Archive for the ‘professional learning’ Category

Big Mathematical Ideas for Grades 3-5: year four

Posted on: May 25th, 2017 by jnovakowski No Comments

This after school series is in its fourth year, focused specifically on the foundational mathematical concepts in grades 3-5 such as operations, place value and fractions. This year, we met once a term after school in Jennifer Plummer’s French Immersion grades 3&4 classroom at Homma Elementary (thank you for hosting Jennifer!).

For our first session in the fall, we focused on number sense and operations and the curricular competencies of reasoning and communication. I had recently been to the NCTM Regional Conference in Phoenix and shared a great game that I was reminded of in one of the sessions there.

The Product Gameboard

The Product Gameboard instructions

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At our second session, in January, we focused on financial literacy and mathematical inquiry. I shared the new Pizza Co. game for the iPad from Osmo as well as some other resources and children’s books to support the financial literacy content in the BC Mathematics Curriculum.

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BC K-5 Mathematics Big Ideas

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For our third session in April, teachers in the series requested a focus on assessment, place-based learning and connecting the core and curricular competencies.

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BC K-5 Math Communication

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We explored curricular content and competencies by investigating with power polygons.

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Looking forward to continuing the conversation around big mathematical ideas next year!

~Janice

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

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.

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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.

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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.

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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

primary teachers study group: fourth session

Posted on: March 10th, 2017 by jnovakowski No Comments

For our fourth session together this year, we gathered after school at Errington Elementary to share what outdoor inquiry experiences we had engaged in with students. There were many attempts at freezing bubbles, tracking different animals’ movements in the snow, looking closely at ice, snow and their affects on the environment, investigating melting of ice and snow and creating new experiences for students to experience the outdoors in winter.

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Our discussions took several turns…self-regulations, navigating how much we share about our personal choices such as vegetarianism with our students, the benefits of risky play. Here is a link to the UBC research that study group member Megan Zeni referred to as we discussed the benefits of outdoor risky play.

We ended our session discussing the upcoming forecast for more snow and the eventual arrival of spring!

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Thank you to Stephanie (Merrick) Rubio for hosting us in her lovely classroom!

~Janice

creating spaces for playful inquiry: January 2017

Posted on: March 9th, 2017 by jnovakowski No Comments

Richmond’s Playful Inquiry Mentors hosted their second dinner event of Creating Spaces for Playful Inquiry series. For this session, we focused on the theme of identity and its connection to the core competencies as well as curricular competencies and content in BC’s curriculum. As sixty Richmond educators joined us in the Grauer multipurpose room, the playful inquiry mentors had set out provocations to engage in.

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A handout of the provocation questions and curricular connections can be downloaded HERE.

Three Richmond teachers (Kelly, Anna and Christy) who visited the Opal School in Portland last June shared how their visit to Opal has inspired their learning environments and their teaching practice.

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Kelly’s presentation on the impact her visit to Opal on her own teaching was summed up in two words – her presentation can be seen HERE.

 

 

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Christy’s presentation on Fine Arts Provocations with her grades 5&6 students can be viewed HERE

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For our professional learning area of focus for the evening, Marie and Hieu shared their thinking about using loose parts as an inclusive practice that particularly supports English Language Learners in our classrooms.

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After dinner together, we broke out into mentor groups to discuss specific areas of interest and to collaborate and plan together.

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Some of the playful inquiry mentors along with some of the participants in this series will be attending a Lower Mainland Study Tour to the Opal School in Portland over spring break and will bring back new sources of inspiration for playful inquiry to share with teachers in Richmond.

~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

primary teachers study group: third session

Posted on: January 17th, 2017 by jnovakowski

The Primary Teachers Study Group had their third session of the year at Woodward Elementary, hosted by Anne-Marie Fenn. Anne-Marie shared the school’s plan for an outdoor learning space and then we went outside to imagine how the current garden space will be transformed.

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Teachers were able to purchase pictures books that are intended to inspire students’ wondering about winter. Sizing Up Winter is a book that inspires mathematical inquiry around measurement, In The Snow: Who’s Been Here? has students consider ways to know whether an animal has visited different parts of the environment and Curious About Snow shares factual information and photographs of snow – sure to inspire lots of questions, particularly with the very wintery weather we have had this year.

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Teachers shared ways that had been engaging their students in inquiry about the outdoors and winter – freezing bubbles, looking for tracks, creating icy sun catchers, learning about animal behaviour in winter.

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Jenn Lin from Maple Lane shared how she had guest speakers in from the Institute for Urban Ecology atDouglas College to teach her class about the important role bees play in the environment and then the students made bee containers/nests.

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What are your students wondering about this winter? Where do the bees go? Where do the raccoons and birds find food? What do the snow geese eat when the ground is frozen and covered with snow? Do trees freeze? Are your students making connections between how the weather and seasons are affecting other living things around them?

~Janice

primary teachers study group: second session

Posted on: December 7th, 2016 by jnovakowski

A summary of our first primary teachers study group session and goals for the year can be found HERE.

For our second session of the school year, the primary teachers study group met at the Richmond Nature Park. We read and discussed the story of this place and learned about the formation of the bog environment and the uniqueness of this ecosystem. We connected this to the video of the formation of the delta from the online Musqueam teachers resource developed by the MOA and the Musqueam Nation which can be found HERE.

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We visited different parts of the Nature Park, thinking about how we could engage students in different spaces. The Nature Park has a covered area with picnic benches for eating or journalling as well as other seating areas.

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Another favourite spot is the bird watching area where there are many bird feeders set up that are visited by a variety of birds and squirrels. Makes for excellent observing and a chance look closely at animal behaviour! I like to take video to share with students after a trip to “re-live” and discuss what they noticed.

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We walked through along the board walk and took a short trail loop to notice and talk about the variety of trees and plants in the park and ways to engage students. We also bounced on the bog!

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One of the plants we looked closely at was Labrador Tea, a common local bog plant, turning the leaves over to help identify it. Traditional local indigenous uses for this plant include making a tea infusion to treat colds and sore throats.

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We looked at the variety of bat and bird houses and discussed these as a great ADST project for students to consider and design based on the needs of their local environment. “Bug hotels” or pollinator houses are another design option as well for school garden spaces.

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As it got dark, we visited the Nature House where one of the staff members shared some interesting information about local snakes with us.

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Teachers who have brought classes to the Nature Park shared some of their experiences and the Blair team shared how they were doing a self-guided trip with three classes the following week and were doing three different inquiry-based stations during their trip.

We will be meeting again in January, registration is still open on the Richmond Professional Learning Events site.

I am curious what sort of questions our students are having about the impact of the snow and cold on the living things around their schools?

~Janice

playful storytelling opening session

Posted on: November 30th, 2016 by jnovakowski

Marie Thom and I hosted our opening session for our Playful Storytelling through the First Peoples Principles of Learning series. We are in the fourth year of this project in our district, involving ten elementary schools over the years.

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Many of the storytelling experiences we have engaged in so far have involved local plants and animals, the use of natural materials to create local settings, retelling of stories by indigenous authors and illustrators and the use of animal characters, story stones, puppets and “peg doll” characters for the students to create their own stories. We have attended professional learning opportunities at the Musqueam Cultural Centre to consider how culture, language and place could inspire our project.

After an acknowledgement of territory, a welcome, introductions, and an overview of the history of this project, as we sat in a circle, we asked each teacher to consider and then share what First Peoples Principle of Learning they identified with and why and to share what they were curious about in terms of this project for this school year.

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Kathleen Paiger and Ellen Reid, who taught together at Steves Elementary last year and are going into their third year of the project (Ellen is teaching at Blair this year), shared their story of their experience and their students’ experience in this project.

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Leanne McColl, one of our district’s teacher consultants shared the draft goals of our new Aboriginal Education Enhancement Agreement with the Musqueam community and we considered how this continues to inspire and give meaning to our project.

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Leanne also shared information about the new Musqueam teaching resource and kit that was co-created with UBC’s Museum of Anthropology and the Musqueam Nation. The link to the online resources to support the Musqueam teaching kit developed by the Museum of Anthrop0logy and the Musqueam community is HERE.

To extend the story experiences we have been engaging in so far, we focused on the idea of creating story landscapes by weaving in more sensory experiences to our storytelling experiences- sounds, movement, textures and scents. I shared a video I had taken at Garry Point as an idea to use video of as a background or backdrop for storytelling experiences, inspired by the “forest room” created by the educators at Hilltop School in Seattle. The video can be viewed HERE.

Marie presented several storytelling provocations to inspire new layers and dimensions we could add to our storytelling experiences with students.

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img_8946To honour the importance of the learning through the oral tradition, at the beginning of our time together, we asked Michelle Hikida, who has been a part of this project since the first year, to listen during the session and to synthesize and summarize the key learnings at the end of the session. Michelle chose to use pictorial symbols to help her remember the four learnings she wanted to share with the group.

 

In their reflections at the end of the session, many teachers commented that they wanted to try more storytelling experiences outdoors as well as adding more sensory layers. We are looking forward to lots of inspiring and creative stories created by our students this year!

~Janice

introducing clothesline to the kindergarten students at General Currie

Posted on: November 29th, 2016 by jnovakowski 1 Comment

Last Tuesday, I made another visit to the kindergarten classrooms at General Currie Elementary. During each visit I introduce a new mathematical “routine” to the students and teachers and then extend the routine with some related learning experiences.

I introduced the “clothesline” introduced to me via Twitter by Andrew Stadel last year. There is a website dedicated to sharing information about clothesline math HERE. Most of the work I have seen done with the clothesline is at the middle school level and I can see great uses for it in exploring equivalent fractions, decimal fractions and percentages with our intermediate students. In looking at the kindergarten mathematics curriculum  for BC, sequencing and representing numbers from 0-10 is an important learning standard and connects to the use of the clothesline, a form of interactive numberline.

We began with just the numeral cards and the students came up on a a time (in random order) to place their cards on the clothesline. They were asked to state their reasoning for why they put their cards where they did.

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After the 0-10 cards were in place, we took them off and then I shuffled them with the ten frame and tally cards and handed one card out to each student. Again, the students came up one or two or three at a time and placed their cards, explaining their reasoning. When there was an equivalent representation already in place, they just placed the card on top of the other.

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The tent cards I created can be downloaded here:

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When I asked the first class of kindergarten students one way of showing “seven”, one little guy held up seven fingers. I hope to take some photos of the students finger combinations next week when I visit to include these on a set of cards.

I can also see great potential for the clothesline to look at multiple representations of numbers in grades 2-5 to help students think about place value.

After each class worked with the clothesline, the students could choose from several related learning experiences, all that focused on sequencing numbers or representing quantities to 10.

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The students were highly engaged with the materials and were able to share their thinking about why it was important to know how to order numbers –  ”to count, to be organized”. In one of the kindergarten classes we looked around the classroom for ways that numbers in order or sequence were used. The students found the 100-chart, the calendar and the clock.

Next week, we are going to do some number talks with dot cards and ten frame  cards and investigate the idea of parts-whole relationships in numbers by decomposing and composing quantities.

~Janice