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Become explicit when developing strategies to close gaps with identified populations

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Become explicit when developing strategies to close gaps with identified populations

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- First Nation, Metis, Inuit
- ESL
- Specia Needs
- not an exhaustive list

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Need coaching model for ongoing support
Need to build relationship first
Continuous learning and monitoring
Mindful of what type of Professional Learning  offer
Educator preference crucial/honouring voice
Investment in system support staff expertise

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Engage educators in identifying learning needs

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Engage educators in identifying learning needs

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- support them in addressing it

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Diverse and accessible forms of professional learning to support different profiles

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Diverse and accessible forms of professional learning to support different profiles

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Division inquiry
Board inquiry
Curiosity, Creativity, Possibility

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Opportunities for the student to see themselves in the content, in assessment with feedback and responsive instruction.  Do parents?
How can we take these points and have students ask these questions about themselves? I.e. How can I understand what I know, think and are able to do?

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Problems to be solved are meaningful and authentic for EACH student

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Problems to be solved are meaningful and authentic for EACH student

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- levels
- cultures
- diversity

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-mathematicians/thinkers/problem solvers which carry to all subject area
-infuse math in other subject areas
-lots of opportunities to demonstrate their knowledge
-opportunities for staff to release the past culture of teaching math and jumping into another way of learning/teaching
-multi,ple entry points for all students (ELL, spec. ed)

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Purposeful planning focused around the core concepts/skills and the corresponding relationships in math.
Teachers need to know that the key skill students need to acquire (THE WHY) before selecting the task (THE WHAT).
5 Practices.

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Cross curricular activities

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Our strengths move us forward.  It should mobilize strengths and not be dependent on needs.

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Our strengths move us forward.  It should mobilize strengths and not be dependent on needs.

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Students have a choice to how they will learn and demonstrate their learning.

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Creating expectations that are not specific (limiting, that permit students to demonstrate process and application without a hindrance to basic numeracy facts

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Creating expectations that are not specific (limiting, that permit students to demonstrate process and application without a hindrance to basic numeracy facts

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Giving students the opportunity to connect curriculum to authentic real life experiences.

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Use of provocations

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Emphasis on the process instead of targeting the expectations

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Emphasis on the process instead of targeting the expectations

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- owenership of learning by students

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Comprehensive math strategy - modelled, shared, guided, independent

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There is so much out there how do teachers determine what to use? At the same time there is access to more resources than ever before so it's easier to choose one and try it.

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More opportunities for targeted small group instruction. 

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More opportunities for targeted small group instruction. 

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Core practices are impactful (effective)

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Core practices are impactful (effective)

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- interventions are built upon these core practices
- common language
-understood strategies (all educators)
-concepts explored and practiced
- interventions are supplemental to the core

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Opportunities for math intervention programming. 

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Opportunities for math intervention programming. 

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More focus on conversations and process

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Valuing working in groups to solve problems

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Valuing working in groups to solve problems

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Descriptive feedback