C.I.T.+Sharing+May+5

__Grade 4/5__
How will the implementation of the math word walls increase the usuage of math terminology used in the students' math journaling

__Rationale:__
 * not able to articulate what they needed to talk about
 * didn't have the necessary vocabulary
 * a lot of journals consisted of computation only

blog is the process of how they collected their data

__Writing - What is "good writing"?__
 * students looked at sample writing and ordered
 * students developed criteria
 * initially thought if it was neat and was long that contituted "good writing"
 * began to have feedback with peers, class, and outside the school

Moved to understanding of more descriptive criteria - topic sentences
 * Students started to place themselves on the continunum and reason why
 * Moved to peer partners for revision and editing
 * Created a checklist
 * Students are wanting to share writing

__Next Steps__ Using the actual math journals for formative assessment and summative assessment Being able to analyze journals to drive instruction

Use the AFL writing assessment to have prompts Tweaking the checklist

Grade 2/3
Continuing looking at attributes of math journal Grade 3 - developed a rubric for students Grade 2 - rubric used to for teacher assessment Groups incorporated EAL with All students are more confident in the procedures and expectations of what writing in math looks like Sharing of specific strategies to assist EAL students Evidence is stronger because of the more specific word walls and explicit teaching Using the math wall more frequently and using the proper vocabualry and relating to real life. Opportunity to see student work from a variety of levels. Seeing greater engagement with students and students recognize the expectations

__Next Steps__ Continue the process using student criteria to develop a co-constructed criteria and increasing descriptive feedback EAL - continue to support students and teachers Tip of the iceberg know we are on a journey - looking forward to using the samples for next year

Resource Room
How can we use collaborative teaching to move the bottom three students? Why:weak AFL Improvement: Increased intensive support for those students lot of our students have working memory problems (school wide 25%) - writing process is so complex that there is a lot of shut down key working to solve working memory problems- used technology which helped. Using speech technology Increased engagement, comfidence and willing to ask for help - "I actually get this!" "I can do this!" Can our students accuratley self assess? Suport support support and assess. Slow down a bit.

__Next Steps__ Supporting our students to self assess in order to get to next step of peer assessment. Move up levels of Blooms, Websites, Accruately identify strengths and deficits in their expository writing and develop instructional strategies to move students forward in their learning. Explore effective timetabling and schedule time to work with the bottom three. Share the strategies that work with the bottom three.

Physical Education and Arts Education
Continuation of C.I.T. last year and finding the resources Using yoga with students in grade three and grade two and other younger students. Grade 3's last year created a CD Yoga routines into large group school presentations Collected a large amount of resources Focus on grade 1 Yoga Zoo Adventure - Focus on the grade 3's from grade two's last year - make up routines __Resources:__ Yoga Deck Two CDs that use the yoga theme I Can Dance

Students are engaged and look forward to yoga and offer suggestions. Students are empowered to lead groups. Listening skills and cooperation skills increasing and the cooperative nature of yoga. Students ahve been videotaped but there are challenges to catch kids to assess where they are and

__Next Steps__ Continue to develop and implement the resources and to try with other grades

Middle Years
Stuggling students have been engaged and have gained greater confidence - co-constructed rubric Questions needed to be more concrete rather than open ended. Videos - like to show the process - breaks it down into procedures and steps. Students also are able to go back and see the videos to refer back to it and also made descriptive feedback. Drawback - time consuming can take 2-3 periods for one entry

Using pre and post using excel sheets - students can see growth Breaking down units so they know the big rocks and focusing on objectives

__Improved Instruction__ C.I.T.s force us to think about our language and how we instruct - e.g. using proper terminology journaling needs to be strategic because it can be time consuming (pre, midpoint and end) progression from key questions to focusing on different criteria in rubric - students understand the process need to be sure of the purpose of the journal having the why about journaling there will never be "buy in" verbal journaling should also be part of our assessments - discussions are important to the middle years weekly math testing - better understanding of what is happening in the classroom

__Instructional Strategies__ stratgeic use of journals to assess - more time needed or time to move increased math vocabulary increased metacognitive abilities weekly tests - greater confidence consistently use the word wall - has become routine

Kindergarten Grade 1
How can we make it easier for students to communicate their understanding of math using a variety of strategies? __Goals__ __Next Steps__ Adding to the continunum
 * use math vocabulary orally and written
 * identify math vocabulary through discussion and sharing of math related literature
 * math walls also include anchor charts ( picture/diagram, number/symbol, word/sentence, star - extra
 * use the addition of words to have impromptu lessons
 * use of manipulatives to demonstrate learning
 * progress evident through progression
 * Observations and conversations are key assessment