May 29th- PLC (Active Exploration: Math)

PLC:  May 29, 2013

Lisa T., Brittany, Katrina, Jen

Brittany and Katrina took the suggestions made in our last meeting and implemented them into their math groups.  They were extremely impressed with the successes observed with their students. 

Katrina tried grouping math groups differently and keeping them consistent and working with the same teacher for the week.  She felt better with the learning and engagement going on and the students seemed more settled with the groupings.

Brittany made the lessons in her math group more individualized and is noticing greater success with her students.  She is also not focusing on one objective for a long period of time and students are excited for math because it is “fun”.

She is working towards a final project with fractions where the students will use fractions to create a pizza and then they will create their own individual pizza to eat.  Fun!

We discussed how well the PLC went this year went.  The ideas, conversations and projects that were discussed were engaging and exciting.  It was great to get a different perspective on activities and also to feel free to discuss successes and things that didn’t go well in a safe environment.  We look forward to continuing with this PLC format for next year.  

May 15- PLC (Active Exploration: Math)

Wednesday May 15 – PLC

We took a look at math activities that Katrina and Brittany tried with their math groups.  We discussed the task, the successes and challenges, suggestions for growth and the next steps that could be taken.

Katrina

-       Fractions to decimals challenge

-       ½ of the class is working on this challenge while the other is doing the Lego challenge in Learning Commons

-       Learning to say fractions, draw fractions on grid paper and then convert to a decimal

-       Relating it back to area and perimeter (previous lessons/sequencing)

-       Do the students have success with so much switching between groups and concepts?

-       They are continuing with lessons, but having a week break from new lessons is tricky

-       Having a lessons being taught by one teacher and then challenge being organized by another teacher… going back and forth can cause chaos in the classroom.

-       Can you plan an activity that takes all week? Creating extension for students.

-       Key to success is being able to follow up with students after lesson plans.

Brittany

-       Working on the foundations of fractions – anchor chart, review

-       Creating art with fractions. Writing our name and writing fractions. Ex. 2/5 letters are vowels.

-       Extending fractions into science. Creating a design on a plane using fractions. Ex. 3/10 of the plane must be grey, ½ of the page must be blue.

-       Current project, 2D and 3D shapes.

-       Began with iPads using geo-board. Review of lines and vertices.

-       Next step… creating shapes using marshmallows and toothpicks. Using iPads to explain sides and vertices.

-       Ability grouping is very successful

-       Interactive lessons using art, iPads and going outside allow students to feel successful

-       Cooking…. Great way to reinforce fractions!

What to do with kids who finish early?

-       Extension questions

Number of the Day

-       Give students a strip of paper with different numbers for them to complete until the end of the year

-       Switching up the chart using Post-It notes

Next PLC: 

-members will bring student work and discuss the successes/challenges of a new math task tried with students

ELL Boys & Their Use of the English Language

Bent: Has been working on speech with them all year. Used the iPad to work on hearing their speech. Has worked on readers' theatre with the students. Students were really connected to their characters, so they were more open to speak.

Authentic Student Work: Video of readers' theatre. Alexander & The Terrible, Horrible, Nogood Very Bad Day. The work was fluency, not on acting.

Observations:
(T) - Able to read and write, and listen, but his speaking is incomprehensible. Can't pronounce TH, T, K sounds. And he says 'D' for 'T'. Doesn't finish endings of words. "My mom was say" not "my mom was saying".

(R) - Only one that didn't get really into it, and so his fluency wasn't as good. Can't pronounce the 'F', can't say P, he says B. Real challenge, because he is too cool for school.

(J) - Super enthusiastic. Excited. Fluent and expressive. Good intonation. Animated.

Next Steps:
Choose a letter or letter combination with each of them that they are working on. Find words, have them read them. Show them how to say those words. Have them work on different letters.

Story Idea:
Students are given a picture from a David Wiesner book (interesting, picture-only fantasy book). They get to dictate a story, which then becomes a readers theatre that they will perform.

Next Time:
Tammy will share math with grade 5s.
Tammy will share (B) and (K)s work.
Tammy will share about her reading group with other grade 6s.
Mike will share something.
Claire is trying to work on numbers and letters with (D).

Sharing Student Work at All Levels

We looked at student work based on ideas and topics we discussed last month. Thibeau shared a video of her students doing an “awesome” math center that incorporates multiple levels of math operations work with physical activities. Her students were engaged in authentic learning and collaborated together to solve problems, while having fun (and body breaks).

Arruda shared student work from her graphing center. It is an excellent authentic assessment piece that followed a more structured lesson.

Xavier shared some math challenges and the student work that went along with it.

With all this sharing, our newest members (Brittany and Katrina) were able to ask questions and get ideas for their math groups too.  

In 2 weeks Brittany will bring student work of new lessons she is going to try with her math group.