integrating ipad in the math classroom - sudbury catholic district school board

Tap Into Teen Minds With iPad

[email protected]

@MathletePearce

www.tapintoteenminds.com

Kyle Pearce

http://www.tapintoteenminds.com/myci

ABOUT MEWindsor, ON

Math Teacher / Math Coach

Apple Distinguished Educator

Apple Authorized Trainer

@MathletePearcewww.tapintoteenminds.com

QUESTIONS DURING SESSION?

@MathletePearceTWEET YOUR QUESTION AND MENTION:

TWEET IT OUT!

Last Workshop


SAMR Ladder GoodNotes 4

Google Drive / Google Calendar Taco Cart [3 Act Math]

Last Workshop

Desmos Line Art Cookie Cutter [3 Act Math]

DragonBox Algebra MathBlogs.ca


http://MathBlogs.ca


Morning

4-Part Math Stacking Paper [3 Act Math Task] Growing Success & Assessment Collaborative Inquiry in Math


Visualizing 2D & 3D Measurement Mathspace

Visualizing Algebra - Pool Noodles Visualizing Math With Keynote

Afternoon

2. Inquiry1. Minds On

4. Making Connections

3. Consolidation


-Part Math Lesson4

Workflow


Workflow

GoodNotes 4



-Part Math Lesson

2. Inquiry1. Minds On


3. Consolidation

4

Workflow


Previous Day


1. Minds On

How many ‘thick’ packs of paper would it take to reach the ceiling?


1. Minds On -Part Math Lesson

How many ‘thick’ packs of paper would it take to reach the ceiling?


1. Minds On -Part Math Lesson6

cm

How tall is the table?


-Part Math Lesson2. Inquiry

Inquiry2.


2. Inquiry


-Part Math Lesson 2. Inquiry


-Part Math Lesson3. Consolidation


-Part Math Lesson

2. Inquiry


41. Minds On

3. Consolidation

@MathletePearce kylep.ca/1kK7tKN

Next Day


Next Day

How tall is this table?


Next Day

How tall is this table?

142

.75

cm

100

.75

cm

6 c

m


Equations Given 2 Points

Growing Success


7 Fundamental Principles



To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:



“are carefully planned to relate to the curriculum expectations and learning goals…”



“are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;”



“are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;”



“provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;”



“develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.”


Explicitly Stated Learning Goal

Student Self

Assessment

Teacher Assesses… …Learning Goal…

… and Assigns a Mark…


… and Assigns a Mark…

Google Drive Cloud Storage


Google Sheets


Standard Based Grading


Standard Based Grading


“…administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;”

Promote Growth Mindset


Quickly identify areas for growth


Products

Conversations

ObservationsAssessment


Products

Conversations

ObservationsAssessmentPROFESSIONAL

JUDGEMENT

Create Your Own!


Go to Google Drive


Google Sheets


Google Sheets


Name File Add Headers

Add Sheet Rename Sheet

Conditional Formatting


Highlight Cells




Select Conditions

Publish to the Web


SAMR Model Progression

Effective

Instructional Practice

Embedding

Technology

Professional Learning Cycle Through Collaborative Inquiry


What is Collaborative

Inquiry?

Relevant Collaborative

Reflective Iterative

Reasoned Adaptive

[email protected]

Collaborative inquiry is…

… an interative 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.


However…

“There is no prescribed protocol, nor is there a single path.”


Capacity Building Series, Collaborative Inquiry

What is the most urgent student learning need in your classroom? What data sources do you have to support this? Is it related to content? Learning skill?Both?

Urgent Student Learning Need


Uses neutral, exploratory language Begins with “how” or “what” Clearly specifies the focus of your inquiry

Inquiry Question


What will you do and what are the expected outcomes? Serves as a storyline for your inquiry Written as a series of “if… then…” statements

Theory of Action


Mathspace.co


Inability to demonstrate understanding of algebra through multiple representations.

Exemplar


Urgent Student Learning Need

How will embedding animations of algebraic concepts impact student ability to show understanding in multiple ways?

Inquiry Question

Exemplar


If we embed short videos with animated visualizations of algebraic concepts when introducing new math concepts, then student engagement will increase.

Theory of Action

Exemplar


Theory of Action

If student engagement increases during the introduction of new algebraic conepts, then students will be more likely to remember their multiple representations.

Exemplar


What’s the area of this pool?


The only tool we have to measure

with is a pool noodle.


How many pool noodles “squares” would it take

to cover the pool?

Area

A =




to cover the pool?

Area

A =

nn

n

n

n

n

n

n n

n

n

n

n

n

nn nn


to cover the pool?

Area

A = 17n2

nn

n

n

n

n

n

n n

n

n

n

n

n

nn nn


to cover the pool?

Area

A = 17n2

n2

nn

n

n

n

n

n

n n

n

n

n

n

n

nn nn


to cover the pool?

Area

A = 17n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2

n2

nn

n

n

n

n

n

n n

n

n

n

n

n

nn nn

What is the area if the length of a pool

noodle is 1.5 m?

Area

A = 17n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2

n2

nn

n

n

n

n

n

n n

n

n

n

n

n

nn nn

How can we simplify the diagram using algebra

to save time and hassle?

Area

A = 17n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2

n2

n5n

3n

nnnn

nn

n3nn

2nn

n4nnn



Area

A = 17n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2 n2 n2

n2

n2

3n

4n

n5n

3n

2n



Area

A = 17n25n

3n

3n

4n

n5n

3n

2n



Area

A = 17n215n2

3n

4n

n5n

3n

2n



Area

A = 17n215n2

2n2

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http://kylep.ca/apd-sep19

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http://kylep.ca/apd-sep19

Reach Out!

[email protected]

www.tapintoteenminds.com/sudbury

Kyle Pearce

@MathletePearce

http://www.tapintoteenminds.com/sudbury

http://www.tapintoteenminds.com/myci

integrating ipad in the math classroom - sudbury catholic district school board

Education

minds on2

math lesson1

minds onhow

minds on6 cmhow

math lesson2

theirown learning

improvementof learning

dayhow tall isthis table