Family_E

=Family E-Homepage =

Welcome to Family E's homepage!

Names of Members
Fozieh Elamad Jeremy Labrie Lori Pedneault Sandra Stolls

Summary of Analysis

 * Measurement was a consistent strength in the Grade 3, 6, and 9 Academic results.
 * The Grade 9 Applied EQAO tests for 2006 were fairly difficult. The provincial, board, and school averages were significantly below provincial standard for most questions. The students in our school, however, scored above the provincial average for many of the questions.
 * An area of improvement in mostly all the test results were questions in the patterning and algebra strand. Students had significant trouble interpreting, using, and completing patterns in different forms (ie. tables, graphical organizers, list, graphs, charts). Many of these questions scored below the provincial and board averages.
 * Questions on the grade 9 tests in both course types (academic, applied) related to patterns and algebra (like linear relations and analytic geometry) were also an area of concern.

Question (our Smart Goal)
How can we improve the level of strategic competence in Patterning and Algebra of our students through <span style="FONT-FAMILY: 'Comic Sans MS',cursive">graphical representations (charts, graphs, tables of values) <span style="FONT-FAMILY: 'Comic Sans MS',cursive">?

<span style="FONT-FAMILY: 'Comic Sans MS',cursive">
<span style="FONT-FAMILY: 'Comic Sans MS',cursive">For students to use and analyze representations(ie. graphs and tables) of patterning relationships and solve problems.

<span style="FONT-FAMILY: 'Comic Sans MS',cursive">Strategies for Consideration
<span style="FONT-FAMILY: 'Comic Sans MS',cursive"> > >  >
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Polya's Four Steps** (Understand the problem, Devise a plan, Carry out the Plan, Look back)
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Four Step Plan** (Explore, Plan, Solve, Examine)
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Jump Math Program**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**It Says, I Say, and So** (in a math problem solving context)
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Use concrete manipulatives to solve problems**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Use calculators to solve problems**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Increased formative and ongoing assessment**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Incorporating all categories of the achievement chart regularly**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Teaching through problem solving** (ie. by investigation, exploration)
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Making Flowcharts**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Lesson Study**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Instruction through big ideas**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Use technology to collect real-world data (e.g. motion), and technology (e.g. graphing calculators) to create tables and graphs to study it**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Looking at students' thinking and understanding in relation to the mathematical concepts addressed in the curriculum (i.e., collecting observations and making anecdotal records)**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Encouraging and relating meaningful connections with everyday life - p. 75**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Specific instructional strategies (i.e, scaffolding, modelling, instructional language, guided practice, stratgegy instruction, teaching techniques) - p.62-66**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Using other instructional approaches such as shared mathematics, peer-assisted learning strategies, and guided mathematics**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Concrete instructional tools that support student learning - graphic aids/organizers can include "think sheets", cue cards, concrete analogies, prompts and posters - p. 67**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Incorporating the use of teaching strategies that promote communication. Those that can help include -- mind mapping, "think-talk-write", Math Word Wall and Math Strategy Wall, poster projects, math creative writing - p. 86-90**

//__**Leading Math Success**__// >
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **TIPS activating all the learning systems.(emotional, social, physical, cognitive and reflection) pg 27.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Controlling anxiety through controlled breathing and visualizing success pg 27**.
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Making mathematics meaningful to their experiences pg 28.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Practice focused on applying new material to new experiences pg 31.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Thoughtful and appropriate selection of how and where technology should be integrated pg 35.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **A shared vision and focused leadership pg 36-37.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Cooperative learning pg 43.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Supporting Different ways of Learning and demonstrating understanding (ex.mathematical models) pg 51-52.**
 * <span style="FONT-FAMILY: 'Comic Sans MS',cursive"> **Leadership roles and responsibilities pg 71-79.**

<span style="FONT-FAMILY: 'Comic Sans MS',cursive">Potential Resources
<span style="FONT-FAMILY: 'Comic Sans MS',cursive"> Suggested Format: Author, **Source Name**, (Relevant Sections or website address), page references.
 * Snodgrass, C., **Problem solving-Elementary Level**, ([|http://wik.ed.uiuc.edu/index.php/Problem_solving-Elementary_level)]
 * **Jump Math,** ([|http://jumpmath.org/)]
 * Cerbin, B. & Kopp, B., **Lesson Study for College Teachers: An Online Guide** (<span style="COLOR: rgb(0,10,255)">__www.uwlax.edu/sotl/lsp/formingateam.htm__ )
 * **The Report of the Expert Panel on Mathematics in Grades 4 to 6 in Ontario** (Instruction through big ideas), pp. 18-21
 * Ozgun-Koca, S. Asli, **The Graphing Skills of Students in Mathematics and Science Education**, ED464804 (2001)
 * The report of the expert panel on student success in Ontario, **Leading Math Success** (2004).
 * The Report of the Expert Panel of Early Math in Ontario, **Early Math Strategy**, (2003), pp. 7-48.
 * **Education for All - The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarden to Grade 6**, (2005) pp. 62-90

=<span style="FONT-FAMILY: 'Comic Sans MS',cursive">**Family of Schools' Professional Learning Plan** =
 * The plan will focus on all teachers K to 12.
 * The mathematical content we will focus on for our plan are graphical representations (chart, tables, graphs) in patterning and algebra (based on K-12 learning target).
 * The pedagogy we will focus on for our plan is diagnostic and formative assessment during a three-part lesson and using this knowledge about student learning to alter lesson delivery (based on misconceptions identified in the lesson analysis, **add any that you gathered from your lesson analysis**).
 * Profile of Family of Schools representation using CBAM: I think we talked about starting in the #1 Informational category of Stages of Concern (about an innovation), as the teacher of Lori's lesson would be in that stage at least, for simplicity we should put the lowest stage of all our lesson teachers; In terms of where we are in Levels of Use (of the innovation) we should try to aim for at least #5 Integration (user is making deliberate efforts to coordinate with others to use innovation).
 * Professional learning activities/strategies (justify starting point based on CBAM results and WIKI): Book study with ongoing teacher reflection; Informational stage of CBAM is "I would like to know more about it" and a book study accomplishes this (I have the Van De Walle Student Centres book for gr. 5-9, there is also one for earlier grades, and high school teachers could read this or another book so we meet the K-12 target of our P.D. plan)

For more on the PD Plan, click here.