Promising Practices District School Board Ontario North East

Gradual Changes A greater focus on hands on learning using manipulatives Less teacher directed lessons and more collaborative learning with students working together A shift from large scale workshops to job embedded PD

Open Questions Allow all students to have an answer Based on 3 strategies: Start with the answer The sum of 2 integers is 8. What could the integers be? Similarities and Differences How is calculating the volume of a cylinder like calculating the volume of a triangular prism. How is it different? How is multiplying 6 x 20 like multiplying 60 x 2? Leave the values open Choose 2 fractions and find the difference

Parallel Tasks Sets of tasks (2-3) that focus on the same big idea while meeting the different ability levels of the class. Use common consolidation questions to get at the big ideas. Allow choice (sometimes student, sometimes teacher) as to tasks. Students can select a task for which they do not need scaffolding.

Example: Choice A The mean of a set of numbers is 8. What might the numbers be? Choice B Create a set of data in which the mean is greater the median.

January to June Math coaches Differentiation through Open Questions Developed “Haileybury Model” in which staff and students learn together with a one on one debriefing session to follow. Only 1 supply teacher is needed for a school wide PD opportunity. Math Coaches

PRIME (Identified weaknesses in number sense) Individual Coaching Organizing and effectively using manipulatives Continued….

Job Embedded PD (PLCs, staff meetings, book study, co-planning and co-teaching) PRIME (follow up and expansion) Supporting Critical Pathways in Mathematics Continued use of Haileybury Model Integrating Technology (GSP, Smart Boards, Math Frog, Clips and Gizmos) Differentiation through Parallel Tasks Building inter-school communities (789 PLCs, challenges)

Supporting PLC’s between Secondary Schools and their feeder Schools Teachers will form a network of support Teachers will plan for common language in mathematics Teachers will agree upon procedural fluency Classroom visits between panels will promote student success

Junior Level PLC’s Critical Learning/Teaching Hubs Sharing between junior teachers of a school or family of schools Focus specifically on school goals Targets specific areas for growth Interventions/strategies based on student work (pre and post assessment) Collaborative approach

Integrating Technology Interactive use of Smart Boards Use of Clips and Gizmos as interactive tools to engage students and promote understanding Math Frog CBR’s and CAS

Book Studies Teachers work collaboratively to integrate the text into their programming

Challenges Math Fairs World Math Day Bulletin Board Challenges Motivational Activities