In the last post, I wrote about our excitement, at North Grenville District High School (NGDHS, Kemptville, ON) to seeing students grow in their ability to communicate, collaborate, create, and think critically during their Mathematics classes.
Today's post has been structured to provide reader's with some insight as to how teachers and students have worked together to developing classroom spaces where thinking and communicating, mathematically, is vitally important to growing inclusive learning environments.
The narrative of this 'story' has been captured in two forms:
-a presentation (via screen-cast, slide-deck provided) to delegates at the 2017-18 OAME (Ontario Association of Mathematics Educators) Annual Conference in Kingston, Ontario
Note: The screen-cast presentation can be re-purposed in different ways.
- Option A: If you're a teacher and/or teacher leader, you might consider going through the "EDpuzzle" version (below) as a means of self-directed learning and/or cultivating ideas on how you can get talk going in your own classroom(s).
- Option B: If you're a school administrator or instructional coach, you might consider using the YouTube version (below) as a means of facilitating a professional learning opportunity for other administrators, coaches, and learning teams of teachers.
-a collaborative, action-based research project conducted by students and their teacher at NGDHS, captured with video
The post ends with a reflection regarding next steps for student and teacher learning (as defined by our school's School Improvement Plan for Student Achievement, SIPSA), as well as a reflection on my own learning through engaging in creating and sustaining professional learning opportunities in Mathematics.
Readers might also find the posted resources helpful in moving their own learning forward.
narrative 1: OAME 2017-18 Annual conference
EDpuzzle is a video-hosting service that allows its users to upload their created and curated content for their viewers. A key feature of this service is the function of being able to embed questions, voice-over, comments, and links into your material. This feature allows viewers to interact with the video, thus increasing their engagement (and learning), while providing timely assessment information for the account holder.
Instructions: By clicking on "Start Assignment", you'll be prompted to create your free, EDpuzzle account. You'll need the join code, e394qx, to complete your registration. Alternatively, click on the the link that follows to complete your registration: https://edpuzzle.com/join/e394qx
Below you'll find the checklist used during the course of the study. A link to download the file is also included below the document reader.
Talk Moves Tracking Tool:
narrative 2: collaborative action-based research
Reflection & next steps
The answer to this lies not only in what we can takeaway from these results; further to this, we need to interpret this work in relation to the goals set out for our school's learning team, and then plan for the next cycle of inquiry.
Below you'll see a team reflection/analysis from school-based work this year. We're proud of the work accomplished by teachers and students and are looking forward to the next iteration of collaborative, action-based research and inquiry in 2017-18.
Having engaged with the content of this post, if something has resonated with you, please feel free to comment to the blog and/or contact me for further details or conversation.
Sincerely and Collegially Yours,
Chris Stewart, OCT (North Grenville DHS, Kemptville, ON)
Learning Partner for 2017-18 (UCDSB Teaching and Learning Department)