Family_F

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Heather Roberts, Jan Kongtakane, Steve Krane, Valbona
 * Names of Group Members:**

=**Summary of Analysis:**= Students were having problems solving multi-step problems in all strands areas and particularly in the strand of Patterning and Algebra. Reading print and graphic information, understanding the problem, and making and carrying out a plan to solve the problem seem to be areas of need based on the data presented in our family's Grade 3, 6 and 9 EQAO mathematics results.

=**Question (our SMART Goal):**= ==**How do we improve strategic competence in students at all levels to effectively solve multi-step problems in Algebra (Patterning which moves into Algebra at the latter end of the K-12 continuum)? **==

//**Target**// - Students will demonstrate strategic competence with patterning and relationships by choosing appropriate representations to solve problems.
=Possible PD Strategies : =

(List PD strategy type here; click on 'Possible PD Strategies' link above for more details)
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 * 1)  **Three Part Lesson Design**
 * 2)  **Co-teaching**
 * 3) **Bloom's Taxonomy's Model Questions and Key Words**
 * 4) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif">**Lesson Study**
 * 5) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif">**Staff Surveys and Interest Inventories**
 * 6) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif"> **Book Study Group**
 * 7) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif">**Japanese lesson components(TiPS 4RM)**
 * 8) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif"> **Online Tutorial :DIfferentiating instruction (http: //[|www.ascd.org/frametutorials.html])//**
 * 9) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif"> **PD online courses and networks on differentiated instruction([|http://www.ascd.org/framepdonline.html)**  </span]>**
 * 10) <span style="color: rgb(206, 93, 13)">Webcasts on: [|www.curriculum.org]
 * 11) <span style="font-family: Arial,Helvetica,sans-serif"><span style="font-family: Arial,Helvetica,sans-serif"><span style="color: rgb(0, 0, 0)">Add here ...

=Strategies for Consideration :=

(with respect to problem solving and strategic competence)
Problem solving strategies from Ontario Curriculum Grade 9-10 (Pg 13) Problem solving strategies using Heuristic approach (Exemplary practices Pg 133-134) Leading math success: Mathematical literacy, Grades 7- 12 strategies for improving literacy skills... Strategies for Supporting different ways of learning and demonstrating understanding (Leading Math success Pg 52) Strategies to improve the Mathematical processes (Developping mathematics literacy TIPS4RM page 3) Collaborate with students, asking questions or thinking aloud when a student or a group it is not making progress. Scaffold based on the knowledge and skills of individual students Provide resources and time for the students to gather data, detect patterns Ask probing questions Guide students as they apply the chosen strategy Direct students to use multiple strategies to solve the same problem, when appropriate Validate the same approaches to the same problem Support and encourage risk taking, and apploud creative approaches Encourage independance and interdependance Facilitate sharing the student finding Model alternative and procedures and strateies such as using manipulative and technology

Selected TRIBES activities for building problem-solving skills Instructional method should be a hybrid of the procedure based approach and discovery lesson (Teaching and Learning Mathematics – expert panel grades 4-6, page 10)
 * 300, Tribe Graffitti, 329, Tribal Peer Coaching, 330, Jigsaw, 356, Flies on the Ceiling, 372, Student-Developed Lesson, 380, Group Inquiry
 * Backward Design Planning (Talk About Assessment chapt. 13)
 * Developing and using rich learning tasks (Rich Learning Tasks, by: Gary Flewelling, William Higginson, 2003)
 * 3 Part Lesson Design
 * Co-Teaching
 * Lesson Study
 * Bansho
 * Teacher Moderation (process of coming to consensus when evaluating students' work)

Education for All**, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarden to Grade 6 · Differentiation of Instruction (teacher, student, strategies) - Pg 15 · Specific Instructional Strategies (scaffolding, modelling, instructional language, guided practice, strategy instruction, teaching techniques) - Pg 62 - 66 · Focus on "Big Ideas" - Pg 73 · Link Procedural Knowledge and Conceptual Understanding - Pg 74 · Use of Concrete Materials (Manipulatives) - Pg 74** Literacy Strategies for Improving Mathematics Instruction **by Kenney, Joan M. Four Process of Problem Solving - Pg 2 Mathematics as Language - Pg 7 (Confusing Terms, Format, and Symbols in Mathematics) Strategic Reading - Pg 15 Other Reading Strategies (graphic organizers) - Pg 18** Guided Reading (teachers should ask questions such as the following ...) - Pg 21 Written Response to Mathematics Problems - Pg 27 Discourse in the Mathematics Classroom - Pg 74-81
 * Elements of an Effective Mathematics Learning Environment - Pg 75-76
 * Teaching Through Problem Solving - Pg 77-80*
 * Table 8. Teaching Strategies that Promote Communication - Pg 76-90*
 * Accommodations and/or Modifications - Pg 117-122
 * Frayer Model (4 quadrants --> define term in own words; list facts; list examples; and list non-examples of the term)
 * Semantic Feature Analysis Grid (use to compare features of mathematical objects in same category)
 * SQRQCQ **Problem Solving Process**

Teaching Reading in Mathematics 2nd Edition **by Mary Lee Barton & Clare Heidema** SQRR Strategy **– Pg 31** Polya’s Four Step Process **– Pg 32** Five Step Problem Solving **– Pg 98** K-N-W-S **(K-W-L “What I Know, What I Want to Find Out, What I Learn” for Word Problems) – Pg** Three Level Guide **– Pg 128 to 129** Word Problem Roulette **– Pg 130-131

** =<span style="color: rgb(28, 125, 34)">Potential Resources: = (be sure to include section and page references)
 * Leading math succes: Mathematical literacy, Grades 7- 12 (Supporting Different ways of learning and demonstrating the understanding Pg 52-53)
 * Targeted Implementation and Planning Support: Grades 7, 8 and 9 Applied Mathematics(TIPS), 2003
 * Ministry of Education, The Ontario Curriculum Grades 9-10, Mathematics (Revised 2005) Page 12 -13//
 * Adding It UP: Helping children Learn Mathematics: The Strands of of the Mathematical Proficiency(2001) " Strategic Competency" Pg 126-129
 * Think Literacy: Cross - Curricular Approaches, Grade 7 -12 ( Think Literacy, 2003)
 * Exemplary practices for secondary teachers( ASCD, 2007), Pg 133- 151
 * Talk About Assessment, Strategies and Tools to Improve Learning, By: Damian Cooper; 2007, Nelson, Section 3, Program Planning with Assessment in Mind (Chapter 13,14, pp.200-237)
 * TRIBES, a New Way of Learning and Being Together, By: Jeanne Gibbs, Center Source; 2001, Chapter 3, How Children Learn pp.53-68
 * Ministry of Education, The Ontario Curriculum Grades 1-8, Mathematics (Revised 2005) pp. 11-17, The Mathematical Processes, pp.18-23, Assessment and Evaluation of Student Achievement and Achievement Chart, pp.24-30, Some Considerations for Program Planning in Mathematics
 * Ministry of Education, Early Math Strategy, The Report of the Expert Panel on Early Math in Ontario, 2003, pp.11-20m Characteristics of an Effective Early Grades Mathematics Program, pp. 28-29, Recognizing the Important Role of the Teacher, pp.41-44, Sound Assessment for Young Children, pp.65-68, Summary and Conclusions
 * Elementary and Middle School Mathematics, Teaching Developmentally (Canadian Edition) By: John A. Van De Walle and Sandra Folk, Pearson;2005, pp. 43-65 Teaching through Problem Solving, pp. 401-423 Algebraic Reasoning, Functions, and Functional Relationships
 * Making Math Meaningful to Canadian Students, K-8, By: Marian Small, Nelson;2008, Chapter 2, pp. 17-35, Focusing Instruction on Key Ideas and Key Processes, Chapter 3 pp. 37-60, Focus on Problem Solving, Chapter 20, pp. 567-596, Patterning and Algebraic Thinking, Chapter 22, pp.627-652, Planning Instruction
 * Lesson Study Comes of Age in North America By: Catherine Lewis, Rebecca Perry, Jacqueline Hurd and Mary Pat O'Connel, Phi Delta Kappan, Vol. 88, No. 04, December 2006, pp. 273-281
 * Ministry of Education, Education for All**, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarden to Grade 6, pp. 15 Differentiation of Instruction Concept Map, Chapter 6 pp. 62-66, Chapter 7 pp. 73 - 90, Chapter 9 pp. 117-122**
 * Literacy Strategies for Improving Mathematics Instruction **by Kenney, Joan M. & Others Euthecia Hancewicz, Loretta Heuer, Diana Metsisto, Cynthia L. Tutte, 2005.**
 * Teaching Reading in Mathematics 2nd Edition **by Mary Lee Barton & Clare Heidema (2002).**

=<span style="color: rgb(35, 118, 55)">Website Links: = http://illuminations.nctm.org/Lessons.aspx <span style="color: rgb(207, 158, 23)">[|http://www.ocup.org/resources/#check</span]> <span style="color: rgb(208, 157, 17)">__http://www.curriculum.org__