Archive for the ‘inclusive practices’ Category

Vision, Mission and Values Project at Thompson Elementary

Posted on: March 20th, 2017 by jnovakowski No Comments

The Richmond School District is embarking on a legacy project, developing new Vision, Mission and Values statements for our district. Teachers were invited to engage in discussions with their students and collect artifacts to contribute to the district process of creating new VMV statements. Two intermediate classes and their teachers from Thompson agreed to do some special filming for a district video for this legacy project.

At the beginning of January, I was able to meet with classroom teachers Lyanne McCaskill (grades 5&6) and Kevin Dimmick (grades 6&7) to plan how this project might unfold. The teachers put a lot of thought into the experiences they wanted to provide for their students. I was fortunate to be able to attend three different learning experiences with the students and to capture the students’ thinking and ideas with photographs and videos.

On the first day, as is the usual routine, the students in both classes entered their rooms to the morning provocation: What do you imagine school could be? They were invited to respond to the question using loose parts. Some students focused on the physical environment while others focused on metaphors and ideas. Each class paused to go to each table group and have those students share what they had done. Students could go back to their spots to revisit their work, connecting to new ideas or inspiration. Students were then asked to reflect on their thinking using a familiar response form.

IMG_9952 IMG_9955

In the grades 5&6 class…

DSC_0217

IMG_9957 IMG_9958 IMG_9959 IMG_9960 IMG_9961 IMG_9962

DSC_0264 DSC_0265 DSC_0266

In the grades 6&7 class…

DSC_0224 DSC_0225

DSC_0232 DSC_0233 DSC_0234

DSC_0267 DSC_0268

On the second day, the teachers used the Vision, Mission and Values from the Vancouver Aquarium website to initiate discussion about what Vision, Mission and Values are. In one class, the students were asked to use a familiar response format (Notice, Connect, Wonder) as they discussed and thought about the Aquarium’s VMV statements while in the other class, they used the Vision, Mission, and Values framework and questions as a way to respond.

IMG_0725 IMG_0727 IMG_0728

IMG_0729 IMG_0730 IMG_0731 IMG_0732 IMG_0733

In one of the classes, the students sorted different statements they had made in their own reflective writing about VMV – there were very interesting discussions that emerged as students distinguished between what was part of a vision, mission or values statement.

IMG_0739 IMG_0740 IMG_0741 IMG_0742 IMG_0745 IMG_0746

The students worked in small groups to create charts of words and phrases that connected to Vision, Mission or Values and these were displayed in the classroom for students to read and discuss.

DSC_0298 DSC_0303 DSC_0305 DSC_0306 DSC_0307

On our third day together, the teachers began their days as they had the first day – with a morning provocation posted for the students to engage with and loose parts available. The original question of What do you imagine school could be? was now linked to Vision, Mission and Values. The students could choose one or all of the three areas to represent and record their ideas about.

IMG_0843 IMG_0844 IMG_0845

It was fascinating to watch how the students’ ideas evolved over time and how each class had its own particular culture it terms of what came out in the students’ representations – kindness, inclusion, community, diversity and collaboration were the five big ideas that stood out to me as I listened to and read the students’ contributions to the project.

DSC_0327

DSC_0331 DSC_0332 DSC_0333 DSC_0334

DSC_0322 DSC_0323 DSC_0324

An short video compilation of the Thompson VMV experience can be viewed HERE.

What has stuck with me, while spending time in these classrooms is the wisdom of our students. Their lived experiences in different types of learning environments, their understanding of each other, the importance of collaboration and the purpose of schools within a society made my heart sing. Our future is in good hands.

~Janice

Vision, Mission and Values Project at Blair Elementary

Posted on: March 20th, 2017 by jnovakowski No Comments

The two kindergarten classes at Blair Elementary took part in our district’s Vision, Mission and Values project in February. As our district develops new Vision, Mission and Values statements, student comments and contributions are being collected to inform the process.

I worked with teachers Lauren MacLean and April Pikkarainen to develop questions to be a part of their regular routine of morning provocations for when the students arrive at school. 

IMG_1818 IMG_1817 IMG_1816 IMG_1815

As the students chose what materials and question to engage with, we had the opportunity to capture some of their thoughts about what schools could be.

IMG_1823 IMG_1824 IMG_1827 IMG_1830 IMG_1831

The students had clear ideas about what schools should have and how they should be designed. They talked about natural spaces and spaces to work together. There was a lot of conversation about how schools are for all children and that happiness is a feeling we should have at school.

IMG_1833

The classroom teachers then facilitated a sharing circle during which students shared their ideas about school. We unpacked the questions around Vision, Mission and Values with the students. The students “turned and talked” to a partner about one of these questions.

IMG_1832

IMG_1836 IMG_1838 Lauren

Building on and connecting to the ideas they heard from their classmates, the students were given time to go back and revisit their creations and ideas.

IMG_1841 IMG_1842 IMG_1847IMG_1852 IMG_1853 IMG_1854

IMG_1856 IMG_1857 IMG_1858 IMG_1859

I was able to “interview” some of the students and capture their thinking about what schools could be. This tweet kind of sums up the wisdom from these amazing kindergarten students:

Screen Shot 2017-03-20 at 11.01.16 AM

I am looking forward to a district gathering in April when artifacts from classrooms across the district will be available for us to think about and am glad that the voices of these kindergarten students will contribute to the important discussions our district is having.

~Janice

investigating numbers with the Kindergarten class at Garden City

Posted on: March 20th, 2017 by jnovakowski No Comments

I visited the kindergarten class at Garden City twice over January and February, introducing different routines to develop number sense and to investigate numbers. Teacher Lori Williams had initially asked me to come to her class to introduce counting collections to her students and after that lesson, I suggested some other routines or practices she might try with her students.

To introduce counting collections to the class, the students and I sat in a circle together. The class’ “special helper” and I counted a collection in different ways, taking suggestions from the suggestions. I intentionally modelled working together as a “team” – taking turns, taking on different roles (one of us moving the items, the other counting, etc) and having each of us support each other when we were unsure or “stuck”. We counted a collection by 1s in different ways – each of us placing an item in a container taking turns while counting, putting the items in a line and counting them together, moving the items from one pile to another taking turns counting as we moved the items one by one. I asked the students if they could think of any other ways they might count their collections and they had some new ideas as well as some suggesting that they count by 2s or 10s. Pairs of students then went off to choose a collection to count, with the expectation that they count it in at least two or three different ways.

IMG_1001 IMG_1003 IMG_1008

IMG_1016

IMG_1021

The students and I came together after about 30 minutes of counting and I invited some pairs of students to share what they counted and how they counted their collections. I encouraged the students to listen and make connections in their mind as to how they had counted their collections.

For my next visit, I introduced the clothesline and explained that it was another way to investigate counting, particularly ordering numbers.

IMG_1245

 

The students took turns placing different representations of numbers on the clothesline – they were asked to explain their placement decisions. We followed this routine with an invitation to investigate ordering and sequencing numbers using a variety of materials.

IMG_1235 IMG_1236 IMG_1237 IMG_1238 IMG_1239 IMG_1240 IMG_1242 IMG_1243 IMG_1244

 

IMG_1246 IMG_1247 IMG_1248 IMG_1249 IMG_1250 IMG_1251

The students were creative in their use of materials and the inspiration of the materials often nudged them beyond their familiar counting range and what the curricular expectation are for kindergarten in BC (number concepts, including counting from 0-10).

For the classroom teacher, this was a time to notice her students engaging in new routines with different materials and to think about how she might incorporate them into her classroom. It is always a conundrum for kindergarten teachers – there are always more materials to add to the classroom but we also have to let things go and put things away, even if temporarily, to create open access to the materials students will use regularly and purposefully.

~Janice

investigating patterns with the grade 3s at Garden City

Posted on: March 18th, 2017 by jnovakowski No Comments

I visited the grade three class at Garden City Elementary twice in February, focusing on ways to teach mathematics through the big ideas in BC’s new curriculum.

Teacher Stella Santiago asked that we do some work around patterning together and we began with a class discussion around the question: What makes a pattern a pattern? The students shared their developing ideas about patterns, which included many examples of patterns, and then the students were provided with a choice of materials with which to investigate different types of pattens with. We asked them to push their thinking about what patterns were and to investigate different types of patterns and what makes them patterns.

IMG_1202 IMG_1203 IMG_1204 IMG_1205 IMG_1206 IMG_1207

The students mostly began with repeating patterns but used different formats for their patterns such as going around the circumference of a table instead of just in a straight line. Blank grids were provided for students to investigate and some students engaged with those.

IMG_1208

IMG_1214 IMG_1215

IMG_1218 IMG_1219 IMG_1220

IMG_1224

IMG_1231 IMG_1232

Students also explored using different shape frameworks to create patterns with.

IMG_1213

IMG_1211

IMG_1216

IMG_1233 IMG_1234

And they played with seeing patterns in three-dimensions, from different perspectives.

IMG_1209

IMG_1227

IMG_1229

About half an hour in to the work with materials, we asked the students to pause and walk around and notice what other students were doing – to be inspired, to capture an idea, to make connections.

As the students created their patterns, I recorded the questions I was asking them during their investigations, meant to provoke their thinking about what makes a pattern a pattern.

IMG_1225

It was these questions that I came back to in the end as students shared their findings about patterns. We were able to come to consensus as a group that a pattern is predictable and generalizable, that there is regularity in it. Big words for a big mathematical idea.

On my next visit to the class we connected the idea of patterns to the students’ current study of multiplication. We began with a number talk, using a grid to support students in visualizing the patterns in multiplication. We played with the idea of decomposing numbers to support us in calculating multiplication questions. After our number talk, the students were provided a choice of materials and tools with which to investigate the focus question: Where do patterns live in multiplication?

IMG_1729

IMG_1728

One of the tools provided to students was a 100 chart and students used gems to cover multiples of different numbers on the chart to investigate what visual patterns might emerge.

IMG_1730 IMG_1731 IMG_1733

IMG_1745

Some students started with their understanding of multiplication – equal groupings of objects and then used the materials to create different visual patterns with these groupings.

IMG_1736 IMG_1737 IMG_1738

Some students connected the idea of growing patterns with multiplication and used different materials to represent this connection.

IMG_1739 IMG_1740

IMG_1749 IMG_1748

The students were very curious about the geoboards, as they are not a regular item in their classroom. One student wasn’t sure where to start with the geoboard and I showed him how to stretch a band to make a square. He made another square and then I added a third. By then, he was making his own connections and began an investigation of square numbers.

IMG_1734 IMG_1735

IMG_1744

Another student used the geoboard to create arrays. She played with the idea of halving and doubling the arrays, including using diagonals to create triangles.

IMG_1741 IMG_1742 IMG_1743

A group of three students chose to use the magnetic grids to play with patterns and multiplication, using alternating colour patterns.

IMG_1746

The students again had an opportunity to walk around the class and see what other students were doing to investigate patterns and multiplication and then go back to their own materials, adding new ideas if inspired to do so.

We met together as a class in a “math congress” to report out our findings and make connections between what we had found out about patterns and multiplication. Students used the terms growing and increasing but identified the regular-ness of the patterns involved in multiplication. Some students focused more on the spatial relationship of arrays and how those change as factors increase or decrease.

As the students continue to study multiplication and division, I am looking forward to hearing what relationships and patterns they find.

~Janice

elementary math focus afternoon 2017

Posted on: January 17th, 2017 by jnovakowski

We hosted this year’s Elementary Math Focus Afternoon on January 16 at Byng Elementary. Over 250 educators attended, from 14 schools.

IMG_9865

There were a range of sessions to choose from and a huge thank you goes out to all the teacher facilitators who shared with their colleagues. A special thank you to our colleagues from Surrey and Delta who shared with us.

Elementary Math Focus Afternoon Jan 16 2017 program FINAL updated Jan 13

IMG_9872 IMG_9874 IMG_9875 IMG_9876

IMG_9898 IMG_9899 IMG_9900 IMG_9901 IMG_9902 IMG_9903 IMG_9904

Rebeca Rubio shared some of the many math resources and kits from the District Resource Centre.

IMG_9878 IMG_9879 IMG_9880

Tracy, from the Canadian Federation for Economic Education, shared resources to support the financial literacy component of the math curriculum, particularly around the Talk With Our Kids About Money initiative.

IMG_9871

The schools attending each contributed a display of materials, documentation or resources sharing an area of professional inquiry amongst their staffs.

IMG_9877 IMG_9881

IMG_9883

IMG_9905

IMG_9884 IMG_9887 IMG_9888 IMG_9889 IMG_9890 IMG_9891 IMG_9892 IMG_9893 IMG_9894 IMG_9895 IMG_9897

IMG_9886

IMG_9866 IMG_9868 IMG_9869 IMG_9870

QR code Math Tags were available with links to IGNITE videos, websites and blogs.

IMG_9860 IMG_9861

Math Tags 2017

 

General Handouts:

BC K-5 Mathematics Big Ideas (one pager per grade)

BC 6&7 Mathematics Big Ideas

K-5 Math Connections between Core and Curricular Competencies

6-9 Math Connections between Core and Curricular Competencies

The Sum What Dice Game Jan2013

Product GameBoard

BCFinancialLiteracyResourcesShared

 

Session Handouts:

Fred Harwood Grid Algebra 1

Fred Harwood Grid Algebra 2

Barker & Schwartz Picture Books Math & Literacy

Bebluk & Blaschuk Formative Assessment

High-Yield Routines September 2015

Linear Measurement final  from Marie Thom’s K-2 Measurement session

Primary Math Routines (Carrusca, Wozney, Ververgaert)

DST Formative Assessment for All

Jacob Martens Numeracy Competencies Presentation

Sentence Frames for Math ELL

ELL Tier 2 words poster

Carrie Bourne Mental Math Poster – Faire 10

Carrie Bourne mental math poster – valeur de position

(contact Carrie for more Mental Math Strategy posters en francais)

MIchelle Hikida Grades 1-4 Mathematical Inquiry

Michelle Hikida Symmetry

Sandra Ball’s Power of Ten Frames presentation and handout

 

A big thank you to the Byng staff for hosting and to all the facilitators for sharing their experiences and inspiring their colleagues in their sessions.

~Janice

what does it mean to be a “low” math student?

Posted on: November 23rd, 2016 by jnovakowski 2 Comments

So typically on this blog I share stories of what is happening in Richmond classrooms and about professional learning experiences for Richmond educators. This post takes a different tone…one that I hope will provoke thinking and discussions about the intersection of language and students and math.

Here goes…

I am often engaged in conversations about mathematics teaching and learning where I hear from teachers, “I have so many low students,” and it makes me wonder what is meant by “low”. I am sure I have used the term myself in the past but I have been increasingly more aware of the impact of labels and language on not just the professional conversations we have but also on how this impacts our relationships with our students. I have begun to challenge teachers on their use of this term and stop them as they say it…”What exactly do you mean when you say ‘low’?” I don’t mean to put teachers on the spot or to to make them feel uncomfortable in our conversations but I think the language we use in conversations about students is really important and we need to be mindful about this.

My prickliness about how we talk about children was amplified when I had my own children, both of whom have their own personal strengths and stretches. I can’t imagine how I would feel, or how my sons would feel, if they were ever described as “low”. What impact does this language of  ”low” have on our students as learners and on ourselves in our role of teacher? How does this thinking affect our mindset about learning?

So what does it mean to be a “low” math student…

Does it mean that the student does not have an understanding of foundational concepts in mathematics? Did the student not have access to teaching at his or her just right level? Was the student absent from school or ill for extended periods of time? Was the student not assessed thoroughly to inform instruction? How can the student be supported to gain foundational concepts and confidence in mathematics? What structures are in place in your class and in your school to support core foundational understanding in mathematics?

Does it mean that the student has difficulty learning math because of memory, health, attention, behaviour or learning difficulties? When in class, does the student have difficulty paying attention, focusing, sitting? Does the student seem unable to retain information the way it is being provided? Does the student have behaviours that are affecting his or her learning and engagement? What practices, materials and structures are in place in your classroom or school that provide choices and adaptations in time/pacing, materials, place/learning environment, quantity of work output expected and depth of content knowledge?

Does it mean that the student has a different story than his or her classmates? Has the student had breakfast? slept? Is the student living in a safe home environment? Does the student have to care for siblings or parents? Does the student need to work to add to the family income? Does the student have regular absences? Why is that?  What might be affecting his or her image of self as a learner and as community member in your classroom? As teachers, are we acknowledging and checking our place of privilege and power and how this might be affecting our students? What is the student’s story and how might this be affecting his or her learning of mathematics? What supports does this student in your classroom and school need to be successful?

Does it mean that the student does not have access to resources to support learning and success at school? Does the student have the tools and resources (human and physical) he or she needs at home to support learning? Are assignments and studying accessible and equitable for all students regardless of their home or financial situations? What supports can the teacher and school provide so all students have equitable access to the resources needed to support their learning? Afterschool homework clubs or peer tutoring? Choices in assignment and homework formats?

Does it mean that the student’s written work, homework and quiz and test scores do not indicate achievement of learning standards? Is written work or practice not completed during class time? Are homework assignments not turned in or completed, or attempted? Does the student seem to understand the mathematics during performance tasks and class discussions but is not successful on quizzes and tests? What different opportunities are students provided to communicate their thinking and learning? (It does not have to be written down to “count”!)

In all of the above scenarios, it may seem that I suggest that it is the teachers’ and schools’ responsibility to ensure student success in mathematics. Well, it mostly is – that is our job. Of course we need to have students and parents as part of this story, but when they may not seem to be, we, as a system, need to think about how to bring them alongside instead of using fixed terms such as “low” as an excuse, and explanation or a dismissal of responsibility.

How can we re-frame how we talk about our students and how we talk about learning mathematics?  There is a strong movement in mathematics education coming from various voices including Dr. Jo Boaler of Stanford University. This movement is based on the belief and conviction that ALL children can learn mathematics. Dr. Boaler’s work around mathematical mindsets is shifting how educators, parents and students think about the learning of mathematics. More information can be found here.

I attended a Learning Forward dinner event at the end of April and one of the question prompts the secondary teachers from Surrey gave us to provoke discussion was:

IMG_3897

This issue of deficit language resonates with me and I think by re-framing the language we use will re-frame how we see ourselves as educators and how we see the students in our classrooms.

Inspired by Linda Kaser and Judy Halbert and the four fundamental questions of the NOII, I wonder how many of our students feel that their math teachers believe that they can learn? We know its important that teachers convey that they care for their students and that they believe they can be successful. How does our language need to be re-framed in our classrooms so our students believe this to be true?

Instead of describing our students as “low”, what different language could we use? Learning. Developing. Growing. Competent. Full of promise and potential. How does using strength-based language shift our conversations and interactions with our students and with each other as professionals?

My hope is that we can describe our students as curious and engaged mathematical thinkers and learners – what is the story that needs to unfold in our classrooms if this is our goal?

Math matters. Language matters.

~Janice

With thanks to Faye Brownlie, Shelley Moore, Jane MacMillan, Lisa Schwartz and Sarah Loat for their feedback and contributions to my thinking for this post.

uncovering thinking about addition and subtraction in grades 1&2 at McNeely

Posted on: November 3rd, 2016 by jnovakowski

I am doing a series of visits to the early primary classrooms at McNeely Elementary to work with the teachers around inclusive practices that support students’ mathematical thinking and understanding. Meeting the first class of grades 1 & 2, I began with a number talk to see what strategies the students were able to use and to see how the students engaged in mathematical discourse. We named strategies and introduced terms like justify and reason into the students’s math talk.

img_8188

To follow this, I had designed several provocations for students to engage with around the concepts of addition and subtraction. I connected some of the provocations to the K-2 big ideas about computational fluency – relationships between addition and subtraction and building on an understanding of five and ten. After the number talk, I adjusted some of the provocations I had planned, being responsive to what the students had demonstrated during the number talk.

img_8187 img_8185 img_8184 img_8183 img_8182 img_8181

I provided a brief overview of each provocation set out on a table, reading the question and showing the materials. I explained to the students that they would choose what ideas they wanted to investigate or questions they wanted to engage with and they could stay with one provocation the whole time or move to different tables. This was the first time the students has worked in this way during their mathematics time but for the most part, the students made good choices and stayed engaged with the ideas we were thinking about.

img_8186

The SumBlox blocks were presented on a table for students to explore. This was the first time these students had seen these blocks so I wanted to give them to time to explore and investigate the blocks without a specific question to guide their play.

While students were engaged with the materials and ideas, the classroom teacher, the learning resource teacher and I were able to spend time alongside students, listening and noticing. There were opportunities to prompt and provoke and to invite students to explain what they were thinking about or practicing.

img_8198 img_8195 img_8194

img_8213

img_8217 img_8218

We brought the students to a meeting at the end of our time together, after they had put away all the materials we had been using. The students are beginning to learn how to talk about their mathematical thinking and shared what they did, what they liked and some students were able to share what they learned. With time, the intention is that students will share their findings and questions and make connections with each other during this closing discourse or “congress” time.

At lunchtime, the teachers and I were able to meet and discuss what they had noticed, what questions they had and what assessment information was able to be collected during the practices of a number talk and provocations. A starting point for professional discussion was sharing some of the video I had captured of students explaining their thinking. Based on what we noticed, the classroom teacher and learning resource teacher set some goals as to what they were going to work on with the students before my next visit – developing strategies focused on making ten and developing the language of “decomposing by place value” when explaining their mental math strategies.

These big concepts of addition and subtraction will be explored and investigated in many different ways all year – they are foundational concepts at these grade levels.

~Janice

inclusive practices in mathematics for grades 6-9

Posted on: October 30th, 2016 by jnovakowski

Building on interest from an ILC (Inclusive Learning Community) project Shelley Moore and I facilitated with grade 8 teachers at Boyd Secondary, we held an after school session in October looking at inclusive practices in mathematics for grades 6-9 teachers. These practices are particularly mindful of the personal, social, intellectual and physical needs of students in the middle school age range.

Shelley began the session by sharing Richmond’s history with inclusive education and sharing some frameworks she has developed for thinking about inclusion (bowling pins, Fisher-Price stacker toy, planning pyramid, etc). She refers to inclusions lenses – personal, social and intellectual as well as places – different classrooms and places in the school as well as out of the school.

screen-shot-2016-10-30-at-10-45-51-pm

In using the planning pyramid, Shelley considers goals, tasks and questions for all students, some students and a few students, starting where ALL students can access the unit or lesson. And here’s Shelley doing the tree pose – using the analogy that everyone/all could start this yoga pose by using the wall for support!

img_7797

Shelley shared the two year project with the grade 8 teachers and students at Boyd, with the first year addressing the Shape and Space curriculum and the second year examining the linear equations part of the curriculum. One example of a planning framework for an initial lesson on geometry looks like this:

screen-shot-2016-10-30-at-10-46-14-pm

We shared photographs and video from the Boyd ILC project to share how the project unfolded with the students. Blog posts about the project and be found HERE and HERE.

I shared some of the practices and structures that we considered during the ILC project at Boyd and that can be used as a guide for planning mathematics lessons and units with inclusion in mind.

screen-shot-2016-10-30-at-10-51-28-pm

Some of the choices that students were provided were what types of materials they might use. For example, during our lesson together about the volume of prisms, some students built prisms with cubes, some students used centimetre graph paper to create nets for their prisms and other drew 3D drawings that represented the measurements they were working with. Another choice was the range within the concept being addressed – for example, in the geometry lessons, identification of basic 2D shapes (faces) was an access point for all while some students investigated a range of 3D prisms. In the study of linear equations, choices of equations to investigate and represent with balances and other materials were provided, increasing in complexity or number of operations. Students were also provided with choices in how they processed or representing their thinking, for example, iPad technology was available and students could use the camera to take video or photos and then use a choice of screencasting apps to provide evidence of their understanding of the concept. Non-permanent vertical surfaces (NPVS) aka whiteboards or windows provide another choice for students who may not want to sit and work at a desk or table or use paper and pencil. The research-based practice of using NPVS has been shown to increase engagement and mathematical discourse, particularly at the middle-school age range.

screen-shot-2016-10-30-at-11-11-07-pm

I shared the idea of mathematical routines such as number talks as inclusive practices with starting points for all and a way to build an inclusive mathematical community in the classroom. These routines also focus on the nurturing and development of the curricular competencies which are the same for grades 6-9. One of the routines shared was WODB (Which One Doesn’t Belong?). This routine has become very popular in Richmond classrooms as it provides an opportunity for the clear connection between curricular competencies and content. Four items are presented and they all belong to a set/group of some sort – integers, polygons, etc but each item is unique is some way. The goal of the routine is for the students to analyze and use reasoning to justify or defend which one they think doesn’t belong in the set and why. WODBs for geometry, number, graphs, etc are available at WODB.CA  - a site curated by an Ontario secondary math teacher.

screen-shot-2016-10-30-at-11-12-10-pm screen-shot-2016-10-30-at-11-12-25-pm screen-shot-2016-10-30-at-11-12-46-pm

Shelley has posted a pdf version of our slides from the session on her blog. They can be found HERE.

Because of interest, we will be facilitating a repeat of this session on December 6 from 3:30-5:00pm at IDC – register on our district’s event page with further follow-up sessions planned in the new year.

~Janice

introducing WODB in Kindergarten

Posted on: October 30th, 2016 by jnovakowski

I was back visiting the kindergarten classes at General Currie last week. After being introduced to Counting Collections, the students and teachers were interested in being introduced to a new math routine. Because I had noticed they had been exploring gourds the week before when I visited, I used gourds to introduce the idea and thinking behind a WODB (which one doesn’t belong?). As is the case with most young students, the students stayed quite focused on one of the objects being “the” right one and we needed some prompting to look at  various attributes – colour/s, shape, size, “bumpiness” – to think about why each gourd was unique within this set of gourds (how they are alike…all gourds, all have some orange). The students began to use language layering attributes together to describe uniqueness – “this one is the bumpiest and mostly all orange”.

img_8231

After looking at the gourds together and talking through “justifying” their choices, I showed them a WODB from the website wodb.ca - one I often use when introducing WODBs to primary class. I asked the students to notice how the dice were the same and then how they were different and then to turn and talk to a math partner.

img_8232

The students then moved on to some table time, choosing from more WODB experiences or working with counting collections. I just used masking tape to add a WODB frame to a table top and added a basket of  fall leaves. The things the students noticed and their theories  - “this one doesn’t belong because it has holes, it has holes because an animal was hungry and munched it” were interesting to listen in on. Lots of opportunities for sharing thinking and reasoning along with oral language development.

img_8234

I also had copied some WODB grids for students to use with materials from the classroom. One of the kindergarten classes used a basket of blocks to create WODBs for each other. Some students began by making three items similar and one that was significantly different and then, as they played with the idea of  a WODB a bit more, the students were able to explain a reason for each of the blocks not belonging in some way.

img_8247 img_8248 img_8249 img_8254

The routine of WODB emphasizes many of the curricular competencies in K-9 mathematics:

  • use reasoning to explore and make connections,
  • develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving,
  • communicate mathematical thinking in many ways,
  • use mathematical vocabulary and language to contribute to mathematical discussions,
  • explain and justify mathematical ideas and decisions.

Using WODBs as part of your math program provide opportunities to develop curricular competencies connected to curricular content.

wodb-student-book-coverBuilding on the exploration the students were doing with shapes, I left a copy of Christopher Danielson’s book Which One Doesn’t Belong? with the classes so they can continue thinking about shapes and WODBs!

I will be back to visit these classes in a few weeks and am looking forward to seeing and hearing how their mathematical reasoning and communication has developed!

 

~Janice

BCAMT Fall Conference 2016

Posted on: October 21st, 2016 by jnovakowski

On Friday, October 21, our Provincial PSA day, I had the honour of sharing the work we have been doing in the Richmond School District as we have been enacting BC’s redesigned curriculum. This year’s BCAMT conference had over 900 attendees and speakers. Fawn Nguyen shared an amazing keynote address with us, reminding us that we are a gift to our students and to honour their time with us.

img_8101

 

img_8106

 

img_8144

“that’s me in the front row!”

In the morning I was part of Curriculum Focus Session with a three-member panel – Ray Appel, Marc Garneau and myself. We shared aspects of the redesigned curriculum and then broke off into primary, intermediate and grades 8&9 focused breakout sessions.

img_8158 img_8159

During the primary session, I shared snapshots and stories from Richmond classrooms. The handout from this primary breakout session can be dowloaded > bcamt-overview-primary-focus-oct-2016

One of the particular areas I shared was looking at the connections between the core competencies and curricular competencies in mathematics. My begin thinking around this can be downloaded > k-5-math-connections-between-core-and-curricular-competencies

I also shared the link between the heightened focus on computational fluency in the curriculum and the importance of regular number talks in classrooms.

Some info on Number Talks can be downloaded >

number-talks

number-talks-panel

I also shared some of the BC Curriculum summary pages that reflect the work in the Richmond School District. They can be downloaded >

kindergarten-circles-and-patterns-math-provocation

primary-walrus-math-investigation

place-based-mathematics

***

The next primary-focused session I presented was on Mathematical Routines such as counting collections, number talks and WODB.

img_8156

The handout from this Mathematical Routines session can be downloaded > bcamt-2016-mathematical-routines

There are many blogs posts about Mathematical Routines available on this blog – use the search tool to search for number talks, counting collections, WODB etc.

img_8155

 

img_8154

Apparently, Counting Collections are taking over BC!

***

During my last session called Playful Mathematical Inquiry for grades K-5 teachers, I shared the thinking I have been doing with teachers in our district around frameworks to think about inquiry in mathematics and how playful inquiry encompasses the curricular competencies in mathematics.

img_8157

The handout from this Playful Mathematical Inquiry session can be downloaded > playful-mathematical-inquiry-bcamt-2016

***

img_8133

As always, it is great to re-connect with colleagues and a special thank you to the teachers who participated in my sessions! Thanks to Rick Hikida for this photo from the back of a very crowded room and for his tech support!

~Janice