data to plan individual/small group instruction.

Snapshot – Exit Survey Moving clockwise, the survey shows teachers selecting Option 1, 2 or 3 and matching it to their PD needs. The majority selected Option 2: Deepening opportunities for students to share, explore and extend their thinkng.

Snapshot – Exit Survey Moving clockwise, the survey shows teachers selecting Option 1, 2 or 3 and matching it to their PD needs. Although the responses were quite evenly balanced, the majority selected Option 3: embed virtual and concrete tools in daily purposeful instruction, for example, number talks and rich tasks .

Snapshot – Exit Survey Moving clockwise, the survey shows teachers selecting Option 1, 2 or 3 and matching it to their PD needs. Although most respondents chose Option 1 or 2, the majority selected Option 1: Start using PD On Demand to deepen pedagogical and content knowledge.

Role of principals A few principals that support DBL in terms of monitoring teacher usage and also come into classrooms during DBL sessions and look at data and what the students are achieving. As well, some principals are taking the following steps to further support DBL in their schools. For example, at one school, the principal makes time for teachers to talk about DBL new initiatives at staff meetings so all staff are aware of new learnings and next steps.   Another principal incorporated some DBL learning directly into the school’s Math CI to give teachers the chance to look more deeply at their dashboards in order to plan for guided math instruction. The numeracy teacher leader and the Family of Schools VP helped to lead that session.

Comment from a teacher I do think that Dreambox virtual tools in conjunction with the concrete tools have been an effective extension within classroom instruction.  It would appear the starting point for students making connections to the particular math strand being investigated is happening faster as the students are gathering information visually more quickly than before.  An example of this would be in our recent probability unit, students were comfortable using tallies and counting tallies (data) to make conclusions about probability activities.  Counting by 5s and 10s in quantities  higher than 100 has become a much more accessible area of study.  I certainly still have students struggling to identify and use math rack kinds of tools as possible options for assistance, but I'm not sure if this would not always be the case with students struggling with mathematics.

Comment from a teacher I do wish that students could have access to different parts of DBL when we are working on particular strands (ex. Data management and probability games when we are working on that strand). To me it would make sense for that kind of mirroring to take place.  I also still feel like it would be helpful for us to have an easier way to play the games as teachers in order to have a better sense of the progression of virtual tools and games.