introduction
Welcome back to Flipping the Focus.
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:
Form 1
-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.
Form 2
-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.
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:
Form 1
-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.
Form 2
-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
Option A: EDpuzzle Interactive Video
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
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
Option B: YouTube for Facilitating Professional Learning
Resource: Talk Moves Checklist
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.
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.
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Talk Moves Tracking Tool:
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narrative 2: collaborative action-based research
What processes can we immerse ourselves in to help engage students in deepening their own learning? The video (below),"Culture to Culture: Student Voice to Collaboration" captures the journey through collaborative, teacher professional inquiry, over a 2-year span at North Grenville District High School, Upper Canada District School Board (UCDSB) in Kemptville, Ontario. As co-learners in the process, students reflect on how their voices are critical aspects to growing student engagement and capacity to learning mathematics in a thinking classroom.
Reflection & next steps
Having interacted with the resources provided, you might be wondering: "What's next?" What are next steps for student learning? Teacher learning? School learning?
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.
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.
As provided in the text (above), the school team would like to reconsider their lessons. In terms of re-looking, it will be important that we delve into studying our mathematical knowledge for teaching. Greater consideration will be given to Stage 2 and 3 instruments (Liljedahl, 2016) when planning our interactions with one another and facilitating problem-based lessons with our students through a co-teaching model.
In closing, thank you for your readership and participation with Flipping the Focus.
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)
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)
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