The+Learning

What we did:


 * __Day 1__** (full-day)

1) How open is the question? 2) What might we see for consolidation? Through this we could determine possible statements for the summary chart to be created during consolidation.
 * Introductions – participants shared their expectations for the network
 * Parameters and expectations of inquiry: come with an open mind, collective thinking, building community, engaging with students, building schema
 * Established the goals for the network- the topics of inquiry would come from their questions - in this way each network serves the needs of the group
 * Discussed the idea of inquiry: come with open mind, collective thinking, building community, engaging with students, building schema
 * We can use problem solving as a vehicle by which to teach/learn math and thus construct understanding in math – review structure of the 3-part math lesson
 * Math topic was presented. The math topic is always determined by what the host teacher is currently teaching. Time was used to focus on the content of the topic as well as an exploration of the tools (concrete materials) which could be used to support students' understanding, including a focus on the curriculum expectations and related big ideas. Background to the math and a possible conceptual sequence was determined. The manipulatives which could support concrete understanding were also explored.
 * The lead teacher set the context for today’s lesson (what came before; what the students know
 * The relevant curriculum expectations, big ideas and learning goals for the lesson were determined and embedded in the three part lesson framework. The learning goal is kept in mind throughout instruction.
 * For finding appropriate problems/questions several on hand resources were highlighted: [|Guides to Effective Instruction], [|eWorkshop], textbooks, [|EQAO questions] and the Van de Walle books (and other numeracy resources found in the schools)
 * Open Ended questions were discussed: Does the problem/question have multiple entry points? Does it have several ways to solve or does it have multiple solutions?
 * Student responses were anticipated by doing the math to determine:
 * We discussed keeping space in the brain for possible deviations from the planned consolidation depending on what came out in the student work.
 * Established parameters for classroom lesson observation: no talking with students; connect with one pair of students and simply record what the students said and did, trying to get an idea of the thinking.
 * Lesson consolidation usually involved Claire or Suhana assisting or upon request from the teacher, modeling consolidation for the group.
 * Debrief: We discussed the student work and what it told us about understanding. The next steps/ follow-up lesson was discussed. Ultimately we come to understand that there is more than one way to solve a problem and that persistence is key.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Upon determining which teachers would host the 2nd and 3rd sessions, we divided into two groups: One group planned the next lesson for the class we just observed. The other group co-planned the lesson for the teacher who would host the second session.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Filled out feedback cards. Hosting teacher agreed to bring the student work from the next day’s lesson.

<span style="font-family: Arial,Helvetica,sans-serif;">**__ Day 2 __** : (1/2 day) Scheduled two days from Session 1
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Questions from the first day feedback forms were posted. Teachers read them over and began reflecting on their ideas for dialogue vis a vis these questions.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Teacher who hosted day 1 shared work samples and observations from the previous day's follow up lesson. Teachers were able to see how teaching through problem solving could unfold from one day to the next based on student work.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Today’s host presented the upcoming lesson for the day, including curriculum expectations, learning goals and ideas for consolidation. All teachers did the math in anticipation of what the students might do. Modifications to the consolidation/ summary chart were made as needed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Lesson observation protocol was reviewed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Lesson consolidation usually involved Claire or Suhana assisting or upon request from the teacher, modeling consolidation for the group.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Debrief: We discussed the student work and what it told us about understanding. The next steps/ follow-up lesson was discussed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Questions from day 1 were addressed and discussed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Filled out feedback cards. Teachers were encouraged to try 3-part math lesson in their class before the next sessions and to bring back their observations.

<span style="font-family: Arial,Helvetica,sans-serif;">**__ Day 3 __** : (1/2 day) scheduled between one and two weeks after the second session. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Session 3 unfolded much like session 2 with a classroom observation, continued dialogue around the teacher’s main concerns and questions.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Overview <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Group Discussion Highlights <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Resources