2015-16 gecdsb myci session #2 - slide deck
TRANSCRIPT
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SESS
ION
#2
@MathletePearce www.tapintoteenminds.com @JustinLevack
2015
-16
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@MathletePearce www.tapintoteenminds.com @JustinLevack
STUDENT SUCCESSSuperintendent Dan Fister
Lauren SegedinSHSM
Jay LynnStudent Success School
Support Initiative
Justin LevackeLearning Contact / MYCI
Natalie Middleton-BondyStudent Success Consultant
Angela Ciarlariello-BondyRe-engagement &
Alternative Education
Ed KotevichOntario Youth
Apprenticeship Program
Kyle PearceTeacher / MYCI
Shelley HudsonInformation and
Innovation Services
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QUESTIONS? INSIGHT?
#myciTWEET YOUR QUESTION AND HASHTAG:
@MathletePearce www.tapintoteenminds.com @JustinLevack
TWEET IT OUT!
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QUESTIONS? INSIGHT?
#myciTWEET YOUR QUESTION
AND HASHTAG:
TWEET IT OUT!
@MathletePearce www.tapintoteenminds.com @JustinLevack
@gecdsbssFOLLOW:
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#MTBoS
The Best Teacher PD is FREE on Twitter
Follow the Math Twitter Blogosphere
@MathletePearcewww.tapintoteenminds.com
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Purpose
Promoting cross-panel collaboration Reduce gaps in student achievementBuilding capacity in collaborative inquiry skills Increase connections among middle years educators
@MathletePearce www.tapintoteenminds.com @JustinLevack
Iterative
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What is Collaborative Inquiry?
Relevant Reflective Reasoned
Collaborative Iterative
Adaptive
Reciprocal
@MathletePearce www.tapintoteenminds.com @JustinLevack
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What is Collaborative Inquiry?
@MathletePearce www.tapintoteenminds.com @JustinLevack
an iterative process in which teachers collaborate to develop reasonable inquiry
questions by implementing research-based strategies and reflecting on how they impact
relevant student learning needs in the classroom.RelevantReflective
CollaborativeAdaptive
IterativeReasoned
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What is Collaborative Inquiry?
@MathletePearce www.tapintoteenminds.com @JustinLevack
There is no prescribed protocol, nor is there a single path.
Capacity Building Series, Collaborative Inquiry
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Dates Are Full Day PD
@MathletePearce www.tapintoteenminds.com @JustinLevack
Iterative
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oame2016.ca
LEAP INTO MATHOAME 2016
http://oame2016.ca
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kylep.ca/mycioame2016
LEAP INTO MATHOAME 2016
EXPRESSION OF INTEREST FORM:
http://kylep.ca/mycioame2016
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HOW MANY SMALL VASES WILL IT TAKE TO FILL THE TALL VASE?
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HOW MANY SMALL VASES WILL IT TAKE TO FILL THE TALL VASE?
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www.estimation180.com
http://www.estimation180.com
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LEARNING about
EARNING
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Where did
WALL STREET get its name?
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In 1653, Dutch colonial governor Peter
Stuyvesant ordered a timber wall built across
Manhattan from river to river to prevent possible
invasion of the city.
Where did WALL STREET get its name?
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NEW YORK STOCK EXCHANGE
1 & 2 BILLION
DID YOU KNOW THE
TRADES BETWEEN
SHARES PER DAY
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IN 2015, ALL OF THE MONEY IN
$3 TRILLION
THE UNITED STATESAMOUNTED TO APPROXIMATELY
$19.5 TRILLIONWITH THE NYSE VALUATION OF
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THE DOW JONES INDUSTRIAL AVERAGE
LOST 89% OF ITS VALUEBETWEEN 1929 AND 1932
AND LOST 54% OF ITS VALUEBETWEEN 2007 AND 2009
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DO YOU KNOWHOW IT WORKS?
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VA
LUE
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
HOW DO WE KNOW WHICH TO BUY?
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VA
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
HOW DO WE KNOW WHICH TO BUY?
$100 $50
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
TIME
HOW DO WE KNOW WHICH TO BUY?
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VA
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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TIME
HOW DO WE KNOW WHICH TO BUY?
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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HOW DO WE KNOW WHICH TO BUY?
There are over 2,800 companies on the New York Stock Exchange
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
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HOW DO WE KNOW WHICH TO BUY?
There are over 2,800 companies on the New York Stock Exchange
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VA
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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TIME
INVEST IN ONE COMPANY
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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TIME
INVEST IN ONE COMPANY
RISKY
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TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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TIME
INVEST IN ONE COMPANY
GAMBLING
RISKYSPECULATIVE
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VA
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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TIME
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INVEST IN MANY STOCKS
DIVERSIF
Y
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VA
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
TIME
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MUTUAL FUNDS
DIVERSIF
Y
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
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VA
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MUTUAL FUNDS
MUTU
AL
FUND
S
DIVERSIF
Y
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
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VA
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MUTUAL FUNDS
MUTU
AL
FUND
S
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VA
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
TIME
VA
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($)
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INVEST IN AFEW STOCKS MUTUAL FUNDS
MUTU
AL
FUND
S
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VA
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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MUTUAL FUNDS
MUTU
AL
FUND
S
INVEST IN AFEW STOCKSInvestors should
diversify their portfolios.
INVESTMENTADVISOR
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MUTUAL FUNDS
MUTU
AL
FUND
S
"Wide diversification is only required when investors do not understand what they
are doing."
Warren Buffet
INVEST IN AFEW STOCKS
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VA
LUE
($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
LUE
($)
TIME
VA
LUE
($)
TIME
MUTUAL FUNDS
MUTU
AL
FUND
S
"Wide diversification is only required when investors do not understand what they
are doing."
Warren Buffet
INVEST IN AFEW STOCKS
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VA
LUE
($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
LUE
($)
TIME
VA
LUE
($)
TIME
MUTUAL FUNDS
MUTU
AL
FUND
S
"Wide diversification is only required when investors do not understand what they
are doing."
Warren Buffet
INVEST IN STOCKS
-
VA
LUE
($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
LUE
($)
TIME
VA
LUE
($)
TIME
MUTUAL FUNDS
MUTU
AL
FUND
S
Charlie Munger
INVEST IN STOCKS Only invest in companies you
KNOW and TRUST."
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VA
LUE
($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
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($)
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MUTUAL FUNDS
MUTU
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FUND
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Warren Buffet
INVEST IN STOCKS High returns with low risk is the key. Risk comes
from not knowing what you are doing.
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VA
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($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
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($)
TIME
VA
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($)
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MUTUAL FUNDS
MUTU
AL
FUND
S
Buy below value, sell at or above value.
Charlie Munger
INVEST IN STOCKS
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VA
LUE
($)
TIME@MathletePearce www.tapintoteenminds.com @JustinLevack
VA
LUE
($)
TIME
VA
LUE
($)
TIME
MUTUAL FUNDS
MUTU
AL
FUND
S
Warren Buffet
INVEST IN STOCKS If there was a formula for investing success,
everyone would be rich.
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@MathletePearce www.tapintoteenminds.com @JustinLevackV
ALU
E ($
)
TIME
2. Understanding
2. Patience & Timing
1. Invest With IntentionAvoid Wide-Diversification
Maximize Reward, Minimize Risk
The formula is knowing there is no formula
3. Formula
EARNING
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@MathletePearce www.tapintoteenminds.com @JustinLevack
2. Patience & Timing
2. Understanding
1. Teach With IntentionStrategies With a Purpose
Maximize Reward, Minimize Risk
The formula is knowing there is no formula
3. Formula
2. Understanding
1. Invest With IntentionAvoid Wide-Diversification
Maximize Reward, Minimize Risk
The formula is knowing there is no formula
3. Formula
LEARNINGEARNING
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@MathletePearce www.tapintoteenminds.com @JustinLevack
LEARNING
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@MathletePearce www.tapintoteenminds.com @JustinLevack
LEARNING
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@MathletePearce www.tapintoteenminds.com @JustinLevack
NEWOLD
PROGRESSIVETRADITIONALACTIVITYLECTURE
INQUIRY BASEDDIRECT INSTRUCTIONTECHNOLOGYPEN & PAPER
MATH WARS
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
NEWOLD
PROGRESSIVETRADITIONALACTIVITYLECTURE
INQUIRY BASEDDIRECT INSTRUCTIONTECHNOLOGYPEN & PAPER
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCENEW
OLD
PROGRESSIVETRADITIONAL
ACTIVITYLECTURE
INQUIRY BASEDDIRECT INSTRUCTION
TECHNOLOGYPEN & PAPER
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCESKILL PRACTICE
PARALLEL TASKS
3 ACT MATH TASKSOPEN-ENDED TASKS
RICH TASKSDESCRIPTIVE FEEDBACK
DISCUSSIONCONSOLIDATION
COLLABORATIONNOTE TAKING
~ Simon Breakspear
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@MathletePearce www.tapintoteenminds.com @JustinLevack
Honour the past while on a journey towards a compelling
learning future.~ Simon Breakspear
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
DIRECT INSTRUCTION
SKILL PRACTICE
PARALLEL TASKS
3 ACT MATH TASKS
OPEN-ENDED TASKS
RICH TASKS
DESCRIPTIVE FEEDBACK
DISCUSSION
CONSOLIDATION
COLLABORATION
NOTE TAKING
RECIPROCAL TEACHING
CORNELL NOTES
THINK, PAIR, SHARE
MIXED GROUPING
SPIRALLING
ABILITY GROUPING
GAMIFICATION
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
LECTURE
INQUIRY BASEDDIRECT INSTRUCTION
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
LECTURE
INQUIRY BASEDDIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
INQUIRY BASEDDIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK
RICH TASKSLECTURE
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
3 ACT MATH TASKS
RICH TASKSLECTURE
INQUIRY BASEDDIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK
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@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
3 ACT MATH TASKS
RICH TASKSLECTUREINQUIRY BASED DIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK
MAXIMIZE RETURN ON INVESTMENT
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PROCEDURAL vs. CONCEPTUAL
@MathletePearce www.tapintoteenminds.com @JustinLevack
Such evidence clearly shows that the current debate over what kind of math curriculum to adopt is ill-
informed and focuses on false extreme dichotomies that paint students as either learning one way or the other when the evidence demonstrates that both conceptual and procedural knowledge are required
for successful math learning.
MATH WARS:
Dr. Daniel Ansarikylep.ca/endmathwars
http://kylep.ca/endmathwars
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PROCEDURAL vs. CONCEPTUALSuch evidence clearly shows that the current debate
over what kind of math curriculum to adopt is ill-informed and focuses on false extreme dichotomies
that paint students as either learning one way or the other when the evidence demonstrates that both conceptual and procedural knowledge are required
for successful math learning.
MATH WARS:
Dr. Daniel Ansarikylep.ca/best-way
http://kylep.ca/best-way
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@MathletePearce www.tapintoteenminds.com @JustinLevack
kylep.ca/gecdsbvision
Math Vision
http://kylep.ca/gecdsbvision
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CONCEPTUAL UNDERSTANDING
PROCEDURAL FLUENCY
STRATEGIC COMPETENCEADAPTIVE REASONING
PRODUCTIVE DISPOSITION
@MathletePearce www.tapintoteenminds.com @JustinLevack
kylep.ca/gecdsbvision
Math Vision
http://kylep.ca/gecdsbvision
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@MathletePearce www.tapintoteenminds.com @JustinLevack
PRODUCTIVE DISPOSITION
Ability to formulate, represent & solve mathematical problems using an effective strategy
STRATEGIC COMPETENCE
PROCEDURAL FLUENCY
Understanding and using a variety of mathematical procedures
ADAPTIVE REASONINGCapacity for logical thought, reflection,
explanation, and justification
Inclination to see mathematics as useful and valuable.
Ability to understand mathematical concepts, operations, and relationships
CONCEPTUAL UNDERSTANDING
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@MathletePearce www.tapintoteenminds.com @JustinLevack
STRATEGIC COMPETENCE
Math Vision
PROCEDURAL FLUENCY
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
CONCEPTUAL UNDERSTANDING
STRATEGIC COMPETENCE
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYCOLLABORATIVE
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYMY
Confidence and ability in problem solving; retention
INQUIRY QUESTION
What is the impact of introducing topics with 3 act math tasks with an
inquiry approach on student confidence, understanding and
ability to solve problems in mathematics?
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@MathletePearcewww.tapintoteenminds.com
THEORY OF ACTION
If I allow students to discover new learning through contextual tasks, then students will gain a deeper
understanding of the learning goal.
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@MathletePearcewww.tapintoteenminds.com
THEORY OF ACTION
If I allow students to discover new learning through contextual tasks, then
students will gain a deeper understanding of the learning goal.
If I wait to introduce algorithms and procedures until students have solved a problem through inquiry, then student confidence and procedural fluency will
increase.
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@MathletePearcewww.tapintoteenminds.com
students will gain a deeper understanding of the learning goal.
If I wait to introduce algorithms and procedures until students have solved a problem through inquiry, then student confidence and procedural fluency will
increase.
If curriculum is organized using a spiralled approach, then student understanding and ability to solve
problems will increase.
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYCOLLABORATIVE
-
@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
PAIN POINT
INQUIRYCOLLABORATIVE
HURT ITCH
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@MathletePearcewww.tapintoteenminds.com
MATH VISION
PAIN POINT
INQUIRYCOLLABORATIVE
HURT ITCH
THEORY OF ACTION
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@MathletePearcewww.tapintoteenminds.com
MATH VISIONROADMAP
PAIN POINT
INQUIRYCOLLABORATIVE
HURT ITCH
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYCOLLABORATIVE
What data sources do you have to support this?
Is it related to content? Learning skill? Both?
What is the most urgent student learning
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYCOLLABORATIVESHARING OUT WITH
DIFFERENT SCHOOLS
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYCOLLABORATIVE
Begins with how or what
Clearly specifies the focus of your inquiry
Uses neutral, exploratory language
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@MathletePearcewww.tapintoteenminds.com
INQUIRY QUESTION
THEORY OF ACTION
STUDENT LEARNING NEED
INQUIRYCOLLABORATIVEServes as a storyline for your inquiry
Written as a series of if then statements
What will you do and what are the expected outcomes?
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@MathletePearcewww.tapintoteenminds.com
khmath.comGo to:HOMEWORK & GAMESHOW
http://khmath.com
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@MathletePearcewww.tapintoteenminds.com
REGISTER
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
mojo923
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@MathletePearcewww.tapintoteenminds.com
mojo923
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
REGISTER
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@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
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@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
ENTER EMAIL AND
PASSWORD
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@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
ADD CLASS
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@MathletePearcewww.tapintoteenminds.com
CREATE CLASS
HOMEWORKPREMIUM
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@MathletePearcewww.tapintoteenminds.com
CREATE CLASS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
CREATE CLASS
HOMEWORKPBoard16
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@MathletePearcewww.tapintoteenminds.com
PBoard16
CREATE CLASS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
PBoard16 CREATE CLASS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
PBoard16 CREATE CLASS
HOMEWORK Grade 8
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@MathletePearcewww.tapintoteenminds.com
Grade 8 CREATE CLASS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
Grade 8 CREATE CLASS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
Grade 8 CREATE CLASS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
Grade 8 ADD STUDENTS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
Grade 8 ADD STUDENTS
HOMEWORK
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@MathletePearcewww.tapintoteenminds.com
Tap
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@MathletePearcewww.tapintoteenminds.com
Tap
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@MathletePearcewww.tapintoteenminds.com
Tap
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@MathletePearcewww.tapintoteenminds.com
Tap, then wait.
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@MathletePearcewww.tapintoteenminds.com
Tap
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3 Act Math Tasks
iTunes U
kylep.ca/[email protected]
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kylep.ca/curiousmath1p
iTunes U
@MathletePearcewww.tapintoteenminds.com
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kylep.ca/curiousmath1p
iTunes U
@MathletePearcewww.tapintoteenminds.com
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kylep.ca/curiousmath1p
iTunes U
@MathletePearcewww.tapintoteenminds.com
TapFollow the Math
Twitter Blogosphere
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
What was the unit rate (price per 1 L)?
-
@MathletePearcewww.tapintoteenminds.com
What was the unit rate (price per 1 L)?
$20.29
14.819 L=
x
1 L
-
@MathletePearcewww.tapintoteenminds.com
What was the unit rate (price per 1 L)?
$20.29
14.819 L=
x
1 L
-
@MathletePearcewww.tapintoteenminds.com
What was the unit rate (price per 1 L)?
$20.29
14.819 L=
x
1 L 14.819
-
@MathletePearcewww.tapintoteenminds.com
What was the unit rate (price per 1 L)?
$20.29
14.819 L=
x
1 L 14.819
14.819
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@MathletePearcewww.tapintoteenminds.com
What was the unit rate (price per 1 L)?
$20.29
14.819 L=
$1.369
1 L 14.819
14.819
Therefore, the cost of gas was $1.369 per 1 L
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
How many litres did it
take me to fill my tank?
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
What did my fuel gauge look like before filling up?
E F
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@MathletePearcewww.tapintoteenminds.com
What did my fuel gauge look like before filling up?
E F
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@MathletePearcewww.tapintoteenminds.com
What did my fuel gauge look like before filling up?
E F
How much would it cost me to fill up my tank with this much left?
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@MathletePearcewww.tapintoteenminds.com
How much would it cost me to fill up my tank with this much left?
E F
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@MathletePearcewww.tapintoteenminds.com
E F
City: 12.2 L / 100 kmHighway: 7.9 L / 100 km
How far can I drive on the highway until I run out of gas?
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@MathletePearcewww.tapintoteenminds.com
E F
How far can I drive on the highway until I run out of gas?
City: 12.2 L / 100 kmHighway: 7.9 L / 100 km
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@MathletePearcewww.tapintoteenminds.com
E F
How far can I drive in the city until I run out of gas?
City: 12.2 L / 100 kmHighway: 7.9 L / 100 km
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@MathletePearcewww.tapintoteenminds.com
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@MathletePearcewww.tapintoteenminds.com
How many times would I need to fill up on a 4,000 km trip?
-
what does
@MathletePearce www.tapintoteenminds.com @JustinLevack
SESS
ION
#1
tell us?
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data AnalysisPopulation: All Grade 9 GECDSB Students
Years: 2010-11 to 2013-14
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data AnalysisPopulation: All Grade 9 GECDSB Students
Years: 2010-11 to 2013-14
Total Number of Students: 20,746
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data AnalysisPopulation: All Grade 9 GECDSB Students
Years: 2010-11 to 2013-14
Total Number of Students: 20,746
# of Students With Gr3 to Gr9 Data: 9,408
# of Students With Gr6 to Gr9 Data: 10,291
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
EQAO Dot ScoresEQAO Assesses each student
on a scale from 0.1 to 4.9:
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
EQAO Dot ScoresEQAO Assesses each student
on a scale from 0.1 to 4.9:
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
EQAO Dot ScoresEQAO Assesses each student
on a scale from 0.1 to 4.9:
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
Provincial Standard
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Students who meet provincial standard in grade 3
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Students who meet provincial standard in grade 3
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
77.7% - Enrol in grade 9 academic19.5% - Enrol in grade 9 applied
2.8% - Enrol in grade 9 locally developed
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
88.9% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
88.9% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
also achieved provincial standard in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
11.1% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
did not meet provincial standard in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
7.3% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.7 or less in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
4.5% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.5 or less in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
1.2% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.3 or less in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
82.4% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
82.4% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved a 2.7 or greater in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
6.3% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.3 or less in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
3.1% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.1 or less in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
1.2% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 1.9 or less in grade 3
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Students who meet provincial standard in grade 6
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Students who meet provincial standard in grade 6
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
84.5% - Enrol in grade 9 academic14.3% - Enrol in grade 9 applied
1.2% - Enrol in grade 9 locally developed
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
89.9% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
89.9% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
also achieved provincial standard in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
10.1% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
did not achieve provincial standard in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
5.9% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved a 2.7 or less in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
3.2% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved a 2.5 or less in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
1.7% of students who achieved provincial standard in grade 9 academic
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved a 2.3 or less in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
74.4% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
74.4% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved a 2.7 or greater in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
14.7% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.3 or less in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
8.7% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 2.1 or less in grade 6
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
5% of students who achieved provincial standard in grade 9 applied
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
achieved 1.9 or less in grade 6
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data Summary
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
88.9% L3+ in 1D
88.9% of 1D students who achieve standard in grade 9 also did in grade 3.
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
88.9% L3+ in 1D
82.4% L3+ in 1P
88.9% of 1D students who achieve standard in grade 9 also did in grade 3.
82.4% of 1P students who achieve standard had a grade 3 dot score of 2.7 or greater.
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
95.5% L3+ in 1D
93.7% L3+ in 1P
93.7% of 1P students who achieve standard had a grade 3 dot score of 2.5 or greater.
95.5% of 1D students who achieve standard had a grade 3 dot score of 2.7 or greater.
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
98.8% L3+ in 1D
96.9% L3+ in 1P
96.9% of 1P students who achieve standard had a grade 3 dot score of 2.3 or greater.
98.8% of 1D students who achieve standard had a grade 3 dot score of 2.5 or greater.
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
Our lowest performing 1P EQAO schools have the most students with grade 3 dot score of 2.1 or lower.
Our lowest performing 1D EQAO schools have the most students with grade 3 dot scores 2.5 or lower.
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data Summary
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
Grade 6
89.9% L3+ in 1D
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data Summary
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
Grade 6
89.9% L3+ in 1D
85.3% L3+ in 1P
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95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data Summary
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
96.8% L3+ in 1D
95% L3+ in 1P
95% of 1P students who achieve standard had a grade 6 dot score of 2.3 or greater.
96.8% of 1D students who achieve standard had a grade 6 dot score of 2.5 or greater.
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
Data Summary
0.1 1.1 2.1 3.1 4.1
0.3
0.5
0.7
0.9
1.3
1.5
1.7
1.9
2.3
2.5
2.7
2.9
3.3
3.5
3.7
3.9
4.3
4.5
4.7
4.9
302 students (11.4%) who enrolled in Gr 9 Applied had a grade 6 dot score of 2.1 or lower and did not
meet the EQAO expectation.
2 of our 4 lowest performing 1D EQAO schools had the most students with grade 6
dot scores 2.3 or lower.
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EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack
GECDSB EQAO ResultsGrade 3 Grade 6 9 Applied9 Academic
1736 Students
62.1 %
794 Students
28.4%
*approximate number of students in locally developed
2440 Students 2384 Students
*number of students from 2013-14
9 Local Dev.
265 Students
9.5%
No EQAOAssessment
2795 Studentswhat do we do?
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SESS
ION
#2
@MathletePearce www.tapintoteenminds.com @JustinLevack
2015
-16
kylep.ca/session2-exit
http://kylep.ca/session2-exit