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Final Plenary
Sandy DiLena and Shelley Yearley
Agenda
• Consolidating Our Learning• Aha Moments• Tensions and Paradoxes• Professional Learning Opportunities• Thank You’s
CONSOLIDATING OUR LEARNING
Go back to your mind map
• Amplify or change• Add / delete• Include metaphors / images / title
Gallery Walk
• What do you see that is similar to what you are thinking?
• What do you see that is interesting and different?
• What do you see that gets you thinking?
Revise
• Discuss your findings.• Make revisions to your mind map.• Let’s discuss resonance and dissonance
Metaphors / Analogies
• Canoe - steering from the back• Pilots landing a plane• Train• Bus tour• Parachute jumping• Apple and core• Wheel
AHA MOMENTS
Aha Moments from the Week
• Regional groups• Model groups
Barrie Region
• Improved teacher efficacy improves student learning
• It is important for facilitators of mathematical learning to have math content knowledge
• Math is the matrix for student success
London/North Bay Regions
• Math is the new metric.• Impressed at how strongly teacher efficacy
impacts student efficacy.• Facilitation in math is different from
facilitation in other subject areas.
Ottawa Region
• Teacher efficacy has a significant impact on student achievement and can over-ride socio-economic impacts.
• The ORID structure can be identified in other strategies currently in use, including literacy instruction and conflict resolution.
• There are a lot of conversations that need to be continued – it is important to remember to provide ample time when planning.
Toronto 2 Region
• Math is a greater predictor of student future success in school than literacy.
• The importance of teacher efficacy – finding out what it is and the impact it has on student success.
• There is a difference between math facilitation and general facilitation.
Toronto/Thunder Bay Regions
• Presentation is different from facilitation.
• Math is the new metric.
• Geometry is a predictor of school success.
Adobe Connect• Way cool! I can see so many uses for this. I can
plan presentation and workshops with people far away.
• Breakout groups allow me to differentiate tasks for my group
• I find the coding very helpful. It has helped me realize that the roles shift like lightning within a dialogue. I think it will make me more self-aware as a facilitator.
• This works on my tablet! How cool is that!
CIL-M• The structure is intended to serve the
professional learning vs professional learning fulfilling the model structure
• The purpose of research is to challenge what we believe (feeling uncomfortable is evidence that this is happening)
• We learn more about student thinking through observing and listening to the students then just analyzing their written work
Coaching
• Open-ended vs. open-routed• Importance of pre-planning scaffolding
questions• As a coach, the type of questions used can
determine the direction the team moves.
Collaborative Action Research
• Examining a problem in teaching and learning as a foundation for a research/inquiry question
• Seeing concrete examples of research (qualitative and quantitative data) and how it connects with the work we do in classrooms
• Opportunities to make connections with our boards to access resources
Resource Room
• It is not cheating to quickly select a range of appropriate resources for a colleague
• The excitement around creating resources for the parent audience.. Bring on Mathies
• People new to the role who have used classroom materials were excited to find a wealth of facilitation resources
TENSIONS AND PARADOXES
Tensions (Paradoxes) Identified
goal oriented yet flexiblefocus on the big stuff yet narrow in for precisionanticipate needs yet be ready for surprisespedagogy yet contentcreate new knowledge yet convey known knowledgecultural capital yet self-doubtlearner yetfacilitator
Some of the paradoxes identified by a team of 3 facilitators engaged in
collaborative inquiry about their work (2012-2013)
Revealing and Mining the Tensions
• Challenge you to do this:– Next year, keep a log of tensions you are noticing– Share these with a colleague or if appropriate your
professional learning team– Write about it– Learn from it– Topic for future meetings together (capacity
building meetings)
Why Content?
Research indicates focusing on specific content has significant impact.There are challenges:• Important mathematics vs. important in the
moment mathematics• Connecting across grades and courses• Instructional processes and policies appear to
be taking a back seat
Big Challenge: Facilitating math when you don’t know it all
Complexities of facilitating math - no simple or quick solutions but…. (i) in-between session learning (ii) sustained team inquiry(iii) moves beyond surface learning with content focus• Networking in this room (find some buddies – help one
another with content)• Networking in your own district (find more buddies!) that can
help you• Honouring people who are not particularly strong in math;
for that person inquiry involves risk-taking and learning stance
None of us know it all….
PROFESSIONAL LEARNING OPPORTUNITIES
Professional Learning Opportunities
• Regional Board Teams– Capacity Building K-12
• Board/School Educator Teams– Provincial Mathematics Facilitators
• Individual– Adobe Connect Sessions/Series – specific topics
• Other
Capacity Building K-12 SessionsRegion Dates
Toronto September 26 and 27
London East October 1 and 2
Thunder Bay October 16 and 17
Sudbury October 16 and 17London West October 21 and 22Barrie October 29 and 30Ottawa November 5 and 6
THANK YOU’S
Kempenfelt Staff
• Great Food• Awesome Service• Beautiful Facility• Fresh Flowers• Flavoured Water• Hot Camp Fire with Yummy S’mores
Breakout Facilitators - ThursdayCAR Coaching CIL-M Adobe Connect
TaraFlynn
Irene McEvoy
JonathanRajalingam
ShirleyDalrymple
ErinJenkins
John Rodger
SharonUlett-Smith
BruceMcKay
RodYeager
Resource Room Tour Guides
Myrna Ingalls
Agnes Grafton
CAMP 2013 Planning
Kaye Appleby
Sandy DiLena