mathematics professional learning menu: introduction to tips4rm resources

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Mathematics Professional Learning Menu: Introduction to TIPS4RM Resources. CEC, Room 301 Tuesday, February 8, 2011. Prayer for Respect. Almighty God, your power rules over all creation. - PowerPoint PPT Presentation


  • Mathematics Professional Learning Menu: Introduction to TIPS4RM ResourcesCEC, Room 301Tuesday, February 8, 2011

  • Prayer for RespectAlmighty God, your power rules over all creation. As we begin this session today, help us to treat the people with whom we work with the same respect we expect.Respecting the diversity of strengths we bring together today, help us to learn how to meet the diverse learning needs of our applied students. Help us to be mindful of the students we teach and to treat them with respect as Gods precious creations.Through Jesus name, we pray that we have:respect for God, respect for self, respect for others, and respect for the environmentAmen

  • Group NormsWe treat each other with respect.

    We are here because we all agree that we want to improve student achievement in mathematics.

    When speaking, address the whole group.

    We all have something new to learn and something of value to share.

    Everyone has a opportunity to be heard.

    Engage fully in the moment.

  • AgendaPrayer/ WelcomeIce BreakerCBLP 2010-3 OverviewMinds On:Professional Learning Self-AssessmentWhat Does Good Math Instruction Look Like? (Video)Characteristics of Applied learnersAction:Overview of TIPS4RM Resources: JigsawCourse Summative Performance TasksYour Turn: CarouselConsolidation:Next Steps and Closing ThoughtsDismissal

  • IceBreakerTake turns in your group sharingMy name isA favourite math learning memory isTeaching to me means Help in my professional growth

  • Catholic Board Learning Plan (CBLP) 2010-2013SMART Goal: Increasing student achievement on EQAO assessments (3, 6 & 9) by 5% by 2013Foundational Principles:Ontario Curriculum and ministry support documents are the primary sources for all mathematics instruction. The mathematical processes described in the Ontario Curriculum are used throughout all mathematics instruction. A minimum of 60 minutes is provided daily for mathematical instruction. The diverse learning needs of EACH student are supported by mathematical instruction, assessment and evaluation that are varied in nature and provide multiple opportunities to demonstrate learning. The comprehensive list of strategies that relate to effective mathematics instruction are used regularly.Expected Practice: By June 2013, all mathematics instruction will be delivered using a 3-part lesson model

  • Minds On

  • Ministry Mathematics GoalsAn increase in student achievement and a decrease in the gap between Applied and AcademicIncrease public confidence in publicly funded schoolsAn increase in credit accumulation rates in mathematics, especially in grade 10Providing teachers with job-embedded opportunities to collaborate (co-plan, co-teach and co-debrief lessons and assessments)

  • Professional Learning Self-AssessmentUsing the 2 pages in your package, do a self assessment.Highlight the points on the two pages that are your strengths in one colourHighlight the points that you would like to learn more about in a second colourQuestions? Comments?

  • What does Good Math Instruction Look and Sound Like?While you watch this short video observe what you see students doing3 Part Lesson VideoHow was the teachers role different?How was the students role different?What did you see and hear? What didnt you see and hear?Questions/ Comments


  • Minds On: Characteristics of the Applied LearnerCreate a place mat template on chart paperIn your section, write all the characteristics of the applied learnerAs a group decide what characteristics you find most challenging to addressPost your place mat

  • Action

  • Why TIPS4RM?EQAO results for 9 applied consistently show that about 2 in 5 students in applied meet the provincial standardPass rates for grade 9 and 10 applied Math are the lowest of any coursesGrade 10 credit accumulation (16 by 16)We need to prepare students for a very different world

  • Learning Styles InventoryComplete the Lots of Ways to be Smart to determine your preferred intelligencesCompare with people at your tableWould your students intelligences be different? How?What teaching strategies should we use to appeal to their preferred learning style ?The VAK (visual/auditory/ kinesthetic) survey could also be used for students

  • Why are Manipulatives an Essential Part of TIPS4RM?Manipulatives support the conceptual development of important mathematical ideas for tactile and visual learners.A focus on deep learning of particular mathematics topics through a variety of strategies, including working with concrete materials leads to greater conceptual depth. (Leading Math Success, p.32)

  • Features of TIPS4RM lessonsThe lessons make use of:Three part design (Minds On, Action and Consolidate)Flexible groupings (pairs, heterogeneous and homogeneous groups)Use of manipulatives (students are still in the concrete phase of development)Embedded Literacy Strategies (anticipation guides, Frayer Models, Concept Circles)Embedded Cooperative Learning Strategies (Think/Pair/Share, Carousel)

  • LUNCH Bless us, O Lord, and these your gifts, which we are about to receive from your bounty. Through Christ our Lord. Amen.

  • Evolution of TIPS4RMMinistry revised resources in summer 2005MFM1P was revised by a DP team in summer 2007Switched units 2 and 8One large student bookletAdded more practiceAdded unit graphic organizerAdded unit self-assessmentMFM2P was completed by a coalition of 6 boards in the summer of 2008Minor errors and edits were made in January 2009In 2011-12 experienced TIPSters will make further edits

  • TIPS4RM Overview: JigsawForm groups of teachers teaching the same courseUse numbered heads to assign 8 expertsEach expert will have time to prepare a synopsis of their unit Experts take turns to report to the groupComments? Questions?

  • Course Summative Performance TasksIn 2007-8 two writing teams created course tasks for the MFM1P and MFM2P coursesThey are posted in public foldersMFM1P: Every Drop CountsMFM1P: Kitty Kennels (Unit Task)MFM2P: For Pennies More a CupSpend some time exploring and discussing them at your table

  • TIPS4RM Wiki Resources( on DPCDSB Wikis (on the left)Click on TIPS4RM linkOnce wiki loads, click on Grade 9P & 10P link on the left.Visit the site often to see new resourcesIf you discover a useful resource, send it to me and Ill post it.

  • Support for Teachers Using TIPS4RMStudent booklets are the BLMs found in your teacher packageCopies of GSP files, Powerpoints and other electronic resources are posted on FYIClick on More ItemsClick on NumeracyClick on Intermediate MathClick on Grade x TIPS4RM Electronic Resources

  • Your Turn: CarouselThere are three stations in the carousel:Digging deeper into the resources with teachers of the same courseWork on a TIPS Implementation planExamine the Classroom Dynamics resources from the GAINS web site

  • Consolidation/ Debrief

  • Reflection:In the Minds On this morning you listed characteristics of the applied learner that are challenging to addressAt your table discuss how TIPS4RM can help you meet these challengesEach table will report one new instructional strategy that they will try in their applied class.

  • Next StepsIt will take more than one time teaching with TIPS4RM for you to be become comfortable with it. Collaborate with other teachers as you adjust to this new way of teaching mathematicsContinue to expand your repertoire of instructional strategiesContinue to register for Mathematics Professional Learning Menu sessionsQuestions? Comments?

  • Closing Thoughts:It is only natural for me to wantthem to be successful, but by merely telling them the answers, doing things for them, or showing them shortcuts, I relieve students of their responsibilities and deprive them of the opportunity to make sense of the mathematics they arelearning.

  • Closing Thoughts:

    The most influential factor in improving student achievement is not demographics, socio-economic status, or classroom resources, but rather more effective teaching!

    Robert J. Marzano, Classroom Instruction that Works, 2001

  • Closing Thoughts:Insanity is doing the same thing over and over again and expecting different results.

    Albert Einstein

  • For more information, please contact us:

    Michael Corcoran Academic Consultant: Math 7-10Dorota Jakubowska Mathematical Literacy Consultant (7-12) x24188 Dwight Stead Mathematical Literacy Consultant (7-12) x24533Sam Mercurio E-Learning Contact for Homework Helper and OERB x24517



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