Adventures in Math at Lake: Learning Together

Part of the journey for me this year was to learn along with the teachers to use an assessment tool called PRIME. The Prime Diagnostic tool identifies five phases of development that students travel through in five areas of Mathematics. These areas are Number and Operations; Patterning and Algebra; Data Management and Probability, Geometry and Measurement. The prime looks at both conceptual understanding as well as procedural knowledge when assessing the student. The booklet helps the teacher identify which level to begin with the students. Once the level has been accurately assessed, the guide provides strategies to move the student to the next phase of their learning path. Typical phases for each grade are as follows: Grades k=1 Phase 1; Grades 1-3 Phase 2; Grades 3-5 Phase 3; Grade 6- Phase 4. The data obtained from the implementation of the PRIME assessment tool is to be used to facilitate school-based discussions around best practices in Mathematics instruction and ultimately to lead to improved student learning. I was lucky enough to participate in the process at various points in 5 classes this year. I was involved in the marking process as well as charting the results to ascertain our next steps. In one of the junior classes we looked carefully at the growth from October to April. In the overall scores over half the students moved into the next phase on the Operations Tool. Out of the remaining 9 students, 4 of them scored higher than their previous score, although it did not move them to the next phase. The phases for the Operations Diagnostic Tool D are divided as follows: Phase 1 less than 7; Phase 2 7=16; Phase 3 17=25 and Phase 4 26-28. The information is charted to give a visual representation of the results and to make it quite easy to see areas for growth. In this particular class relationships, subtracting decimals and mental math represented areas in need of attention and this guided the teachers program to fill in these gaps. The tool may take some time to administer, but in the end it is useful because it identifies clearly where the students are, drives the instruction to addressed the student needs; and provides positive reinforcement as the progress is evident. Exploring this assessment tool was a valuable experience in developing my instructional leadership. Working with teachers, learning along with them’ and sharing the experiences was invaluable. When the need involving mental math was identified the idea of using ‘Number Talks’ by Sherry Parrish was brought forth to help the student develop efficient, flexible and accurate computation strategies for addition, subtraction. Basically the ‘Number Talks’ strategy involves a daily 5 to 15 minute conversation daily around purposefully crafted problems. The talk is critical because it allows students to verbalize their strategies, justify their ideas and ask for justification if needed. As my next steps it is important to continue this collaborative process encouraging other teams to work together to promote professional dialogue and to increase everyone’s comfort in teaching Mathematics. A report from the Ontario Ministry of Education entitled A Forum for Action: Effective Practices in Mathematics Education discusses 10 conditions for success and provides a model for me to work towards as well as reiterates and validates the importance of the team approach. The following represents the 10 conditions: 1. Belief in the ability of students and staff 2. Student voice and attitude underlie improvement efforts 3. Team approach is needed 4. School and system leaders play key role in building capacity 5. Identifying learning gaps clearly is basis for improved instruction 6. Effective instruction builds on prior knowledge and understanding 7. Greater alignment is needed between elementary and secondary 8. There is no single strategy to improve mathematics teaching and learning 9. Direct instruction and practice have a place 10. Visual and tactile representation is useful to promote deeper learning Special thanks to Ms Marquardt, Mrs Slepica Stewart, Mme MacPhee, Mme Malette, and Mrs Langille for their time and support in exploring this tool together.

Appreciative Inquiry

Appreciative Inquiry: No problems just puzzles

On July 4, 2014 I was fortunate to take part in an introductory session delivered by Tim Fleming from Innovative Works on Appreciative Inquiry sponsored by the Renfrew Country District School Board and the Ontario Principal’s Council. Appreciative Inquiry is an inclusive design that fosters creativity through the art of positive inquiry. AI’s process is developed through conversation, shared values, and collective visioning and provides an excellent tool for achieving student success. Appreciative Inquiry was developed by David Cooperrider and colleagues at Case Western Reserve University and The Taos Institute. It is an organizational transformation tool that focuses on learning from success. Instead of focusing on deficits and problems, the Appreciative Inquiry focuses on discovering what works well, why it works well, and how success can be extended throughout the organization. One of the most poignant quotes of the day for me was “we have no problems..we have puzzles”. It is this positive way of looking at our work and co-developing vision and actions that is at the centre of AI. Using an Appreciative Inquiry approach as a system or as a school wide process helps answer the question of “what are we being called to do?” It also acknowledges that the questions asked determine the data found and the results discovered, so it intentionally focuses on discovering strengths, opportunities, and potential. Through the process we can ensure students are at the centre; it enables a growth mindset; and creates conditions for staff and students to feel safe and valued. Appreciative inquiry provides clarity, strengthens relationships, builds new skills, promotes leadership, and nurtures a culture of continuous inquiry and learning: During the day long session we were introduced to the three elements that bring us from “being” to “doing”. It begins with 5 principles: Words create worlds; Inquiry Change; Image inspires actions; We can choose what we study and positive accelerates change. At the beginning of our day our facilitator helped us through the process beginning with the theme of ‘creating infectious momentum toward student success throughout our schools’. We were involved in a variety of tasks designed for us to identify successes; reflect on Core values; and imagine the future with a renewed sense of momentum. We were introduced to a tool to use for personal reflection, interviews or group guided discussion called the ‘Opportunity Tree’. Using this tool the group is asked to work through a three step process: Step 1 Write the possibilities or opportunity in the trunk: For instance What would you have if your problem went away? What would you like to see increased?; Step 2 In the branches identify the consequences/results of success. What would be the results if the statement in the truck were realized; Step 3 In the roots, identify root causes of success. To achieve the statement on the trunk, what needs to take place? What things need to change or be done to create success. The process itself involves the group working through the 5 D’s: Definition, Discovery, Dream, Design, and Delivery. In the definition stage the group must decide on what to learn about or what you want more of an affirmative topic. Discovery involves appreciating the best of what is and illuminating the positive core. The Dream phase makes the group envision images for a preferred future. In the design phase the group finds innovative ways to create that future and finally in the delivery phase the plan is implemented and reviewed to ensure sustainability. Getting the right topic and using the positive approach to reframing the words was a critical aspect to AI. According to the process our questions are ‘fateful’. What we ask determines what we will find; What we find determines how we talk; How we talk determines what we imagine together; and What we imagine determines what we achieve together. Some examples of affirmative topics included: Anti bullying reframed to Creating safe and inclusive schools; Staff attrition to Magnetic work environment; Poor communication to Open and transparent communication; Preventing high risk students from falling through the cracks to building an inclusive educational experience that meets the needs of every student. As a final activity in the session we were asked to come up with our question related to the work we have been doing in our schools. I worked with a group on creating a plan to use mindfulness to assist with self regulation. We worked through the AI process design an innovative plan to address this “puzzle” through the use of mindfulness practices. It resonated strongly with me as it harkened back to my days in the inner city classroom when I used mindfulness practices of ‘Silent Sitting’ and ‘Brain gym’ to centre my students and prepare them mentally for the work we were to do. My plan involves focusing my effort with the kindergarten students in the Fall. It will give me an opportunity to get to know all the new students in the building, model the mindfulness activity with the staff, and determine if this practice will have an effect on self regulation. By taking the lead on this process, monitoring the progress and reflecting on the learning I can build buy in for the practice and hopefully inspire others to use this technique in their classes. Through the introduction of this exciting philosophy of change I began to build ideas and plans for the 2014-15 school year. The day provided a thought provoking and engaging opportunity to refocus, regroup and build a renewed sense of the excitement for the ongoing year. This session also presented an excellent opportunity to network with my colleagues, and to discuss our puzzles together and look at a positive way to approach change. I look forward to applying my new knowledge and building a shared vision with the staff using the AI thought process.