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OAME Presentation - May 2012

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by

Alex Overwijk

on 4 November 2012

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Transcript of OAME Presentation - May 2012

Used TIPS RED BOOK (OAME resource material)
7 Units with a test at the end of each unit
3 practice performance tasks from the board
(Roof Truss, Manufacturing, How Much Wood is in the forest?)
Board Wide Summative
Board Wide Exam Our Story 7 Units with a test (50% of unit mark) at the end of each unit
In each unit, students chose 5/8 activities (worth 50% of unit mark) (poster, skit, red book activity, homework questions, activity)
3 practice performance tasks from the board
(Roof Truss, Manufacturing, How Much Wood is in the forest?)
Board Wide Summative
Board Wide Exam
Saw Dan Meyer for the First Time! Proactive Timetable (Bruce & Al)
Constant Collaboration
Teaching though activities
No more units!
Spiraling curriculum
Teaching to the "Overall Expectations"
Teaching to the "Process Expectations"
Skills developed in the context of the activities
Graphing Calculator becomes an invaluable tool!
Integrated Activities (the more overall expectations it hits - the better!)
5 tests (Mini-Exams)
Evaluate the odd activity
Board wide summative & Exam 4 1 3 2 The Fourth Time Through The 1st Time Through The 2nd Time Through Alex Overwijk
21 years in OCDSB Test 1
6 overall expectations
Test 2
8 overall expectations
Test 3, 4 & 5
9 overall expectations Characteristics 1. Cycle / Spiral through curriculum using activities and problems as the vehicle 2. Students pose the question for some activities based on a photo, action, video, statement, etc. 3. Classroom is student centered with the teacher acting as a facilitator 4. Conversations about the Mathematics:
Student to student
Teacher to student
Student to teacher 5. Curious and Creative Learners
Students pose the questions
Students invest a guess
Students determine what they need to know to solve the problem 6. Lots of hands on activities:
cube a links,
barbies,
suspension bridges,
spaghetti / spaghettini bridges,
cup rolls,
ball rolls,
marble paint rolls,
squares,
catapults,
roof trusses,
aerial ski jump ramps,
algebra tiles 7. Story telling about an image, photograph, etc. PROS Multiple entry points
Increased student engagement & confidence
Fewer discipline problems
Math follows the problem / task / project which makes the mathematics relevant to the student
More connections are made between concepts.
Critical thinking improves and connections to the big ideas develop naturally.
Improved retention because of experience with activity. The activity becomes a contextual cue for the student. CONS Graphing Calculators Repeated opportunities as the students do activities ( for assessment, for gap filling, for retention of curriculum)
Cycling or Spiraling allows for repeated opportunities and improves connections of the big ideas
Meet students where they are at and then move them forward (differentiated instruction)
Conversations about mathematics, problem solving, etc.
Collaboration amongst students
Lots of time to get through the course material
http://www.menshealth.com/fitness/run-faster-1?cm_mmc=Twitter-_-MensHealth-_-Content-Fitness-_-BreakSpeedLimit#.T6b87eVcKvM.mailto & Getting activities / tasks/ projects that are broad and deep enough and that are doable.
Assessing through conversations, observations and products and trying to balance this and make it manageable.
Managing equipment and other “stuff”.
Toxic groupings and conflict. Initial Positive Evidence "I really liked the activity approach because it put math into a realistic, understandable situation." Testimonials: "I took this course last year, but this year it was so much easier to understand. The ideas stuck in my head longer." "Pretty Sick! I understood it way more than last year. I like reviewing everything over and over again. Not just doing it once and it being on the exam" "The different things we learned were constantly brought up instead of being put into several units. I liked the activities, because then it was easier to work on my own with worksheets after the lesson." "The lessons were very simplistic and the fact that we rotated through the different lessons was very practical and we didn't forget the lessons we learned in September before the exam." "We did a lot of activities with props, which helped me understand the lessons better. The fact that we did the paper clip challenge that no other class was able to do was exciting. The more activities we did the more it helped me to understand. We should play more games than work on worksheets!" Bruce McLaurin
Head of Mathematics
Glebe CI Frustrated with a lack of engagement and understanding from our MFM2P students we made activities what we do everyday. This approach involves some key elements. From the beginning activities often combine a number of big ideas. Students are exposed to the big ideas multiple times throughout the course. The course spirals deeper into more detail as the semester progresses. The big ideas in the course are covered over and over allowing for differentiated learning. Development of a Big Idea Strand: Modeling Linear Relations
Overall Expectation: Solve systems of two linear equations, and solve related problems that arise from realistic situations System Riddles:
Solve by trial and error
Solve using tactile, hands-on tasks
Solve using cube-a-link stages y=mx + b Problems (Cell phone, taxi, vacation etc. )
solve by tables
graphing
graphing calculator
solve by substitution Ax + By = C problems (money questions, price structure questions etc.)
solve by trial and error
solve using graphing calculator
solve by elimination Other Activities:
comparing production companies
zip-lines
chord right bisector theorem
cup rolls Evaluating Students Spiraling Through the Big Ideas

Activities as a Lifestyle
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