CCC-M Project

1. Creating, Collaborating
and Computing in Math
Enhancing the teaching and learning of
mathematics using technology
Riverside School Board and McGill University- November 24, 2015

2. Learning Targets Chapter 2
Our Learning Targets
Booking Dates for Video Recordings
Lunch
Video Lesson Study
Learning Targets and tools
Agenda

3.  I can write rigorous learning targets for my lessons
that will answer students’ needs and abilities as well
as meet curriculum standards.
Today’s Learning Target

4. Guiding questions from Learning Targets (Moss &
Brookhart, 2012)
 1. What 2 or 3 ideas or practices are particularly
interesting to me?
 2. What could I further pursue and apply in my
work this year?
 3. I have questions about…
Professional Reading

5.  Children are sensemakers
 Teachers must design instruction for all children to do
rigorous academic work in school and to have equitable
access to learning
 Ambitious instruction requires clear instructional goals -
LEARNING TARGETS
 Teachers must know their students as individuals and as
learners
 Teachers must be responsive to the requirements of the
school environment
 The measure of good teaching is student learning
Principles of Ambitious Math
Teaching
University of Michigan, University of Washington,
UCLA

6. Practices of High-Quality Teaching
http://sitemaker.umich.edu/ltp/home

7. What do my
students know
from previous
lessons?
What must
they learn
during this
lesson?
Where are my
students
headed?
Designing Learning Targets
The Trajectory

8. Designing Learning Targets
Getting to the Big Idea
Big idea
Concept
e.g. adding fractions
Process/Strategy
e.g. problem analysis
(no numbers)

9.  What is it about curriculum topic (concept or
strategy) that is so important?
 Is it the topic that is important? Or is it something
more fundamental and dynamic about the topic that
my students should really understand?
 What are misconceptions in this topic?
 What are student struggles in this topic?
 How will students apply this topic in real life?
Designing Learning Targets
How do I get to the Big idea?

10.  Identify where the topics fit in with the program of
studies (QEP, POL, FFEOL,etc.)
 List:
Designing a Learning Target
Where does this fit-in my curriculum?

11. My Big Idea is…
From the Big Idea now plan a learning target for each
lesson
Designing a Learning Target
I know my big idea, no what?

12. Step 1
Define the essential
content for the
lesson
Step 2
Define the
reasoning processes
essential for the
lesson
Step 3
Design a strong
performance of
understanding
Step 4
State the learning
target
Designing Learning Targets
Going through the steps for each
lesson

13.  Use problem analysis example (process or strategy)
and use ??????? (concept).
 See tool provided
Designing Learning Targets
Modeling the Process

14. Model 2 examples

15.  Explain Everything example
Show What you Know

16.  CueThink
 Problem solving app
 Create “thinklets” that capture thought process
 View different problem solving strategies
 Annotate on peer’s thinking
 Structured in 4 phases
 Understand,
 Plan
 Solve
 Review
Problem Solving App

17. Dr. Alain Breuleux: alain.breuleux@mcgill.ca
Dr. Gyeong Mi Heo: gyeongmi.heo@mcgill.ca
Karen Rye: karen.rye@rsb.qc.ca
Tina Morotti: tina.morotti@rsb.qc.ca
Sandra Frechette: sandra.frechette@rsb.qc.ca
Thank you and have fun!