Archive for the ‘PNP’ Category

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