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The Middle Years Programme (MYP) is designed to facilitate interdisciplinary teaching and learning. As such, the structure of the programme offers a variety of opportunities for students to make connections between s…

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We have worked hard at establishing our Inquiry

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Brand NEW 2nd edition published in April 2018 by the ATL guru himself Lance King. This is a book every MYP student should have!

This book contains 93 individual, unique ATL skills exercises. Exercises that cover all five Categories, ten Clusters and 134 skills Practices that make up the full ATL framework for MYP.

These exercises have been designed so that each one can be used by any teacher in any subject.

The idea with this workbook is for all MYP students to have one each, which will last them all the years of their MYP.

Teachers can use the indexing of exercises to plan out an MYP-wide programme of ATL skills introduction and development to cover all students as they progress through the MYP.

This book will enable all schools to be able to create and deliver their own unique ATL programme to suit their school, their country and their particular mix of cultures.
HOW TO USE THIS BOOK:
STUDENTS: Find any exercises that look interesting or that you think will teach you a useful ATL skill and do them by yourself or with a friend.

TEACHERS: Pick one ATL skill that you most want to develop with your students, find the correct exercise in this book and get as many teachers as possible to have their students practice that same exercise in their subject class. Use student self-assessment to monitor progress. Once you have one skill exercise working well across the student body, pick another. Make a plan. Create a framework.

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Brand NEW 2nd edition published in April 2018 by the ATL guru himself Lance King. This is a book every MYP student should have! This book contains 93 individual, unique ATL skills exercises. Exercises that cover all five Categories, ten Clusters and 134 skills Practices that make up the full ATL framework for MYP.

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Inquiry Maths is a model of teaching that encourages students to regulate their own activity while exploring a mathematical statement (called a prompt). The website has resources for secondary school teachers.

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A video demonstrating the different approaches that may be taken to IBL in maths.  
Benefits and the role of the teacher in IBL are also discussed. 

IBL resources and lessons may be found at the links below: 
Printable problems with solutions
http://illuminations.nctm.org

Games, Problems and Lessons
http://www.nrich.maths.org

Information, IBL projects & resources
http://www.primas-project.eu/en/index.do

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A website to inspire creativity in maths

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The Galileo Educational Network has had the privilege of serving the educational community since 1999. Over the past 21 years, we have provided professional learning to over 40,000 dedicated leaders and teachers supporting and encouraging them to improve, strengthen, and change their professional practices to become more effective and innovative. We have contributed to the research literature in areas such as design-based professional learning, school and district leadership, design orientations to leading and teaching, responsive teaching, student intellectual engagement, and effective mathematics teaching. Unfortunately, like many good ideas, our time has come to an end as a formal organization. We know that many educators use our website for resources.
As a courtesy to those individuals we will maintain our website until June 30, 2021.

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Impacts of Design-based Professional Learning for New Teachers

Teachers new to the profession require additional supports to strengthen teaching practices and launch them on a trajectory of success and career long learning. Working in collaboration with a large urban school jurisdiction, Galileo designed and engaged cohorts of probationary teachers in a year long professional learning series. The focus of this series was to support new teachers in building competency to better meet the expectations of the Teaching Quality Standard (Alberta Education, 2018). Throughout the series new teachers engaged in cycles of learning where they were invited to design authentic discipline-based tasks and assessment practices to improve the learning of their students. These learning cycles also required teachers to gather evidence of the impact of their teaching on student outcomes and review this evidence with colleagues at each subsequent session.

Over the course of the 2018-19 school year, researchers from Werklund School of Education at the University of Calgary, studied this professional learning intervention and found statistically significant growth of these new teachers in four competencies of the Alberta Teaching Quality Standard: (1) demonstrating professional body of knowledge (through planning and designing learning activities, using instructional strategies to engage students in meaningful learning activities, applying assessment and evaluation practices); (2) engaging in career-long learning, (3) establishing inclusive learning environments when designing learning, and (4) applying foundational knowledge about First Nations, Métis and Inuit to Learning Designs.

The video reflects the learning experiences of teachers who participated in this professional learning series.

Hear from educational professionals about how the mentors at the Galileo Educational Network have transformed their teaching

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The Galileo Educational Network has had the privilege of serving the educational community since 1999. Over the past 21 years, we have provided professional learning to over 40,000 dedicated leaders and teachers supporting and encouraging them to improve, strengthen, and change their professional practices to become more effective and innovative.

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The Lessons

There are 50 free, downloadable Splat! lessons. They're sequenced in 10 levels to offer opportunities to focus on concepts ranging from identifying missing addends to understanding remainders to solving equations involving two or more variables.

The simple premise is that a set of dots is shown on a screen. A "splat" or blob covers some of the dots. The question is: "How many dots have been covered by the splat?" At higher levels, multiple splats appear, and fuel understanding of equations, remainders, variables, and eventually fractions.

Level 1

The first level of Splat! includes four steps within the animation of each slide-see the example just below. Step 1 reveals a set of dots. The teacher asks, "How many dots are on the screen?" After reaching a consensus, the teacher clicks to the next image and reveals the total (step 2). With the next click, step 3, a splat appears on the screen, covering some of the dots.

The question now is: "How many dots are beneath the splat?"

Students approach this question in a variety of ways. Some students count up from 2. Often, these students can be seen tracking their numbers using both their voice and their fingers.

Other students notice that two of the seven dots can still be seen and begin contemplating strategies for determining the missing number. Some move toward addition, and try to identify a missing addend. Others think of subtraction and conclude either that 7 minus 2 will yield the answer, or that 7 minus the answer will be equal to 2.

Several strategies have emerged, giving the teacher a range of options for responding.

First, the teacher listens to the students' strategies. Misconceptions can be caught, which turns out to be highly useful. In most cases, students provide a range of successful strategies and, with the shared visual, are able to communicate their strategies.

Second, the teacher can give students an opportunity to understand one another's strategies through questioning and reiteration. The valuing of multiple strategies can benefit the classroom culture by communicating that there are multiple ways to think about scenarios and that discussing those ways is beneficial to the learning of others.

Third, teachers can record and compare strategies and then use the students' ideas to ask further questions. For example, after writing the students' strategies on the board, a teacher might ask, "I see that one of our strategies shows us that 2 + 5 = 7, while another shows us that 1 + 1 + 5 = 7. What does that help us to understand about the number 2?"

Finally, in step 4, the splat becomes semi-transparent so that the answer is revealed and, more importantly, so that further concepts can be explored. In this example, students can now clearly see that 7 comprises a group of 2 plus a group of 5. Here the teacher has even more opportunities to explore the relationships between these numbers. Some teachers will ask questions such as, "If I moved one of these dots from inside the splat to the outside, what would the picture look like? How is the new picture related to this one?"

Progressive Levels

As the levels progress, further opportunities become accessible. The slide below, from level 3, includes multiple splats and introduces a new rule: "All splats on a slide that are the same color must be covering the same number of dots."

In this case, since all of the splats are black, the rule tells students that the same number of dots are under each splat.

Many students who are accustomed to working with linear equations will quickly see this as 3S + 4 = 19 and go on to evaluate the equation to determine the value of S. However, students in a fourth-grade classroom looking at the same slide often see it in terms of division, with a dividend of 19, a divisor of 3, and a remainder of 4.

I find that connecting the strategies across multiple grade levels is illuminating for students, as well as for me. I ask questions like, "How is 19 ÷ 3 = 5R4 related to 3S + 4 = 19?"

The next image, from Level 4, begins with a different kind of question. The teacher asks, "What could the total be? What is possible and what is not possible?" After collecting a list of possible totals, the teacher can ask, "How are these possibilities related to each other?"

The students realize that among the numbers that are not possible are multiples of 7; the numbers that are possible are 2 greater than multiples of 7. After students explore the possibilities presented by the image, the next click reveals a number in the box, which the students can use to determine how many dots are beneath each splat.

Splat! gives teachers the opportunity to compare strategies and promote mathematical discourse within the classroom. And my hope is that, outside of the classroom, it provides a rich, interesting context for teachers of all levels to share their classroom experiences and love of mathematics with one another.

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A Math Framework for Multiple Grade Levels

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There are 50 free, downloadable Splat! lessons. They're sequenced in 10 levels to offer opportunities to focus on concepts ranging from identifying missing addends to understanding remainders to solving equations involving two or more variables. The simple premise is that a set of dots is shown on a screen.