2015-16 gecdsb myci session #2 - slide deck

SESS

ION

#2

@MathletePearce www.tapintoteenminds.com @JustinLevack

2015

-16


STUDENT SUCCESSSuperintendent Dan Fister

Lauren SegedinSHSM

Jay LynnStudent Success School

Support Initiative

Justin LevackeLearning Contact / MYCI

Natalie Middleton-BondyStudent Success Consultant

Angela Ciarlariello-BondyRe-engagement &

Alternative Education

Ed KotevichOntario Youth

Apprenticeship Program

Kyle PearceTeacher / MYCI

Shelley HudsonInformation and

Innovation Services

QUESTIONS? INSIGHT?

#myciTWEET YOUR QUESTION AND HASHTAG:


TWEET IT OUT!

QUESTIONS? INSIGHT?

#myciTWEET YOUR QUESTION

AND HASHTAG:

TWEET IT OUT!


@gecdsbssFOLLOW:

#MTBoS

The Best Teacher PD is FREE on Twitter

Follow the Math Twitter Blogosphere

@MathletePearcewww.tapintoteenminds.com

Purpose

Promoting cross-panel collaboration Reduce gaps in student achievementBuilding capacity in collaborative inquiry skills Increase connections among middle years educators


Iterative

What is Collaborative Inquiry?

Relevant Reflective Reasoned

Collaborative Iterative

Adaptive

Reciprocal




an iterative process in which teachers collaborate to develop reasonable inquiry

questions by implementing research-based strategies and reflecting on how they impact

relevant student learning needs in the classroom.RelevantReflective

CollaborativeAdaptive

IterativeReasoned



There is no prescribed protocol, nor is there a single path.

Capacity Building Series, Collaborative Inquiry

Dates Are Full Day PD


Iterative

oame2016.ca

LEAP INTO MATHOAME 2016

http://oame2016.ca

kylep.ca/mycioame2016

LEAP INTO MATHOAME 2016

EXPRESSION OF INTEREST FORM:

http://kylep.ca/mycioame2016

HOW MANY SMALL VASES WILL IT TAKE TO FILL THE TALL VASE?

www.estimation180.com

http://www.estimation180.com

LEARNING about

EARNING

Where did

WALL STREET get its name?

In 1653, Dutch colonial governor Peter

Stuyvesant ordered a timber wall built across

Manhattan from river to river to prevent possible

invasion of the city.

Where did WALL STREET get its name?

NEW YORK STOCK EXCHANGE

1 & 2 BILLION

DID YOU KNOW THE

TRADES BETWEEN

SHARES PER DAY

IN 2015, ALL OF THE MONEY IN

$3 TRILLION

THE UNITED STATESAMOUNTED TO APPROXIMATELY

$19.5 TRILLIONWITH THE NYSE VALUATION OF

THE DOW JONES INDUSTRIAL AVERAGE

LOST 89% OF ITS VALUEBETWEEN 1929 AND 1932

AND LOST 54% OF ITS VALUEBETWEEN 2007 AND 2009

DO YOU KNOWHOW IT WORKS?

VA

LUE

($)

TIME@MathletePearce www.tapintoteenminds.com @JustinLevack

VA

LUE

($)


HOW DO WE KNOW WHICH TO BUY?

VA

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($)



$100 $50

VA

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($)


VA

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VA

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There are over 2,800 companies on the New York Stock Exchange

VA

LUE

($)


VA

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($)

TIME

INVEST IN ONE COMPANY

VA

LUE

($)


VA

LUE

($)

TIME


RISKY

VA

LUE

($)


VA

LUE

($)

TIME


GAMBLING

RISKYSPECULATIVE

VA

LUE

($)


VA

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($)

TIME

VA

LUE

($)

TIME

INVEST IN MANY STOCKS

DIVERSIF

Y

VA

LUE

($)


VA

LUE

($)

TIME

VA

LUE

($)

TIME

MUTUAL FUNDS

DIVERSIF

Y

VA

LUE

($)


VA

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($)

TIME

VA

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($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

DIVERSIF

Y

VA

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($)


VA

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($)

TIME

VA

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($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

VA

LUE

($)


VA

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($)

TIME

VA

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($)

TIME

INVEST IN AFEW STOCKS MUTUAL FUNDS

MUTU

AL

FUND

S

VA

LUE

($)


VA

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($)

TIME

VA

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($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

INVEST IN AFEW STOCKSInvestors should

diversify their portfolios.

INVESTMENTADVISOR

VA

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($)


VA

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TIME

VA

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($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

"Wide diversification is only required when investors do not understand what they

are doing."

Warren Buffet

INVEST IN AFEW STOCKS

VA

LUE

($)


VA

LUE

($)

TIME

VA

LUE

($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

"Wide diversification is only required when investors do not understand what they

are doing."

Warren Buffet

INVEST IN STOCKS

VA

LUE

($)


VA

LUE

($)

TIME

VA

LUE

($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

Charlie Munger

INVEST IN STOCKS Only invest in companies you

KNOW and TRUST."

VA

LUE

($)


VA

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($)

TIME

VA

LUE

($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

Warren Buffet

INVEST IN STOCKS High returns with low risk is the key. Risk comes

from not knowing what you are doing.

VA

LUE

($)


VA

LUE

($)

TIME

VA

LUE

($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

Buy below value, sell at or above value.

Charlie Munger

INVEST IN STOCKS

VA

LUE

($)


VA

LUE

($)

TIME

VA

LUE

($)

TIME

MUTUAL FUNDS

MUTU

AL

FUND

S

Warren Buffet

INVEST IN STOCKS If there was a formula for investing success,

everyone would be rich.

@MathletePearce www.tapintoteenminds.com @JustinLevackV

ALU

E ($

)

TIME

2. Understanding

2. Patience & Timing

1. Invest With IntentionAvoid Wide-Diversification

Maximize Reward, Minimize Risk

The formula is knowing there is no formula

3. Formula

EARNING


2. Patience & Timing

2. Understanding

1. Teach With IntentionStrategies With a Purpose



3. Formula

2. Understanding

1. Invest With IntentionAvoid Wide-Diversification



3. Formula

LEARNINGEARNING


LEARNING


NEWOLD

PROGRESSIVETRADITIONALACTIVITYLECTURE

INQUIRY BASEDDIRECT INSTRUCTIONTECHNOLOGYPEN & PAPER

MATH WARS


BALANCE

NEWOLD

PROGRESSIVETRADITIONALACTIVITYLECTURE

INQUIRY BASEDDIRECT INSTRUCTIONTECHNOLOGYPEN & PAPER


BALANCENEW

OLD

PROGRESSIVETRADITIONAL

ACTIVITYLECTURE

INQUIRY BASEDDIRECT INSTRUCTION

TECHNOLOGYPEN & PAPER


BALANCESKILL PRACTICE

PARALLEL TASKS

3 ACT MATH TASKSOPEN-ENDED TASKS

RICH TASKSDESCRIPTIVE FEEDBACK

DISCUSSIONCONSOLIDATION

COLLABORATIONNOTE TAKING

~ Simon Breakspear


Honour the past while on a journey towards a compelling

learning future.~ Simon Breakspear


BALANCE

DIRECT INSTRUCTION

SKILL PRACTICE

PARALLEL TASKS

3 ACT MATH TASKS

OPEN-ENDED TASKS

RICH TASKS

DESCRIPTIVE FEEDBACK

DISCUSSION

CONSOLIDATION

COLLABORATION

NOTE TAKING

RECIPROCAL TEACHING

CORNELL NOTES

THINK, PAIR, SHARE

MIXED GROUPING

SPIRALLING

ABILITY GROUPING

GAMIFICATION


BALANCE

LECTURE



BALANCE



RICH TASKSLECTURE


BALANCE

3 ACT MATH TASKS

RICH TASKSLECTURE




BALANCE

3 ACT MATH TASKS

RICH TASKSLECTUREINQUIRY BASED DIRECT INSTRUCTION


MAXIMIZE RETURN ON INVESTMENT

PROCEDURAL vs. CONCEPTUAL


Such evidence clearly shows that the current debate over what kind of math curriculum to adopt is ill-

informed and focuses on false extreme dichotomies that paint students as either learning one way or the other when the evidence demonstrates that both conceptual and procedural knowledge are required

for successful math learning.

MATH WARS:

Dr. Daniel Ansarikylep.ca/endmathwars

http://kylep.ca/endmathwars

PROCEDURAL vs. CONCEPTUALSuch evidence clearly shows that the current debate

over what kind of math curriculum to adopt is ill-informed and focuses on false extreme dichotomies

that paint students as either learning one way or the other when the evidence demonstrates that both conceptual and procedural knowledge are required

for successful math learning.

MATH WARS:

Dr. Daniel Ansarikylep.ca/best-way

http://kylep.ca/best-way


kylep.ca/gecdsbvision

Math Vision

http://kylep.ca/gecdsbvision

CONCEPTUAL UNDERSTANDING

PROCEDURAL FLUENCY

STRATEGIC COMPETENCEADAPTIVE REASONING

PRODUCTIVE DISPOSITION


kylep.ca/gecdsbvision

Math Vision

http://kylep.ca/gecdsbvision



Ability to formulate, represent & solve mathematical problems using an effective strategy

STRATEGIC COMPETENCE

PROCEDURAL FLUENCY

Understanding and using a variety of mathematical procedures

ADAPTIVE REASONINGCapacity for logical thought, reflection,

explanation, and justification

Inclination to see mathematics as useful and valuable.

Ability to understand mathematical concepts, operations, and relationships




Math Vision

PROCEDURAL FLUENCY

ADAPTIVE REASONING





INQUIRY QUESTION

THEORY OF ACTION

STUDENT LEARNING NEED

INQUIRYCOLLABORATIVE


INQUIRY QUESTION

THEORY OF ACTION


INQUIRYMY

Confidence and ability in problem solving; retention

INQUIRY QUESTION

What is the impact of introducing topics with 3 act math tasks with an

inquiry approach on student confidence, understanding and

ability to solve problems in mathematics?


THEORY OF ACTION

If I allow students to discover new learning through contextual tasks, then students will gain a deeper

understanding of the learning goal.


THEORY OF ACTION

If I allow students to discover new learning through contextual tasks, then

students will gain a deeper understanding of the learning goal.

If I wait to introduce algorithms and procedures until students have solved a problem through inquiry, then student confidence and procedural fluency will

increase.


students will gain a deeper understanding of the learning goal.

If I wait to introduce algorithms and procedures until students have solved a problem through inquiry, then student confidence and procedural fluency will

increase.

If curriculum is organized using a spiralled approach, then student understanding and ability to solve

problems will increase.


INQUIRY QUESTION

THEORY OF ACTION




INQUIRY QUESTION

THEORY OF ACTION

PAIN POINT


HURT ITCH


MATH VISION

PAIN POINT


HURT ITCH

THEORY OF ACTION


MATH VISIONROADMAP

PAIN POINT


HURT ITCH


INQUIRY QUESTION

THEORY OF ACTION



What data sources do you have to support this?

Is it related to content? Learning skill? Both?

What is the most urgent student learning


INQUIRY QUESTION

THEORY OF ACTION


INQUIRYCOLLABORATIVESHARING OUT WITH

DIFFERENT SCHOOLS


INQUIRY QUESTION

THEORY OF ACTION



Begins with how or what

Clearly specifies the focus of your inquiry

Uses neutral, exploratory language


INQUIRY QUESTION

THEORY OF ACTION


INQUIRYCOLLABORATIVEServes as a storyline for your inquiry

Written as a series of if then statements

What will you do and what are the expected outcomes?


khmath.comGo to:HOMEWORK & GAMESHOW

http://khmath.com


REGISTER

CREATE STUDENT ACCOUNT



mojo923


CREATE TEACHER ACCOUNT

REGISTER



ENTER EMAIL AND

PASSWORD



ADD CLASS


CREATE CLASS

HOMEWORKPREMIUM


CREATE CLASS

HOMEWORK


CREATE CLASS

HOMEWORKPBoard16


PBoard16

CREATE CLASS

HOMEWORK


PBoard16 CREATE CLASS

HOMEWORK


PBoard16 CREATE CLASS

HOMEWORK Grade 8


Grade 8 CREATE CLASS

HOMEWORK


Grade 8 ADD STUDENTS

HOMEWORK


Tap


Tap, then wait.


Tap

3 Act Math Tasks

iTunes U

kylep.ca/[email protected]

kylep.ca/curiousmath1p

iTunes U


kylep.ca/curiousmath1p

iTunes U


TapFollow the Math

Twitter Blogosphere


What was the unit rate (price per 1 L)?



$20.29

14.819 L=

x

1 L



$20.29

14.819 L=

x

1 L 14.819



$20.29

14.819 L=

x

1 L 14.819

14.819



$20.29

14.819 L=

$1.369

1 L 14.819

14.819

Therefore, the cost of gas was $1.369 per 1 L


How many litres did it

take me to fill my tank?


What did my fuel gauge look like before filling up?

E F


What did my fuel gauge look like before filling up?

E F

How much would it cost me to fill up my tank with this much left?


How much would it cost me to fill up my tank with this much left?

E F


E F

City: 12.2 L / 100 kmHighway: 7.9 L / 100 km

How far can I drive on the highway until I run out of gas?


E F

How far can I drive on the highway until I run out of gas?



E F

How far can I drive in the city until I run out of gas?



How many times would I need to fill up on a 4,000 km trip?

what does


SESS

ION

#1

tell us?

EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack

Data AnalysisPopulation: All Grade 9 GECDSB Students

Years: 2010-11 to 2013-14



Years: 2010-11 to 2013-14

Total Number of Students: 20,746



Years: 2010-11 to 2013-14

Total Number of Students: 20,746

# of Students With Gr3 to Gr9 Data: 9,408

# of Students With Gr6 to Gr9 Data: 10,291


EQAO Dot ScoresEQAO Assesses each student

on a scale from 0.1 to 4.9:




0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9




0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

Provincial Standard


Students who meet provincial standard in grade 3

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

77.7% - Enrol in grade 9 academic19.5% - Enrol in grade 9 applied

2.8% - Enrol in grade 9 locally developed


88.9% of students who achieved provincial standard in grade 9 academic

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

also achieved provincial standard in grade 3



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

did not meet provincial standard in grade 3



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

achieved 2.7 or less in grade 3



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9



82.4% of students who achieved provincial standard in grade 9 applied

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

achieved a 2.7 or greater in grade 3



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9




0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

84.5% - Enrol in grade 9 academic14.3% - Enrol in grade 9 applied

1.2% - Enrol in grade 9 locally developed



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

also achieved provincial standard in grade 6



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

did not achieve provincial standard in grade 6



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

achieved a 2.7 or less in grade 6



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9




0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

achieved a 2.7 or greater in grade 6



0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9



5% of students who achieved provincial standard in grade 9 applied

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9


95.5% L3+ in 1D EQAO@MathletePearce www.tapintoteenminds.com @JustinLevack

Data Summary

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

88.9% L3+ in 1D

88.9% of 1D students who achieve standard in grade 9 also did in grade 3.


0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

88.9% L3+ in 1D

82.4% L3+ in 1P

88.9% of 1D students who achieve standard in grade 9 also did in grade 3.

82.4% of 1P students who achieve standard had a grade 3 dot score of 2.7 or greater.


0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

95.5% L3+ in 1D

93.7% L3+ in 1P


95.5% of 1D students who achieve standard had a grade 3 dot score of 2.7 or greater.


0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

98.8% L3+ in 1D

96.9% L3+ in 1P




0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

Our lowest performing 1P EQAO schools have the most students with grade 3 dot score of 2.1 or lower.

Our lowest performing 1D EQAO schools have the most students with grade 3 dot scores 2.5 or lower.


Data Summary

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

Grade 6

89.9% L3+ in 1D


Data Summary

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

Grade 6

89.9% L3+ in 1D

85.3% L3+ in 1P


Data Summary

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

96.8% L3+ in 1D

95% L3+ in 1P

95% of 1P students who achieve standard had a grade 6 dot score of 2.3 or greater.



Data Summary

0.1 1.1 2.1 3.1 4.1

0.3

0.5

0.7

0.9

1.3

1.5

1.7

1.9

2.3

2.5

2.7

2.9

3.3

3.5

3.7

3.9

4.3

4.5

4.7

4.9

302 students (11.4%) who enrolled in Gr 9 Applied had a grade 6 dot score of 2.1 or lower and did not

meet the EQAO expectation.

2 of our 4 lowest performing 1D EQAO schools had the most students with grade 6

dot scores 2.3 or lower.


GECDSB EQAO ResultsGrade 3 Grade 6 9 Applied9 Academic

1736 Students

62.1 %

794 Students

28.4%

*approximate number of students in locally developed

2440 Students 2384 Students

*number of students from 2013-14

9 Local Dev.

265 Students

9.5%

No EQAOAssessment

2795 Studentswhat do we do?

SESS

ION

#2


2015

-16

kylep.ca/session2-exit

http://kylep.ca/session2-exit