1. 1 Math CAMPPP 2011 Algebraic Thinking Session #4 Nottawasaga Working with Struggling Students CLIPS

2. Algebraic Thinking ~Session #4 Learning Goals: Expose traditional and personal practices for working with struggling students Discuss different ways that students struggle Explore CLIPS tools/activities as a possible tool for working with struggling studen ts 22

3. Minds On: Graffiti 3

4. Minds On: Features of CLIPS Focusing Attention Interaction with Dynamic Representations to Construct Understanding Multiple opportunities for practice Modelling with Representative examples Immediate levelled corrective feedback 4

5. Action: Exploring Different Representations Tool To access CLIPS a)www.mathclips.ca orwww.mathclips.ca b) Math Camppp memory stick Copy the CLIPS folder to your desktop. CLICK on index.html to start up CLIPS. Allow ActiveX controls if warning message appears. 5

6. Action: Exploring Different Representations Tool Click on the icon on the right hand side to access the CLIPS tools. If flash warning comes up, click on Settings and add the location of the CLIPS folder to your trusted location settings. 6

7. Action: Parallel Task Task A:Task B: *Task C: Select one of the Integer CLIPS tools. Model an operation question using this tool. Eg. -3 + 7 Explore some of the CLIPS activities Try: Representations of Linear Growing Patterns or Periodic & Sine Functions 7 *To explore these tools, which are still in development mode, you will need to open the file “CLIPS_ToolsDevPod.swf” found in the Tools folder, inside the CLIPS folder from your memory stick. Try modelling the same question using a different tool.

8. Consolidate: Sharing Interesting Activities/Games/Tools etc. that you found? Questions? 8

9. Consolidate: Reflection How might you use the dynamic CLIPS tools and/or activities with your students? How might you incorporate some of the “features” of CLIPS into your instructional practice? Features: focussing attention, dynamic representations, multiple opportunities for practice, modelling with representative examples, immediate levelled corrective feedback 9