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Below are some of the responses curated from the 492 responses to the Google Form
What were the questions? What are the numbers?
What were the questions? What are the numbers?
Number: 492 responses
Number: 492 responses
There were 6 questions with the following number of responses for each:
- Which modules did you participate in? (492 responses)
- What part of today do you feel will have the most impact on your daily teaching? (492 responses)
- Additional comment on the impact (210 responses)
- How do you see the Ontario Catholic Graduate Expectations in your Mathematics teaching and learning? (251 responses)
- What module topic would you like to see next? (263 responses)
- What small move will you make in your teaching in the next few days? (492 responses)
TIME!
The first response was provided on Saturday, October 19.
The next 15 responses were submitted Monday, October 21 between 10:38 to 11:34am. Many of which felt that there was "a lot of information" and seemed to be kindergarten educators (Kindergarten teams were provided the afternoon to focus on the Kindergarten Program).
457 responses were submitted between 12:41pm and 4:06pm
The final 15 responses were submitted between 5:07pm on October 21 through to 8:33pm on October 23, 2019.
What's in the data?
What's in the data?
Question 1: Choice of Modules
Participants were able to spend their afternoon self selecting modules to experience. They could respond with as many as applicable.
- Most selected: More Focusing on the Fundamentals of Math and Components of a Balanced Math Class
- Least selected: Accessibility and Alternative Goals on the IEP
Question 2: What will impact daily teaching?
Participants could select more than one response.
Most felt that the collaborative learning and discussions would impact their daily teaching, closely followed by the Math Activities.
Question 3: Some comments on impact:
"It is nice to hear what others in your division are doing so we can get more ideas to teacher in a more effective way"
"There was a great deal of information to sift through. The resources will be helpful."
"ABA/BMS Looking at the behaviour through the child's lens. What may seem like common sense to us is not where the child is at or is able to get to. "
The information provided is all excellent. Having ready to use lessons to guide teaching would also be beneficial.
Loved having time to review the board resources provided in modules and downloading relevant materials for my own teaching
Collaborating with colleagues allows you to hear different viewpoints so that you are able to take new ideas into your own classroom.
The best PD is spending time talking with your colleagues and discovering new ideas through them.
It was a great way to hear your colleagues suggestions. We had great discussions about what our math block looks like and how we can improve it.
The ELL module gave great insight to some of our students and the challenges they are facing.
"Choosing the module allowed me to focus on the needs on my class, which may be different than my colleagues."
"Developing daily number talk routines to focus on building on the fundamentals of math. Introduce short daily routines to build on the fundamentals."
"It is valuable to read, converse and share collaboratively with fellow colleagues. It provided a menu for many alternate resources that can be accessed at a later time. It gave me the chance to pause and reflect about the methods, strategies that I wish to implement into my own math planning and programming."
People at my school have some great math resources.
It is always good to try out new activities and share ideas with your team.
The best learning happens when people gather together to share ideas and resources or to tackle problems and challenges collaboratively.
Developing daily number talk routines to focus on building on the fundamentals of math. Introduce short daily routines to build on the fundamentals.
Enjoyed the opportunity to integrate and observe a few math games and also see what colleagues are doing in their classes.
It's wonderful to get resources that we can use right in our classrooms.
In addition to the modules, I thought we had a really purposeful conversation around school improvement in terms of our mathematics goal. It always impactful to be able to gather with colleagues to discuss best practices and the exciting endeavour of setting goals.
The 5 Practices...makes sense and would be an easy "small step" towards a better math program. Simply build more communication (talk/listen) and collaboration into daily work. The benefits are obvious and doing so provides a gateway into other evolved practices.
Within our group we set some goals on what we will implement in our classroom (that will not necessarily take a lot of time) but we will support each other in keeping each on track and sharing new ideas.
Explore the board support tools - I found this very helpful being new to my grade. I found some math games, an EQAO resource, and the mental math strategies chart.
The discussions around student engagement were quite interesting. I love the thought of students wanting to engage in mathematical activities as opposed to dreading them.
I like being able to link math to everyday activities (answering the question: “when am I ever going to use this?”) to make math more personal and meaningful.
Question 4: Some see OCGEs in Math:
A self-directed, responsible, lifelong learner - as the curriculum spirals year to year, students are able to build on previously taught skills. Effective communicator - sharing mathematical thinking and strategies is a key piece to the communication found in the mathematical process.
I have Ideas- allows children to share the why and how they achieved their answer.
I am a Learner for Life! Even when we do not understand the math concept the first time, our brain synapses are firing and our brains are growing and learning!
Math is a topic that is around us for our entire lives, not matter what your profession. Self-directed life long learners will need to develop their confidence in math.
Being a lifelong learner and team player is a vital aspect to teaching math effectively.
I have a Voice! We ask students to share his/her thinking ,in a safe way, even if their answer is wrong... it's about the process.
Math is part of the process of having students become reflective and creative thinkers, who use mathematics throughout their lives.
The expectations are part of every subject we teach and the way it is presented to students as well as the way we set up our classrooms.
After looking at our school's EQAO results and noting that students in Grade 6 struggled most with the Thinking and Application multiple choice questions, it made me think of the importance of helping students become reflective, holistic and creative thinkers. It is also important to note that our students need support to become effective communicators of their mathematical thinking and we must explicitly teach this process.
We're all effective communicators when it comes to teaching and learning math concepts.
Graduate Expectations are infused in all interactions for every subject as they speak to who we are as Catholics.
Collaborative Contributor - recognizing and remembering the importance of allowing kids the opportunity to talk about their math learning/ strategies/ thought processes.
I honestly haven't alluded to it in the past with my students, but after today, I will look to ways to incorporate connections to it in the future within math time in class.
Effective communicator - helping to support students feel comfortable with math and learning how to talk about math concepts with each other.
I am a learner for life- this PA day session gives us the time to learn new strategies and techniques that can help ourselves and our students grow in their own math knowledge.
They are infused in all that we do!
Expectations such as an effective communicator, a collaborative contributor and a reflective, creative and holistic thinker are incorporated in math talk.
The importance of being a capable, competent, and confident learner as well as being reflective and introspective about one's own strengths and areas for improvement are in agreement with the Ontario Catholic Graduate Expectations.
It will help put "I am a learner for life" and "I have ideas" into practice for students.
I like the language on the poster. Many of the statements help to provide a caring environment where the opinions of all are valued and respected.
Being a collaborative contributor is an expectation that I visit everyday as part of math teaching and learning and all areas of the curriculum.
I try incorporate them into all aspects of my program not just religion.
the children are taught to become reflective and creative communicators, They are taught to be collaborative in their contributions and independent team members who think creatively and critically.
Question 5: A selection of new modules requested:
math assessment and feedback
A more Kindergarten focused module.
Number Talks; Lawson's continuum of Mathematical Development
Something on helping students to become better problem solvers and more effective in communicating their mathematical thinking clearly.
Math journaling for primary students - especially grade 3 - how do they take what they say to the next level and write it down!!
Specific help in handling the consolidation part of the math lesson
More about Alex Lawson's continuum and how to assess...That was a fascinating workshop last year
I would like to see a way teach more social emotion concepts in order to help students' mental health
Something on helping students to become better problem solvers and more effective in communicating their mathematical thinking clearly.
Within a division, follow a few number sense expectations from K-3 to better understand student difficulties and how we can help.
Math Talk in the Kindergarten program.
Split grade program planning.
Marking in math with partners
I would like further training and education on working with students with mental health challenges.
Assessment in Guided Math
Word Problems strategies
Math Dispositions
ABA in the school setting
A module on an effective balanced literacy program.
Proportional thinking
Fractions (more in-depth)
Open to any new ideas!
An assessment and evaluation module would be helpful.
More about the resources the board offers online
Data Management
Incorporating technology in mathematics
effective assessment in mathematics
Literacy again sometime in our long stretch of years of math focused PD.
Spatial reasoning.
Communication of Mathematical Thinking
Spiralling, assessment, and recording assessment, particularly as relating to intermediate
Measurement
Creating an effective math program for differentiated learning.
More on Alex Lawson for K-2
Classroom management
Technology in the classroom
Assessing math talk
I would like to see more examples on how to use math in split grades
Making the best out of small group instruction in a busy class.
Question 6: A selection of "my small moves":
We will try to use more appropriate math language so that students will be able to have a better understanding.
Allow more collaborative time during math activities for students to share their ideas how to do the problems.
asking the children things like, "tell me more" or "what did your brain do?" In order to expand their mathematical thinking.
Implementing number talks into my daily math lessons
Do more math
Math talks and exit tickets
number lines, math talk, minds on, exit tickets
I will use more number talks and math activities like "what doesn't belong"
In the next few days I will try to work on making my students less anxious about math class by making math relevant, and reducing the content that I give them.
Set up new fact fluency games in my classroom
Even at the intermediate level to continue to practice basic mathematical functions.
I will use more of the math games ideas we learned and the Rekenreks
implement math card games
Help my students find their way to start solving the math problems in their own way and with the help of their peers instead of me showing them how to solve it.
Trust the count— concentrating on understanding numbers
More work with modified students around trusting the count, mental math, etc....to help build automaticity of skills.
My small move: focusing on exploring math fundamentals and basics through appropriate math games
How to decompose a problem to find out what is being asked.
Continue engaging in conversation with colleagues about Mathematics.
I will collaborate with same grade level teachers to provide math talk opportunities to our students.
Incorporating more mathematical games in my classroom.
Helping to improve growth mindset so that students are not afraid to take risks and also help to support them so we can work through Math Anxiety together.
Slow down and give students more time to do calculations and have more discussion on their solutions.
Develop math games for my classroom, name strategies used and display on math wall, continue with number talks
Incorporating more Math games to practice the automaticity of math facts as well as guided Math more small group work.
To resource and add new math ideas by collaborating with colleagues.
- More effective Math talks
- keep more specific anecdotal information during lessonsBeing much more intentional about creating opportunities for math practice that is reflective and involves decision making rather than "drill and kill"
I am going to modify the lessons based on the level of the student and will use more visuals as needed
I am going to modify the lessons based on the level of the student and will use more visuals as needed
Including math links and games on Google classroom and for Minds-On/ Bellwork and working to develop math talk/ discussion of strategies in the classroom.
Continue to provide differentiated instruction to meet the various needs of the students
Listen to the mathematical language utilized by my students and then decipher the next learning trajectory or use of scaffolding in their learning.
I will be using a suggestion from Dr. Bruce for fractions. Instead of using circles I will be using rectangles to show division of parts.
Setting a small goal at the beginning of each week and and following through and evaluating at the end of the week. Successes improvements next steps.
Use a number of different approaches, more class discussion and feedback to reach all students learning strengths
I would like to look through the Numeracy Nets book and the Alex Lawson resource.
Continue building on number talks
continue to use math talks and math games found on the website
I'm going to look and try to understand Math anxiety more after reading and doing the Math Anxiety model. I think I have a few students who are showing math anxiety and I'm not even realizing.
I will work on becoming more effective a spiralling the curriculum using the EduGains website and tools. I will also become more effective at recording students' use of strategies during number talks.
Providing more open-ended questions tied to learning topics which allow the kids to discuss ideas with their peers and justify their reasoning/thought process.
Communicating with parents and developing the home connection to reinforce math skills that we are working on. I already do this with reading support but not math -yet!
I will add a "Problem of the Week" or "Which One Doesn't Belong" to my weekly math programming.
Review math resources on board site, particularly mental math strategies with lessons; Visit EQAO practice questions on board
Using more math manipulatives. Perhaps having a Number Talk to start the lesson, such as, "Which Doesn't Belong" and explain why.
We are going to use the What Doesn't Belong website to engage students and get them talking - explaining their thinking, even if incorrect. There are many ways to interpret things.
I'm going to add fractions to my morning circle routine. Make it a priority to have my students work in small groups, completing games or activities on specific math skills and keep it simple.
Try more 'minds on ' activities; put take-home games in the classroom; work with my small group of students who are still counting using direct modelling (work on moving them into 'counting on' strategy).
❝Educators’ observations and their conversations with students provide them with rich insight into the strategies that students are using and how effectively they are applying them❞
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