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June 9, Hockey night
There are stil Math SUMMER CAMPPP spots for 9-12 teachers at Nattawasaga. Apply on the Edugains sit www.edugains.ca. We are focusing on responding to student work. MaryLou

= = = Please post new comments on this page, at the top!! = =**Hi folks. John Leyzer reminded me to visit the sight for my own math learning. Will be reviewing to enhance my learning. Thanks for your efforts. Manny Figueiredo** = = = =Thanks for setting the course MaryLou. I am really looking forward to tomorrow!!! J.L.= = =

Hi Folks, it's MaryLou,
I'm excited and curious about what we are going to learn from our action research! I am posting my (not-quite finished PowerPoint!) and an article we will process together tomorrow. Roll up your sleeves because we are cutting new ground. And come with lots of pluses and minuses, concerns about barriers, suggestions for sustaining the learning, ideas of opportunities, yada,yada, ... __Here is the PPT __ 

__Here is the Lorrie Shepard article. We will process this together on Friday. __ 

__Here are a bunch of other resources that I have been working with lately.__ Hope you'll find them useful. Action verbs of different categories Assessment chart flowchart Assessment strategies

__Readings __ Formative Assessment article by Chris Suurtamm from Univ of Ottawa __﻿ __ <span style="color: #9500ff; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Leahy <span style="color: #9500ff; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Stiggins

Tomorrow will be another exciting day of learning for all of us. As we move forward let’s keep in mind that it is through our collective knowledge that we will develop a deeper understanding of how student think mathematically and how they make that thinking visible; as well as what learning do they require for overall improvement. Remember: the role of assessment for learning is essential in order to link data on learning to instructional practices that achieve student results. This work has been hard, but again, what you have accomplished to date, you need to be proud of! You’re an amazing team...don’t ever forget that!!! Sandie

I did quite a bit of reflecting yesterday after spending the afternoon observing and interacting as you completed your units. I want all of you to know and perhaps be reminded that inquiry, **true inquiry** in mucky and hard...we all long for the corrrect answers, to which at this point we do not have any; so we are using "our best thinking at this time!" As I have looked at the units posted, they are amazing. I am proud of each group for pushing to consider where and how assessment as and for learning fits in. Our next day together with this project, will be another time of true learning...a day where it is through our knowledge as a group that we determine what demonostration and performance of our success criteria looks like. We will most likely make modifications...but again this is raw learning and real inquiry.

I encourage all of you to continue on this **path of professionalism** and see this process for the learning that it is providing! Sandie

These comments are from John I think that the posing of questions is absolutely critical --- hopefully it will lead to deeper student thinking. Thanks for bringing that to everyones attention. I hope I'm not confusing things as I havent been able to participate the way I would have liked, but I think the "Why" is something that you might want to consider as part of some questions. Dont hesitate to be critical of my response!!!

These comments are from MaryLou I had some thoughts on the way home that I wanted to share. Some of the comments are in response to the question, "What is a semi-summative and a summative task?" I am thinking we should have called them semi-summative and summative questions. These are suggestions but they matter alot to the way students perceive the tasks.
 * 1) When you are giving students something to do to show their mathematical thinking, ask a __**question**__ rather than telling them to do stuff . (e.g., "What is the order of these numbers from least to greatest?" rather than "Write these numbers from least to greatest.")
 * 2) Quizzes are ok . They could be short and then you could do peer and/or self checking . You would have to set protocols. (e.g., no changing anything) and then you would have pairs of students figure out inconsistencies and correct the understanding.
 * 3) Tests are ok (I think) but again - make sure you are asking few but good questions . Make sure the students learn from them . They can have a chance to "fix their representation" and hand it in again - we'll decide on the "scoring" later.
 * 4) I fear the Assessment (//for, as//, and //of//) notes that you are putting in the boxes (usually on the second page) will not be seen __**i****n time. Let's emphasize assessment I say put it both places - in the end box and in the script where you want them to use it.**__

=Thurs Feb 24, 2011= Here are the PowerPoints from our days together. Day 1 is a little off as the extra slides are all at the end. Feb 16, 2011

Feb 24, 2011 =Hello, It's a beautiful sunny day! Hope you're enjoying the long weekend.= This is MaryLou and because Sandie and John are busy Thursday, I volunteered to come from 9:00-12:00. This is the agenda I am proposing...I - Thanks for helping us out on this one Mary Lou!!! but first I want to share some concerns I have about the work we will do together to prepare the material for teachers.

Remember you can make comments and suggestions by clicking EDIT then moving the cursor to where you want to type. Say your thing, Hit Save.


 * One thing I want you to REMEMBER ... **
 * This __ has __ to be easy for teachers to implement. Thanks - We really need to focus on making this as easy as possible for teachers!!! **We are not searching for THE BEST lessons. We are picking lessons that will allow students to learn the math and experience success on demonstrating the SUCCESS CRITERIA we identified Day 1.

We need to use as many lessons from the regular text / resource as we can. We want teachers to focus on children's thinking not on planning new and complicated lessons. We want them to think about engaging kids - using strategies like Turn and Talk. We will name others from chart we created BUT teachers have to be ready to pose good questions in order for students to have something to think and turn and talk about. We will add assessment for, as and of decisions when we work this Thursday.

**Agenda**

 * 1) Refine the Assessment //for// and //as// learning chart - sort and re-sort
 * 2) Set protocols for how we will finish this (e.g., alone, in pairs, do the lesson, anticipate assessment //for//, //as//, and //of//learning)
 * 3) Questions only (1 main question in each part Getting Started, Working On It, Reflect and Connect). (any detail could be staples)
 * 4) Specific consolidation and assessment to be collected
 * 5) materials, manipulatives, technology lessons (resources)
 * 6) Do one lesson for one grade together / collaboratively
 * 7) Complete 3-part lessons on lesson templates (Rule: at most 2 "unusual" lessons per unit) What is considered an "unusual" lesson??

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