As part of the Collaborative Inquiry in Learning Mathematics (Funded by EOSDN), we have been given some PLC days in order to plan for our math tasks. Today, our primary team met to discuss and plan for the Car Caravan task. This task has been given to all teachers in our board from Kindergarten to Grade 8. We will be gathering documentation on target students and coming together to analyze our findings with the goal of promoting a growth mindset, more positive attitude towards Math in general and encouraging the development of proportional reasoning.
Here are our plans for the Car Caravan Task:
Day 1
1) Introduce the Car Caravan problem by showing a small group (including the target students) the following photo and asking:
- What do you see?
- What are you wondering?
Document their wonderings with video and/or anecdotal notes. Videos can be shown to the whole group for discussion.
(Gr. 2 students willl all be put into small groups to work on their own.)
Our intention: to allow target students to develop a wondering. By presenting in a small group, the target students may have more confidence to speak and share. This will allow them to have a voice and develop a more positive mindset versus potentially withdrawing if the problem was presented in a whole group and feeling intimidated.
2) Present the problem to the whole class and present the video of the small group’s wonderings and discussion. Ask the whole group if they have any other wonderings.
3) Analyze documentation and list of wonderings. Choose a wondering to focus on for the following day, based on target students’ interests. Gather potential materials to assist in solving the problem tomorrow.
Day 2
4) Challenge of the Day: Present the chosen wondering of the day at the end of community time as an optional centre time activity, guided by the educator.
**If the target students do not willingly join the challenge, (perhaps they are hungry and want to go to the snack table right away), the educators will invite them to join later. If they are resistant, then give them time to do another activity and invite them back later. Document their response and engagement.
5) Provide the small group with the photograph and the specific wondering (written on a paper). Ask them what materials they need to solve the problem. And guide them to discuss and attempt strategies and work on a solution.
6) Consolidation: During sharing time, we will have small group of students present their strategies either orally or through a video/pictures.
Pedagogical Documentation Look-Fors:
- Describe what you see and hear.
- Do they have a curiosity about the task?
- Look at their understanding and ability to explain their thinking.
- Look at their persistence.
- What other factors contributed to the students’ engagement : Did anything else happen that morning? or the night before?
- What materials did the students suggest.
- What language are you (the educator) using to pull out the information?
Next week we will meet for another PLC day as a primary team and use the following success criteria to analyze and evaluate both educators and students learning. We are very excited to put our plans into action and discover all the learning that will take place!
Kindergarten Success Criteria
Success Criteria Teachers
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Success Criteria for Students
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Using descriptive feedback more than just saying wow and passing it along
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Having them explain their thoughts and they can have a voice – they can be the teachers too
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Planning open ended activities for all entry levels
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Demonstrates interests and curiosity by taking risks and attempting to solve problems in play areas
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Praise the students based on their abilities rather than their output
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Shows willingness to collaborate with others when solving problems.
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Allow the students to use their own strengths to communicate their thinking
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Displays persistence when facing challenging problems and when experiencing failure
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Using intentionality in placing the manipulatives and allowing the students to be creative in their explanations.
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Seeks opportunities to extend their mathematical learning and make connections to real life situations
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Using your language to help pull out the proportionally reasoning language (You can go and wash your hands if you are wearing more red on your shirt than any other colour)
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Allow the students to use their own strengths
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