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Marian Small- Good Questions
Peter Liljedahl
EPIC - Debbie Lewis and Nina Carlucci
Susan Davidson Math AQ (Part 1-Specialists)
Big Idea Questions - Edu Gains
NCTM
NRICH
New Zealand Math
Steve Wyborney
EQAO

Many More

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I can assume what this student is doing, but through a conversation- they explained their thoughts- they were taking a tally for each question. With more labelling and brief written explanation, we would all be on the same page.

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There are numbers shown and only 1 cube-did this student know what he was doing or did he overhear another group. Always show your work!

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Understanding-Visualised it! 3D! INCREDIBLE

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SEF 4.2 Conditions are created for developing imagination, creativity, innovation and risk-taking in the culture of the school.
Build a climate and culture for learning anytime, anywhere with any learner!
From co-teaching, to peer teaching to finding strength in developing conversations with peers and teachers, the students are encouraged to take risks and out think their teacher. It's amazing to see them develop their thought process and being able to justify their answers.

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SEF 3.1 - learning experiences are engaing, promote collaboration, innovation and creativity. This is the base of what we do every wednesday. MINDS-ON- Thinking, working and Collaboration!

SEF 1.2- A variety of assessment strategies and tools that meet the needs of all students are used to improve learning and inform instructional decisions.

Conversation, work samples (self and peer assessment), student work. I frame the questions for multiple entry points and to delve into what skills they are using to find the answer/what process do they always use or stay away from, getting to know the students through their work to showcase their strengths and move their misconceptions into understanding.

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Learning Partnerships- Classroom Teacher vs School Teacher

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Learning Partnerships- Classroom Teacher vs School Teacher

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SEF 5.2 School and community partners work collaboartively to support diverse, authentiv, experiential and contextualized learnig opportunities with the school and broader community.

We created blended random groups for all Grade 4-6 classes. 9 different teachers, 14 students per group. (14:1 Math!) The students are listening more attentively to their "new teacher"-ACTIVE LISTENING AND PARTICIPATION. We find that they are more keen to work and show oFf their strengths with a new face in front of them. It is amazing to watch them come out of their shell!

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Explained step by step.

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Showed us their though process

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This student came to the correct answer but showed us NONE of their process.

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This student used multiple strategies to determine the answers. They used all 4 forms of computation and order of operation.

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This pair stuck with computation they were comfortable with did not branch out.

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Scaffolded for different level within each group. What type of computation did they use, did they stick with only addition and subtraction, or did they attempt all 4, as well as order of operation, fractions, etc... Great starting point for Computation focus (comfort level)

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This student did not explain their thinking. They did get the right answer, but did not explain their strategy. They let us know they understand multiplication facts, but not the process behind getting to that number.

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We asked them to write down their strategies. Did they have a strategy?

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A question we started with to get them thinking outside the box. Did they show their process, did they have strategy or was it trial and error (brute force).

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I found this particular strategy incredible. This student worked based off what he knew. He used friendly numbers to work out the answer. He communicated his thinking and labelled each step. He did not find the "exact answer" through his computation but through investigating and reasonableness, he could figure out the answer. Incredible!

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Student work, communicated their process, even though they used a calculator for computation.

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Where did they start, do they understand the steps they took? Monitoring Thinking process.

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Some students were given a calculator to use as a manipulative. We wanted to make sure they could still communicate their process.

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Thinking question. Did they show their work, label their work and were they able to explain it.

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These are some texts that have been incorporated in our project that are lent out to parents in the community so that they can teach their children about mathematics effectively.

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Students are demonstrating how to show and label their work and develop the skill of showing their mathematical thinking.

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Students are learning how to assess their own work using a student/staff generated rubric

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This is our school rubric for Math Project: 

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This is our school rubric for Math Project: 

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This rubric is being use by all of our teachers in our division to assess learning