Junior Mathematics Intervention and our Web of Inquiry
Junior Mathematics Intervention and our Web of Inquiry Who Are We? Municipalities: Fort Erie, Grimsby, Lincoln & West Lincoln, Niagara Falls, Niagaraon-the-Lake, Pelham, Port Colborne, St. Catharines, Thorold, Wainfleet & Welland Size of Region: 1,868 sq km Regional population: 427,421
Who Are We? 51 Elementary Schools 8 Secondary Schools Elementary Student Enrollment: 14,072 Secondary Student Enrollment: 7,788 What does the data tell us? Grade 3
Grade 6 NCDSB Ontario Problem of Practice We clearly need to: (1) Focus on assessment FOR learning strategies (2) Build teachers confidence
in their content knowledge (3) Help to establish PCLCs within schools for co-planning / co-teaching JMI The intention of the project is to implement and support successful intervention practices in order to close the gap in students' mathematics achievement in the junior
division (grades 3-6). 2011-2012 JMI (Year 1) Number of Schools Involved: 4 Grades Involved: 3-6 Research Question: Will the intentional planning of threepart lessons, based on student learning needs, improve student achievement and exhibit a measureable difference in the learning
gap? JMI Project Example Schools: 4 Non-SIM schools Analyze Student Work Target Grades: 3-6
Year 1 Year 2 Targeting specific gaps in number sense and numeration Focused content PD for teachers, ERTs, interventionists Creating a numerate picture of students Turn and Talk What evidence do
you use to help identify students that might benefit from intervention? Intervention Coach Record (Session 1) Intervention Coach Record (Session 6) Year 1 Year 2
Strengthening support network to include classroom teacher, ERT, interventionist Specific content PD in number sense and numeration for teachers, ERTs and interventionists Turn and Talk What do you do for the students who
are in need of support to close the gap? How has the inquiry affected student learning? Impact of JMI on Teacher Practice vs. Student Learning (According to Project Teachers) Key Learning from JMI Numeracy Nets are invaluable for uncovering the depth of students understandings / misconceptions.
Teachers were surprised by the realization that teaching from a resource textbook is not as effective or efficient as the teachers believed. Teachers stated that the time they had allocated to co-plan with their teaching partners was invaluable. Teachers described the moderation of student work as an inherent component of co-planning and implicitly communicated their assumption of a seamless connection between assessment and instruction. Tiffany Gallagher Ph.D., Brock University What Weve Noticed The power of co (co-teaching, co-planning, coreflecting)
Need for student math talk through inquiry Assessment FOR Learning drives instruction (student interest, thinking, misconceptions ) We need to listen more to STUDENT VOICE Turn and Talk How and what do
you do to move your thinking forward from specific initiatives in your board? Questions We Still Have How do we create a consistent/sustained culture of Math Talk Learning Communities? How do we incorporate STUDENT VOICE into our inquiry networks?
How do we apply our key learning into Grades 10, 11 and 12 mathematics classrooms? CIL-M EPCI DIFFERENTIATION OF: - Inquiry - Collaboration - Math Talk Learning
Communities - Assessment FOR Learning - Moderation of Student Work - Building Content-forTeaching Knowledge - Co-teaching / Co-planning Cross Panel JMI
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