Archive for the ‘PNP’ Category

Provincial Numeracy Project in Richmond – year two

Posted on: April 24th, 2017 by jnovakowski No Comments

For the second year, Richmond is one of several districts in the province that are taking part of an adapted version of Changing Results for Young Readers in the form of Changing Results for Young Mathematicians. Provincially, this project is not just focused on young students but for K-12 students and their teachers and has been called the Provincial Numeracy Project.

This year, three school teams of primary teachers and a Learning Resource Teachers are participating – teams from Whiteside, Grauer and McNeely.

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Several routines such as Counting Collections (see tedd.org) and High Yield Routines (book published by NCTM) were shared with teachers as elements that could be introduced as both whole class and small group instruction.The  importance of assessment to inform instruction was discussed and the importance of spending time being present with our students – listening, noticing and talking with them. This is a critical practice in this project – really zooming in on students’ mathematical thinking.

One of the handouts provided to teachers was a collection of Number Sense tasks and background information connected to the Kathy Richardson book we would be using. The handout package can be downloaded here: Didax Number Sense guide

number concepts kathy richardsonUnfortunately, our second session together was cancelled due to a lack of TTOCs. Between sessions, copies of Kathy Richardson’s book How Children Learn Number Concepts was delivered to each teacher in the project. Teachers were asked to zoom in on one section of the book and make connections to what they were noticing as their students engaged in counting or other number routines.

Each Orange Had 8 Slices Teachers were also provided with a copy of the classic math picture book Each Orange Had 8 Slices and were encouraged to share some of the pages with their students and engage in playful and joyful mathematics – counting, problem posing and problem solving.

The one-pager that was created to accompany the book to send home with students to engage in joyful math with their parents can be downloaded here: Each Orange Had 8 Slices.

For our third and final session in March, school teams shared what they had been trying and what they had been noticing in their classrooms.

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A specific focus on the reasoning and analyzing section of the curricular competencies was explored through estimation. Estimation is a good indicator of students’ number sense and is an important competency to develop and use in many contexts – both computational and with measurement. The estimation information and connections to literature that was developed as part of the BCAMT Reggio-Inspired Mathematics project can be downloaded here: Estimating final

We also looked at the curricular competency: “use reasoning to explore and make connections” through routines such as Number Talk Images and Clothesline.

How many ducks are there? How do you know? What different ways can you see the quantity?

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A blog post of how clothesline math has been used in kindergarten classes in Richmond can be found HERE.

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Teachers in the project each received a copy of Which One Doesn’t Belong? by Christopher Danielson and connections to our BC curricular competencies in math were made – communication, reasoning, justifying and explaining.

As part of the project, teachers were asked to pay attention to a child who they were wondering about – a child whose math learning was causing questions for the teacher. Based on the findings from Changing Results for Young Readers, we felt that focusing on the learning of one child, and how that child  responds to new ways of approaching math learning, would influence the class’ learning as a whole. Teachers were asked to reflect on this as well as write a short professional narrative reflecting on their own professional inquiry during the project. A collection of excerpts from the teachers’ reflections are included below:

“We are having to unlearn the ways we learned math in order to think about ways we can help the students build a solid number sense foundation.”

“I noticed increased student ownership over their own learning. They are choosing collection at their just right level and are trying to figure out, on their own, ways to count their collection in multiple different ways. Students are beginning to be able to communicate their thinking about the strategies they use to count their collections.”

“I have a better understanding of number concepts and where to go next to help/challenge a student.”

“High Yield Routines had high engagement levels and encouraged a lot of math talk in our classroom.”

“I noticed that I was taking chances in my teaching during this project, allowing myself to learn alongside my students.”

“I learned that math is about exploring and sense-making.”

“Students were engaged with math talk images of actual objects rather than dots or ten frames.”

“My students are more engaged and more hands on with the math now as a result of the changes I made.”

“Students are now expected to voice and articulate and justify their thinking about why they feel their answer could be right.”

“I learned about recognizing the phases of mathematical development and how foundational skills contribute to deeper meaning and understanding for students in subsequent years.”

“I noticed that I need to step back and invest time to delve into student learning and understanding beyond the correct answer.”

*****

~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.

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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

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

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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.

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

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

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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

provincial numeracy project in Richmond: session four

Posted on: May 12th, 2016 by jnovakowski

This year, Richmond is one of several school districts in BC that are participating in a pilot provincial numeracy project. Other blogs posts about this project can be found here and here.

For our fourth and final session together, teachers shared what they had tried in their classrooms since our last session- use of the rekenreks and what assessment tool they tried. We watched and discussed a short video about a Richmond K&1 teacher and how she has tried guided math in her classroom this year. We looked at dice games and how a bag or basket of dice can be a great source of differentiation. Students can choose from different dice based on their number range, fine motor abilities or sensory awareness.

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Teachers were also provided time to prepare their final case study form for the “wonder students” they have been looking closely at this year and teachers were also asked to complete a professional narrative, reflecting on the impact of this project on their practice. One teacher’s impact statement follows:

“Being a part of this Provincial Numeracy Group has been one of the most exciting projects that I have worked on in my whole teaching career. The other teachers were extremely supportive. The chance to share ideas and reflections with other primary teachers was significant in my growth.

 This project has changed my thinking and practice in teaching math that will continue for the rest of my career. I have always loved teaching math and been excited about sharing that love with my students. Now… they are sharing with me…I am learning from them in a way that I have not experienced before.” 

There is something to be said for working collaboratively with a small group of teachers, with a common focus and goals!  I look forward to compiling the information from the student case studies and professional narratives to reflect upon and share the impact this project has had on student and professional learning.

~Janice

provincial numeracy project in Richmond: session three

Posted on: March 23rd, 2016 by jnovakowski

As previously shared HERE, Richmond is participating in BC’s Provincial Numeracy Project this year. The school teams involved came together before spring break to share what routines they had tried in classrooms (counting collections, choral counting, counting around the circle, numberlines) and how their students responded to these routines.

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We looked at different ways to use an abacus, particularly focusing on decomposing and composing numbers, counting by 10s and 1s as well as addition and subtraction strategies.

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In both the books Number Talks and Number Sense Routines, rekenreks are used as tools to develop number sense and computational fluency. The Rekenrek is a special kind of abacus, originating in the Netherlands. More  information and instructional ideas can be found HERE and HERE. As part of our session, teachers created rekenreks for student use, using paint stir sticks, beads and pipe cleaners.

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We watched a video of a teacher using rekenreks with her kindergarten class as part of a number talk (view it HERE) and discussed different ways we could use this tool with our students, with a focus on using them during small group instruction/guided math.

We also looked at various apps to support the development of number sense, including the Math Learning Center app that uses rekenreks – available as a web version HERE or in iOS or Android formats.

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Other recommended apps include Touchcounts (uses finger gesturing to compose and decompose quantities), FindSums (uses five, ten and hundred frames to support understanding of addition) and the Number Frames app.

“Homework” for the teachers was to try the rekenreks with their students…

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and to try an assessment tool with their focus students, chosen from the Provincial Numeracy Project blog. The tools that we are curating on the blog have all been created by BC educators to use with BC students. At our final session in April, we will compare what the different assessment tools have to offer our students.

In April, teachers will also complete a final case study form about their student as well as write a short professional narrative about their experience in this  project. The provincial team is meeting in Victoria in June to share what has been happening in districts across the province and to make plans for next year. Richmond is looking forward to continuing to ride the numeracy wave!

~Janice

provincial numeracy project in Richmond

Posted on: February 6th, 2016 by jnovakowski

Richmond is one of the districts that is part of BC’s Provincial Numeracy Project. This is a pilot year for the project, with eight districts involved. The project’s goals focus on looking at balanced numeracy experiences in classrooms with a focus on developing number sense. Alongside this is looking at what types of professional learning experiences support teachers in developing and assessing these experiences. Many of the districts are basing their projects on BC’s Changing Results for Young Readers model.

In Richmond, we have teams from three schools participating – Byng, Westwind and Kidd. All three schools have goals around mathematics and have done school-wide numeracy assessments. Each school team is comprised of early primary teachers and a learning resource teacher. Teachers were asked to bring their class’ assessments and to think about one particular child they were curious about with regards to development of number sense.

number sense routines shumwayDuring our first session in January, we overviewed the goals and expectations of the project. Teachers were asked to consider a professional inquiry question that paralleled their questions about their focus student in some way. Each teacher was provided with the book Number Sense Routines by Jessica Shumway and we looked at the routines of quick images and counting around the circle on video. We discussed how their classes might respond to these routines, thinking especially about their focus students.

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We also looked at the routine of Counting Collections and I shared some images and video from Richmond classrooms that have been using this routine. Again, teachers discussed and planned how this routine might be enacted in their classrooms.

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For each of the routines, we “unpacked” the mathematics involved and what we could be looking and listening for. We also discussed how “guided math” supports students’ development by targeting instruction at students’ “just right” level and that many number sense routines could be the foundation of a guided math program. At the end of the session, the teachers completed a project recording form, including a “baseline” profile of their focus students.

During our second session in February, teachers shared what number sense routines they had tried and how their students responded. Two new number sense routines were introduced – numberlines or clotheslines (inspired by the work of Andrew Stadel) and Choral Counting, as found on the University of Washington site tedd.org

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We focused on the big mathematical concept of place value, as related to these two routines, particularly looking at number patterns and the importance of being able to count on from tens. The teachers were provided with a foundational concept brochure about place value that was developed for the BCAMT Cross-District Collaborative Inquiry Reggio-Inspired Mathematics Project. You can find that document here:

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number concepts kathy richardsonThe teachers were also provided with the book How Children Learn Number Concepts by Kathy Richardson. This book clearly outlines the learning phases students go through as the develop number concepts such as counting and place value. It has examples of experiences that support student learning.

As we move forward with this project we will be looking at assessment tools, iPad apps and thinking more deeply about what balanced numeracy looks like in our classrooms.

~Janice