Math GAINS Measurement Resource

 Description

A teacher resource modelling decision-making in creating a three-part lesson to bring out one of the big ideas of measurement and effectively use the knowledge we have about differentiated instruction, about technology and about effective assessment to support the lesson.   Lessons are provided for each panel.  No matter the panel, teachers are provided insight into how the big ideas in measurement play out across the grades.

Assessment of Need

Results from EQAO and Gap Closing I/S research study shows that students in Ontario have gaps in the Measurement Strand.

Capacity Building Goal

Using our collective resources and expertise, this measurement resource will help improve student achievement in measurement and related strands, close gaps in mathematics, support the effective questioning focus for improving teaching and learning and align with current K-12 supports in the field.

This is a creation driven initiative where emphasis is on sharing and developing knowledge, and the subsequent use of this knowledge by various audiences including teachers (with students), principals (with teachers), coaches, math leaders and parents.

Audience: 

Components will include a resource for teachers, student materials, supports for coaches/math leaders, principals and parents.

Action Plan:

  1. What has been done so far:
  • The components of the resource, their structure and features have been outlined and put together by a team. Considerations included the wide range of previous knowledge and experience, as well as varied contexts in which to receive and apply the new resource.  Features that were valued from other current available resources were also considered and incorporated into this resource.
  • A chart has been created that organizes the essential understandings addressed when teaching measurement from K-12.
  • An initial examination of the curriculum connections has been completed from K-12.
  • Literature review has been started on measurement (all grades) and a list of research informed instructional decisions (table) is being constructed.
  • A review of the existing resources in LNS and Math GAINS that address measurement has been completed.
  • Sample lesson created for Primary, Junior, Intermediate and Senior grades.

Investigating the teaching of measurement in action. 

How can we share knowledge, methods, experiences and ideas to help identify research questions or concepts, which are necessary and will provide knowledge and solutions which will have an impact?

Although learning doesn’t happen until the teachers take ownership, we can’t afford to start with too unclear a focus.  One focus is this “big ideas” or “essential understandings” piece – that teachers know that there is a big point to be made and that underpins the lesson. Teachers need to understand how to focus on the important mathematics in the context of the three part lesson.  A second focus is on differentiated instruction in the math classroom.  The third focus is on promoting thinking and not just the “doing” or the application question.

We will use what I call “Action Learning” – a structure for working with small groups of teachers from a particular grade division to address teaching measurement.  This group along with the project lead will meet over a reasonable time period and “present” and collectively work on teaching a measurement concept that is challenging for students in their grade.  The outcome is a deeper understanding of the issues involved, a reflective reassessment of the “problem” or “task” and an exploration of ways forward.  Artifacts are collected in this process to support the sharing of the outcomes.

  1. Sample lessons (2) are to be created for Primary, Junior, Intermediate, Senior levels.  These will serve as starting points for discussion and planning with teachers in the pilot sites.
  2. Create resources with changes made to the original information/ideas – to meet the needs of teachers and students.

A key part of this resource is the “think-alouds” – with hyperlinks or icons in an e-platform – where we explicitly discuss why we do or don’t do many of the things we do in the resource.

As well, why kids struggle and gap closing content will be included.  (DI and precision)

Student work, videos and responses to the work will be included.

Support for assessment – learning goals, success criteria, assessment of learning.

Support for effective questioning – continuing the focus on evoking thinking, scaffolding and challenging.

  1. Supporting resources for measurement to include e-component, parent component and coaches guide.
  2. Knowledge mobilization – awareness, developing positive attitudes about the knowledge through evidence of effectiveness, adoption and implementation of the resources with professional learning supports, and a confirmation that the resources are being used, have been adapted as needed in their own context.

Impact Logic Model KM Measurement