Facilitate Colleague Collaboration

OBJECTIVES
Create a network of support for teacher collaboration of math activities through FirstClass (board email program) conferences.  Providing support for Q&A, lesson resources, information, links to resources, etc. makes the job of the teacher a little easier as they can rely upon a support group.  As well, they can ask questions and gain insights and tips for teaching a particular strand, big idea, or specific lesson.  Specific examples (photos) of a trajectory of learning, curriculum mapping, student samples, etc. can be posted for added understanding.  This all leads to a better educational experience for students as well as provides lessons that are similar across a school / cluster / board, etc.  I will use the school board email / network program to set up a conference for the school(s) that I am working in for teacher support and collaboration.  I can begin the process this year and have it more established for the next school year.

TIME LINES

• 2 weeks - begin to create interactive network support system for staff
• 1 week - ask other math facilitators for input and insights on which topics they've included
• 2 weeks - continue to input lessons, resources, links, and photograph examples etc. into network support system
• at the end of the 5 weeks, place the network support system on FirstClass desktop of staff
• continue to monitor and update network support system

RESOURCES

• Collaboration with other Math Facilitators
• Attend Math Conference(s) for further insights into problem-solving, 3-part lessons, D.I., etc.
• FirstClass help files from school board
• http://www.opentext.com/products/firstclass/
• http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html
• http://www.eworkshop.on.ca

TASKS TO COMPLETE

• begin to create icons for FirstClass conference on desktop and determine categories for each (e.g. Lessons, Links, Q&A, etc.)
• ask other Math Facilitators for input, tips and ideas as to which categories if they have something similar
• begin to upload resources and links to the various icons for teachers to use
• test and ask a few others to test things out for ease of use
• implement onto teachers' desktop so they can begin collaborating
• review, monitor, update and facilitate collaboration within the FirstClass conference

CHALLENGES & SOLUTIONS

1. Lack of time - it may be a challenge to have the time to keep up.  However, I am confident that by setting aside time (approximately twice / week) that it will be a valuable process for the teachers and students that I am in contact with.
2. Teachers may not be comfortable using technology - I know that administrator correspondence takes place on FirstClass so teachers should be comfortable using IT.  I can also print off some lessons, if absolutely needed, to assist teachers that struggle with using technology.  As well, I do hope that it is a grassroots project that others will become excited to make use of and share their ideas with others.
3. Teachers may post lessons that reveal a more traditional teaching style - for the first while, I can post lessons from the data bank of lessons that I have.  As I work with teachers and see that they are using a problem-solving approach to teaching, I can ask them individually to post their lessons.  As well, I can add guidelines to the resource area that uses certain templates for posting lessons.

EVALUATION
Checklist - A checklist will show the steps that I will go through in order to complete the process.  On the checklist there will be a rough outline for timing to facilitate the process.  This will encourage me to stay on track and implement it, with usefulness, prior to the year end.  As well, it will allow me some time to reflect and improve some of the implementations as needed.

Curriculum Mapping & Trajectory of Learning

OBJECTIVE
By creating a trajectory of learning and performing some curriculum mapping prior to the onset of a unit of study in mathematics is very beneficial.  It provides a better understanding of the skills and strategies that students are currently equipped with as well as gives insight into the required skills they need to complete the current grade level expectations and the qualities to be prepared for the next grade level.  This helps to drive the instruction, deliver more specific probing questions, and helps to build on student strengths and minimize areas of needing improvement.


TIME LINES

• 1 week - obtain paper copy (for highlighting) of curriculum
• 1 week - work with teacher(s) to go through curriculum mapping and create a trajectory of learning for a particular big idea in number sense and numeration
• 1 week - create an end task and initial task for a unit of study
• 1 week - implement the initial task to see where students are in their skills and abilities

RESOURCES

• Ontario Curriculum
• http://www.eworkshop.on.ca
• http://resources.elearningontario.ca
• A Guide to Effective Instruction in Mathematics, K-6
• Expert Panel Reports, Mathematics
• Teaching Student-Centered Mathematics (all grades), John Van de Walle
• Making Math Meaningful, Marian Small

TASKS TO COMPLETE

• paper copy (for highlighting) of Grades 2 - 6 for Number Sense and Numeration
• set aside time to complete curriculum mapping and trajectory of learning
• look for an end task depending on the area of focus needed
• decide on an initial task for the diagnostic assessment
• ensure both tasks meet curriculum expectations and will allow students to demonstrate their skills
• implement the initial task
• moderate student work with the teacher(s) in order to determine next steps needed to assist students in becoming successful for the end task

CHALLENGES & SOLUTIONS

1. Running out of time - setting up a meeting schedule with specific goals for the meeting is imperative. By doing so, together we can get through the curriculum mapping and trajectory of learning for this task.  Should more time be required, I can reschedule another meeting to make sure these tasks are complete.
2. Student skills / strategies may be below grade level - beginning with slightly easier tasks will ensure that students are equipped with the proper skills and strategies to deal with the particular unit of study.  As we approach new units, an initial assessment takes place that allows them to demonstrate their skills from the knowledge they should come to Grade 4 with.  From there, the expectations are addressed so students can be successful in representing their knowledge of the Grade 4 curriculum. 

EVALUATION
Using a calendar and agenda (checklist) for the meeting, I will be able to time the meeting in order to meet the specific goals.  Going through this process now will help the students throughout the unit of study as the teacher knows the exact skills they will need to be successful.  As well, the teacher will be more comfortable going through the process again in the future and it will further enhance my skills to repeat the process with other teachers in the future.

Introduce The Learning Carpet

OBJECTIVE
Become familiar with and make use of The Learning Carpet.  The Learning Carpet is an excellent resource, tool and manipulative to make use of for Primary and Junior grades to assist in understanding numbers and number relationships.  Some teachers have asked about the use of this and I would like to become more knowledgeable in this resource in order to support the implementation of this tool.  I believe student understanding can benefit from The Learning Carpet.  There is currently one in the school but teachers are unsure how to make use of it for an effective math program.

TIME LINES

• 1 week - attend seminar at math conference on The Learning Carpet
• 1 week - search book and other resources for lessons utilizing The Learning Carpet
• 1 week - begin to set dates for times to introduce / use The Learning Carpet in two different classes
• 2 weeks - go into classes and use The Learning Carpet

RESOURCES

• The Learning Carpet "Back to Square One" manual
• collaboration with other Math Facilitators / teachers that have made use of The Learning Carpet 
• online search of lessons for The Learning Carpet
• use of online lessons for use with The Learning Carpet as well as those that make use of a hundreds chart

TASKS TO COMPLETE

• attend seminar at upcoming math conference
• search and review lessons for introducing The Learning Carpet
• meet with teachers to share lessons to getting students comfortable with The Learning Carpet
• set times to go into classes and work with teachers and students using The Learning Carpet

CHALLENGES & SOLUTIONS

1. Lack of Resources - though I will be attending a seminar specific to this tool and have received a copy of the manual, a preliminary search for lessons has come up short.  I will use what resources I do have and know that there are some that will work for introductory and slightly deeper purposes.  Further than that, I will continue to look for lessons and ask other Math Facilitators that have made use of this and for more resources.
2. Teachers may not have time between now and end of school year - there are a few teachers that have asked about this resource (there is one at the school already) so I am confident that there will be a time to start making use of this.  If not, I will make the time to at least meet with teachers in order to share and discuss lesson ideas that they can use when they hope to implement this next year.
3. Students may struggle to understand - we will start in the most basic lessons for both grade levels in order to ensure student understanding.  By using probing questions to guide the students, they can usually provide an answer to some degree.  As well, I have done some work with both classes and am confident that they are capable of introductory lessons.

EVALUATION
Checklist - using the time lines and tasks listed above, I will go through these steps in order to begin implementing the use of The Learning Carpet in preparation for enhanced and further use next year.

Integrate Technology into Lessons

OBJECTIVE
Integrating IT into lessons is a great motivator for students.  It provides some differentiation for students, is hands-on, often gives immediate feedback, and is interactive.  While working at a school where students have limited exposure to technology and there is minimal use of computers within the home, integrating IT into the regular math programming allows students to get some experience and build a foundation for future success with the use of technology.


TIME LINES

• 1 week - begin to research lessons that coincide with math program
• 1 week - schedule times for use of SMARTBoard in the classroom and in the computer lab
• same week as above - try lessons on SMARTBoard / computer lab to make sure they are functioning well
• same week as above - take class to computer lab for familiarity with technology and its uses
• 1 week - implement at least 1 lesson, within the 3 weeks listed
• 1 week - schedule time to become familiar with SMARTBoard
• 2 weeks - repeat above cycle within 2 weeks

RESOURCES

• A Guide to Effective Instructions, 4-6
• Attend seminar (at math conference) on technologies to further develop skills and comfort level for implementation
• http://www.eworkshop.on.ca
• http://www.bitstrips.com
• http://www.smarttech.com

TASKS TO COMPLETE

• begin searching for activities to integrate into mathematics
• check with teachers to schedule computer lab / SMARTBoard time and reserve for specific class
• match lesson to scheduled math program to ensure an easy transition as they continue to work within the same Big Ideas
• prior to the lesson, check with teachers to make sure that students have some working knowledge of computer use for the technology skills required to use the specific math program
  

CHALLENGES & SOLUTIONS

1. Lab scheduling difficulties - be sure to check schedule and sign class up for a suitable time and be flexible in my own scheduling should other conflicts arise.
2. Technology Failures or Student Lack of Experience - be sure to check the program and computers prior to the start of the lesson.  As well, select tasks that are simple for students to use and provide explicit explanations should students have a lack of familiarity with technology.  I can begin the first few introductory lessons by use of the SMARTBoard in the classroom.  With this, the Getting Started portion of the lesson can take place on the SMARTBoard as well, have one of the groups using the SMARTBoard throughout the Working On It.  A few subsequent lessons can take place in similar fashion and I can rotate groups using the SMARTBoard to ensure they gain some experience.  (Also, the task the others are working on must be challenging enough to keep them focused but simple enough that they will not require too much more support.

EVALUATION
Calendar / Checklist - as I check with teachers and their long range plans for math, I will write in the various dates that I will begin using the technology.  From this, I will begin finding lessons ahead of time and testing the computers as I lead up to the actual implementation of technology in the classroom for math lessons.