Family+D's+Possible+PD+Strategies

__Plan Focus:__ Intermediate Division - Teachers of Grades 7-10 __Mathematical Content__: Number Sense & Numeration: Quantity Relationships __Pedagogy__: Problem Solving __Stage of Concern__: Pending __Level of Use of the Innovation:__ Pending


 * Overview of 3 – 5 Year Action Plan**

K to 12 Collaborative Inquiry Question: How can we improve the conceptual understanding of our students in number sense (i.e. quantity relationships) through problem solving? (3rd week) || Whole group Ø on a scheduled P.D. Day Ø information session o purpose o SMART Goal (target) o EQAO results o Results of the 4 lesson analysis || || || (2nd week) || Sub-groups (2 groups, 12 per group) Ø 3 different middle groups and 1 high school Ø Each group has representatives from each grade (7, 8, 9, 10) Ø Establishing the group norms (establishing each person’s responsibility) Ø Trust building activities Ø Afternoon sessions (release time needed) || || || (2nd week) || Whole Group Ø On a scheduled P.D. Day Ø Teacher Survey – current knowledge about problem solving and self and task concerns or attitudes and interest about ??? Ø Key Note Speaker – expert on Problem Solving || || || (1st week) || Sub-groups Ø Introduce Book Study (Teaching Mathematics Through Problem Solving: Grades 6-12) o Discuss norms around how book study will be conducted o Read first chapter together o Facilitated by us – focus in on key points of ch. 1 Ø Morning sessions (release time needed) Ø Assign Ch. || Teaching Mathematics Through Problem Solving: Grades 6-12 Edited by Harold L. Schoen and Randall I. Charles The National Council of Teachers of Mathematics, Inc. (2003) || || (2nd week) || Sub-groups Ø Book Study – focus on chapter (needs to be read by this time) Ø Facilitated by the smaller groups Ø Discuss examples outlined in the book (relevance??) Ø Assign ch || || || Ø Book Study Ø Facilitated by us Ø Identify a strategy that they could implement into their classrooms Ø Implement before next meeting and be prepared to share experience with others Ø Assign ch || || || Ø Book Study Ø Facilitated by the smaller groups – they discuss successes and failures of strategies implemented in class Ø Discuss next steps Ø Assign ch || || || Ø Peer Coaching – we facilitate a peer coaching demonstration for the whole group Ø Then have them break into their sub-groups and the four of us break off and work with these groups individually || || || Pizza Party!!! J || || || Book Study December – introduce book study and read chapter one (Developing Understanding through Problem Solving) together as a group and discuss Ch 5: Selecting Quality Tasks for Problem-Based Teaching Ch 6: Problem Posing as a Tool for Teaching Mathematics Ch 9: The Teacher’s Role in Teaching Mathematics through Problem Solving Teacher Story 3: Balancing Problem-Solving Skills with Symbolic Manipulation Skills (p. 155) Ch 13: Phasing Problem-Based Teaching into a Traditional Educational Environment Ch. 14: Teaching Low-SES Students Mathematics through Problem-Solving: Tough Issues, Promising Strategies, and Lingering Dilemmas Ch 16: Teaching Mathematics through Problem Solving: Research Perspectives
 * || PD Model || Timeline || Roles & Responsibilities || Location || Budget ||
 * Year 1 || * Initial Meeting, Teacher Surveys
 * Group Forming, Norm Setting
 * Keynote Speaker
 * Book Study
 * Peer Coaching || || || || ||
 * Year 2 || * Initial Meeting, Teacher Surveys
 * Group re-forming
 * Adobe Connect, Remote Observation
 * Peer Coaching || || || || ||
 * Year 3 || * Introduction to Lesson Study, Teacher Surveys
 * Lesson Study 1
 * Lesson Study 2 (?) || || || || ||
 * Year 4 || * Teacher Surveys
 * Group re-forming, Peer Coaching
 * Lesson Study 2 (?) || || || || ||
 * YEAR 1 PLAN **
 * Timeline || Grouping of Meetings/Schedule || Description of Activities || Stages of Team Dynamics ||
 * September
 * October
 * November
 * December
 * January
 * February || Whole group
 * March || Sub-group
 * April || Whole Group
 * May || Sub-group || || ||
 * June || Whole group

8) Collaborative Analysis of student learning (CASL) 9) Team Teaching/Co-Teaching 10) Reading Recovery ("Behind the Glass) 11) Facilitation 12) Co-Teaching 13) Three Part Lesson Design
 * //__PD Models__//**: 1) Coaching/Mentoring 2) Action Research/Collaborative Inquiry 3) Japanese Lesson Study/Research Lessons 4) Curriculum Development/Adaptation 5) Examing Student Work/Teacher Moderation 6) Study Group/Book Talks 7) Share Point/Wiki/Adobe Connect

__Suggested PD Strategies:__ __ **1. Lesson Study** __ **:** A group of teachers (from each grade?) will meet regularly over a period of time to work on the design, implementation, testing, and improvement of one (or two) existing research lesson -classroom lessons that are focused on our Smart Goal. __Classroom lesson:__ a) focus on Smart Goal, b) carefully planned, usually in collaboration with one or more colleagues, c) observed by other teachers, d) recorded for analysis and reflection, and e) discussed by lesson study group member, other colleagues, administers, and/or invited commentator. 2. __**Japanese lesson study**__ (child-centered teaching): //A Collaborative Approach//- working in a unified effort to study classroom essons & initiate positive change for instructional practice and student learning. The eight steps which are followed are;   * 1) defining and researching a problem, 2) planning the lesson, 3) teaching and observing the lesson, 4) evaluating the lesson and reflecting on its effect, 5) revising the lesson, 6) teaching and observing the revised lesson, 7) evaluating & reflecting a second time, and 8),sharing the results (Stigler & Hiebert, 1999). *  __ Process: __ A group of teachers collaborate and share their ideas, opinion, and conclusions regarding the research lesson. Takes time and commitment. New knowledge of instructional practice is shared and discussed with their peers at the school level and possibly even at a broader regional or national level this is a system that leads to gradual, incremental improvements in teaching over time.  * __Van De Walle:__ Emphasis on understanding: a)  Teacher poses a complex thought-provoking problem, b) students struggle with the problem, c) various students present ideas or solutions to the class, d) class discussing various solution methods, e) teacher summarizes class conclusions, f) students practice similar problems 3. **__Van De Walle__** __**Marilyn Burns-Teaching the Cooperative Problem Solving Lesson (p.32)**__  __**A Three-Part Design**”:__ How to teach problem solving through the development of a 3-part lesson plan. 1) Preparing for the task (Introducing) 2) Facilitating learning (Exploring) 3) reflecting on, extending, and consolidating learning ( (Summarizing) student learning outcome during different time periods.
 * __4. Staff Surveys__:** (CBAM) To get more of an understanding of self -and task concerns as well as interest and concern about specific
 * __Student Survey__;** To be used as a starting point in reference to student beliefs in terms of their ability to problem solve.

__**5.Book Study Group**__ (Joyce & Showers): To promote knowledge or awareness of educational theories and practices, new curricula or academic content of chosen materials by the group through the sharing of one’s analysis of the readings.

Possible Books for the Study Group Both of these were edited by Harold L. Schoen and Randall I. Charles - Price approx $40
 * Teaching Mathematics Through Problem Solving: Grades 6-12
 * Teaching Mathematics Through Problem Solving: Prekindergarten through 6

What about adding an **On-line Discussion Group** to correspond with the Book Study???

__6. **Questioning**__**:** Looking at various forms of questioning : a) TIPS4RM (Problem Solving)  b)  The importance of Questioning: How to create good questions (“Good Questions for Math Teaching.) c) Bloom’s Taxonomy (Looking at facilitating appropriate questioning that leads to higher order thinking).



__Budgeting:__ Things to consider - Resources: supplies, books (approx. $40), etc. - Release time (approx. $200/day) - Food/drinks: breakfast, lunch (catering?) - Human resources: bringing in experts - Location (schools/board office/off-site)

__**Agenda For Presentation of PD Model**__ time** || **Agenda For Presentation** || -- measurement -- Talk about overall plan || talks about book study. ||
 * < **approximate
 * < 5 mins || 1. Andrea provides the instruction, i.e. the rational, question and EQAO results. ||
 * < 3-4 mins || 2. __Activity 1.__ 6 people per group. Hartley reviews activity. The group will put 6 pieces of paper in order. ||
 * < 1 min || 3. Bring back- Examples of ways to do problem solving. ||
 * < 6 mins || 4. Overview of 4 year plan by Szyman Elmo or Bristal Board.
 * < 7 mins || 5. Year 1 -- September - November. Brenda discusses group dynamics and Andrea
 * < 3 mins || 6. Hartley introduces __Activity 2__ (M&M problem). Groups work on it. ||
 * < 2 mins || 7. Budget by Brenda. ||
 * < 2 mins || 8. Challenges by Hartley. ||
 * < 2 mins || 9. Conclusion by Szymon. ||