Archive for the ‘financial literacy’ Category

September thinking together: mathematics curricular content

Posted on: September 30th, 2019 by jnovakowski No Comments

For the 2019-20 school year, the “thinking together” series of blog posts will focus on the curricular content in the mathematics curriculum.  The “thinking together” series is meant to support professional learning and provoke discussion and thinking. This month will provide an overview of the curricular curricular content and then each month we will zoom in and focus on one curricular content area with examples from K-12 classrooms in Richmond.

KDU_knowdounderstand

The curricular content is the “know” part of the know-do-understand (KDU) model of learning from BC’s redesigned curriculum.

The curricular content develops and builds over time. Each grade level has core curricular content knowledge and these are reflected in the big ideas for each grade level. There are five big ideas that reflect five strands of curricular content – number and number operations, computational fluency, geometry and measurement, patterning and algebraic relationships and data analysis and probability. A sixth content area in mathematics, financial literacy,  is new this curriculum.

Many areas of curricular content in mathematics are applied in other disciplines such as science, physical education and ADST.

Screen Shot 2018-09-28 at 9.45.26 PM

The curricular content along with the curricular competencies  comprise the legally mandated part of the curriculum, now called learning standards. This means that both curricular content and curricular competencies are required to be taught, assessed and proficiency/learning achievement is communicated to students and parents/guardians.

As we begin a new school year and are thinking about year plans and overviews we might consider the following questions:

  • What opportunities do students have to learn about what math is? How can we expand students’ thinking about all the areas of mathematics reflected in our curriculum? What do you think your students would say if you asked them: What is math?
  • What would you identify as core or foundational concepts or mathematical ideas at the grade level/s you tech?
  • How can we make the connections between curricular content and curricular competencies in mathematics visible in our classrooms and schools?
  • As we are planning for instruction and assessment, how are we being intentional about weaving together both curricular content and competencies What curricular content areas complement and are linked to specific curricular competencies?
  • How do you plan for opportunities for students to make math-to-math connections over the school year? For example, what connections are there between number and geometry or patterning and data analysis?

~Janice

school-based collaborative professional inquiry projects

Posted on: June 14th, 2018 by jnovakowski 1 Comment

One of the professional learning structures used in our district is collaborative professional inquiry based in schools. I collaborate with school teams that come together with a focused area of professional inquiry in the area of mathematical teaching and learning. I support the school teams through developing curricular and pedagogical content knowledge through mini-sessions and providing resources as well as planning together and engaging in adapted lesson study including time each visit to debrief and plan next steps. This year, all school teams involved included at least one teacher in the district’s mentoring program as we focus on supporting teachers new to our district and to the profession.

General Currie (term 1)

The three kindergarten teachers at Currie (two new to teaching K) chose to focus on core concepts and inclusive instructional routines related to these concepts. Inclusive routines are those that provide access points for all students in the class and are used regularly over time to develop mathematical thinking and ideas. The routines focus on developing the mathematical curricular competencies and content in our curriculum. Over several sessions in the kindergarten classrooms we engaged in routines such as counting collections, clothesline, decomposing and number provocations. The three teachers and their classes followed up this project with a field trip to The Studio at Grauer.

IMG_3858 IMG_8662 IMG_9235 IMG_9256

IMG_9848 IMG_9829 IMG_9852

 

Garden City (terms 1 & 2)

Three small groups of kindergarten through Grade 5 teachers came together with a combined focus of “connecting the dots” of the redesigned curriculum – weaving together key elements such as inquiry, teaching and learning through big ideas, new content areas like financial literacy and a focus on First Peoples Principles of Learning and connecting math to place. I spent several sessions in classrooms co-teaching with teachers and having lunch hour meetings.

IMG_9747 IMG_9735 IMG_9726 IMG_1060

IMG_0378 IMG_0381

IMG_1026 IMG_1017

IMG_1062 IMG_1063

IMG_7688 IMG_7347

 

Tomsett (term 2)

A large group of kindergarten through grade 6 teachers chose to focus on supporting student learning of number concepts through a guided math approach. This approach to teaching math was new to all of the teachers involved. A guided math session (often done once or twice a week) has a focus of a core math concept as the focus. A whole group mini-lesson or routine begins the session followed by opportunities for students to practice in small groups or independently. This practice may involve working with materials, math games, an open task or problem or using an app with visual tools that support mathematical understanding. The teachers works with small groups of 2-5 students round this core math concept for about 5-8 minutes, designing and structuring a mini-lesson for them at their “just right” math level of understanding. The is an opportunity for the teacher to collect assessment evidence of students’ understanding. The end of the session involves connecting the dots between the practice opportunities and consolidating students’ thinking through sharing and discourse.

I spent several in-class sessions with student and teachers as well as lunch hour debriefs, sharing and planning with the teachers.  In between my visits, the teachers collaborated and shared resources and ideas amongst themselves. At the end of the term the grades 5&6 teacher reflected on how the project had transformed her teaching and commented that she will never go back to teaching math the way she used to. All of the teachers commented on how much better they knew each of the students’ mathematical understanding through this approach.

IMG_2701 IMG_2707

IMG_3008 IMG_3010

IMG_3885 IMG_3013

Steves (terms 2 &3)

A team of four grades 2-5 teachers chose to focus on structures that support differentiation in mathematics teaching and learning. In-class co-teaching sessions and lunch hour meetings focused on inclusive instructional routines, rich open tasks and providing choice with a lens to addressing the range of learners in each classroom. In the grades 2&3 class routines such as number talks and Which One Doesn’t Belong? and games were introduced and extended through work with materials. In the grades 3&4 and 4&5 classes, some of the structures we focused on were choice – choice of materials and choice of ways to represent thinking. We also used open questions and contextual problems that focused on big ideas and core concepts and considered how these tasks provided access points for all learners.

IMG_3319 IMG_3317

IMG_3325

IMG_3536 IMG_3541

IMG_3557 IMG_6248 IMG_6542 IMG_6268

IMG_6561

 

I always enjoy being immersed in classrooms and schools, learning together with teachers and students!

~Janice

Talk With Our Kids About Money 2018

Posted on: May 12th, 2018 by jnovakowski

As part of a national financial literacy month every April, the Richmond School District participates in Talk With Our Kids About Money Day (TWOKAM) the third Wednesday in April. Financial literacy is a new part of BC’s redesigned mathematics curriculum with a content learning standard at each grade level from K-grade 9.

To raise awareness of the resources available to teacher, local CFEE (Canadian Federation for Economic Education) representative Tracy Weeks shared materials and information at our Elementary Math Focus Afternoon in January.

IMG_2449 2

In April, an assembly was held at Burnett Secondary with CFEE president Gary Rabbior talking to students about financial literacy.  Tracy Weeks (CFEE) facilitated an information session for parents at Hamilton Elementary on April 9.

Screen Shot 2018-05-13 at 12.44.39 AM

 

On April 18 – national TWOKAM day – a finale event was held for parents and students at Brighouse Elementary. Student projects from Burnett Secondary were on display and guest speaker Paul Lermitte shared ideas with parents for developing financial literacy with their children at home. Thank you to Brighouse for hosting this well-attended event!

IMG_6618 IMG_6617

IMG_6624 IMG_6622 IMG_6621

We hope to continue to grow the idea of “Money Fairs” (think financial literacy fairs like science fairs) in our district as we continue to teach and learn about financial literacy in our classrooms.

TWOKAM video

TWOKAM – CFEE website link

~Janice