For those that are involved in only the Yukon Education Literature Circle then please just make note of the Yukon Education Literature Circle Meetings in the chart below.
  • This group always meets on Wednesdays beginning at 8 PM.

For those that are involved in only the Yukon Education Grades 2-9 Formative Assessment Pilot then please just make note of the Numeracy Nets Sessions in the chart below.
  • Our Yukon Education Grades 2-9 Formative Assessment Pilot professional learning community will be using “A Collaborative Planning Cycle: Assessing and Addressing Student Needs” from p. 17-18 of the Numeracy Nets resources as a framework for our work. All Numeracy Nets sessions are either on Tuesday or Wednesday for this group.

The Cypher IV Mathematics Leadership Project participants are participating in both the literature circle and numeracy nets sessions.
  • Our Cypher IV Mathematics Leadership Project professional learning community will be using “A Collaborative Planning Cycle: Assessing and Addressing Student Needs” from p. 17-18 of the Numeracy Nets resources as a framework for our work. All Numeracy Nets sessions are either on Tuesday or Wednesday and the Yukon Education Literature Circle Sessions are on Wednesdays with the larger group.

Please mark the appropriate dates and times in your books.

Date, Time, Online Meeting Room Link, Powerpoint Slides
Title
Objectives
Homework
Wednesday, September 26, 2012
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Recording link:
https://sas.elluminate.com/p.jnlp?psid=2012-09-26.2001.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Use the Blackboard Collaborate online meeting room with increasing ease

Experience a literature circle in action
  • Observe a modelling of an adaptation of the “Say Something” strategy (observe a literature circle discussion group.)
  • Experience a book walk/theme walk of the literature circle reading selection options

Send us your top two book choices and your top article choice by the end of the session
Send us your top two book choices and your top article choice by the end of the session

After you receive one or more of your selections then begin reading

Come to the next meeting with a “What I Think” reflection stem completed
  • I was thinking about … because …
  • I was imaging … because …
  • I was feeling … because …
Wednesday, October 24, 2012
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Files:


Recording Link:
https://sas.elluminate.com/p.jnlp?psid=2012-10-24.1816.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Use the Blackboard Collaborate online meeting room with increasing ease

Experience a literature circle in action

Participate in an adaptation of the “Say Something” strategy (participate in a literature circle discussion group.)

Know how to access all of the meeting dates at any time

Begin to develop a “product” for our final sharing session (The ownership piece of assessment for learning.)

Know what to do to request (additional) reading materials
Assigned prior to this event:
Send us your top two book choices and your top article choice by the end of the session

After you receive one or more of your selections then begin reading

Come to the next meeting with a “What I Think” reflection stem completed
  • I was thinking about … because …
  • I was imaging … because …
  • I was feeling … because …

Assigned at this event:
  • Keep reading your selections.
  • If you have not already received two books or know that they are coming then please e-mail the person indicated on the reading list ASAP
  • If you finish reading a book then please ask for another reading selection.
  • Complete a React With Non-Fiction sheet, based on your readings, to help with your discussion group, for next time

  • Begin preparing for the final session when everyone will share a bit about their learning story.
    • Other distributed items for "beginning with the end (sharing a bit about your learning story) in mind"


Wednesday, November 7, 2012
4:00 PM - 6:00 PM
All Groups K-3, 3-5, & 6-9

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Files:



Recording Link:
https://sas.elluminate.com/p.jnlp?psid=2012-11-07.1545.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345
Numeracy Nets Session

(Re)introduction to Numeracy Nets: Bridging the Gap Between Assessment & Instruction
Work within the Blackboard Collaborate online meeting room with increasing ease

To be able to answer the following:
  • What is a numeracy net?
  • How is a numeracy net structured?
  • How can numeracy nets be used:
  • as a diagnostic tool?
  • for planning and monitoring progress?
  • to build Individual Education/Student Support Plans?
  • with Professional Learning Communities?

Dig deeper into the numeracy nets to enhance student learning by:
  • Completing Step 1 of the Collaborative Planning Cycle (Page 17-18 in Numeracy Net binder). That is, identify the learning goal.
  • Completing Step 2 of the cycle. That is, prepare for the assessment.
  • Beginning Step 3 of the cycle. That is, begin to identify and clarify student needs.
Assigned prior to this event:
No Numeracy Nets work assigned prior to this event.

Assigned at this event:
(Re)read the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics, for further insights for the checkpoints that your group selected.

Administer the sample assessment tasks as agreed by the team with your students.
Grades K-3 Group: Grades K-2 Checkpoints 1, 2, 5 & 7
Grades 3-5 Group: Grade 3 Checkpoints 1, 3, 5, 7 & 10
Grades 6-9 Group: Grade 6 Checkpoints 2, 7, 12 & 19.

Analyze your student work samples and observations. (See p. 8, “How are assessment tasks marked?” Do #1-5 and we will collaboratively review 4, 5 and do 6 next time.) Identify what each student understands.
Please take notes on the observed understandings of each student by completing “OBSERVED UNDERSTANDING If Not Yet, what does child say, do, or write?” on the Overview Chart in the Appendix to inform the decisions that we make at the next Digging Deeper into Numeracy Nets session.
Please submit Whole-Class or Small-Group Readiness Sheet (Depending on your grade, Appendix C or Appendix D) for for the Checkpoints that were selected by your group as soon as soon as possible. Obviously, the longer that I have to compile the data and prepare for the next session the better.

If you are also in the literature circle then please refer to the October 24 assignment above.
Wednesday, November 28, 2012
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2012-11-28.1931.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345


PowerPoint Slides:



Files:

React With Nonfiction.jpg

Sharing Your Thinking.jpg

Transforming My Thinking.jpg


Recording Link:
https://sas.elluminate.com/p.jnlp?psid=2012-11-28.1931.M.7A016B84BFD2B566A32207F0F7CF2F.vcr=7345

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Participate in a literature circle discussion group

Develop a clearer picture of the end in your mind (A “product” for our final sharing session … the ownership piece of assessment for learning)

Complete a final reflection stem at the end of the session before signing off
Assigned prior to this event:
  • Keep reading your selections.
  • If you have not already received two books or know that they are coming then please e-mail the person indicated on the reading list ASAP
  • If you finish reading a book then please ask for another reading selection.
  • Complete a React With Non-Fiction sheet, based on your readings, to help with your discussion group, for next time

  • Begin preparing for the final session when everyone will share a bit about their learning story.

Assigned at this event:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • For each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Wednesday, December 12, 2012
K-3 Group & 3-5 Group 4:00 PM - 6:00 PM
Grades 6-9 Group 7 PM - 9 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Files:
For the grades 6-9 group:


Recording Link:
https://sas.elluminate.com/p.jnlp?psid=2012-12-12.1919.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345
Numeracy Nets Session - Using The Baseline Data To Help Move Student Learning Forward
Use the online meeting room with increasing ease

Review the “Three-Part Format for Problem-Based Lessons” (About p. 16 - 21 of Teaching Student-Centered Mathematics)

Build a self-assessment table based on the checkpoints selected by the group at the last meeting

Continue to build up the summary data chart for our students

Dig deeper into Numeracy Nets to enhance student learning by:
  • Analysing the data and choosing one checkpoint to focus on as a group.
  • Completing Step 3 of the Collaborative Planning Cycle. That is, identify and clarify student needs.
  • Completing Step 4 of the cycle. That is, formulate and adopt a promising instructional plan to address each need.
  • Completing Step 5 of the cycle. That is, prepare to deliver the instructional plan in the classroom.
  • Be set to complete Step 6 of the cycle with your students.
Assigned prior to this event:
(Re)read the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics, for further insights for the checkpoints that your group selected.

Administer the sample assessment tasks as agreed by the team with your students.
Grades K-3 Group: Grades K-2 Checkpoints 1, 2, 5 & 7
Grades 3-5 Group: Grade 3 Checkpoints 1, 3, 5, 7 & 10
Grades 6-9 Group: Grade 6 Checkpoints 2, 7, 12 & 19.

Analyze your student work samples and observations. (See p. 8, “How are assessment tasks marked?” Do #1-5 and we will collaboratively review 4, 5 and do 6 next time.) Identify what each student understands.
Please take notes on the observed understandings of each student by completing “OBSERVED UNDERSTANDING If Not Yet, what does child say, do, or write?” on the Overview Chart in the Appendix to inform the decisions that we make at the next Digging Deeper into Numeracy Nets session.
Please submit Whole-Class or Small-Group Readiness Sheet (Depending on your grade, Appendix C or Appendix D) for for the Checkpoints that were selected by your group as soon as soon as possible. Obviously, the longer that I have to compile the data and prepare for the next session the better.

If you are also in the literature circle group then
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • For each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:

Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
Grades K-3 Group: Grades K-2 Checkpoint 5
Grades 3-5 Group: Grade 3 Checkpoint 3
Grades 6-9 Group: Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
  • The grades K-3 group is doing Activity 2.20: I Wish I Had, page 51 using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and resbmitting data on the chart, especially for Checkpoint 3, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
  • The grades 3-5 group is doing any or all of activities 2.16: Build it in Parts, page 48, 2.26: Ten and Some More, page 55, and/or 2.27: More and Less Extended, page 55 using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5.
  • The grades 6-9 group is doing Read Aloud and Story Problems from this attached file using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

If you are also in the literature circle group then
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • For each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Wednesday, January 16, 2013
K-3 Group & 3-5 Group 4:00 PM - 6:00 PM
Grades 6-9 Group 7 PM - 9 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:



Files:
For the grades K-3 & 3-5 Groups:


For the grades 6-9 group:
Grade 6 Checkpoint 7 Selected Learning Activities.pdf

Recording Links:
K-3 Group & 3-5 Group
https://sas.elluminate.com/p.jnlp?psid=2013-01-16.1607.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345

Grades 6-9 Group
https://sas.elluminate.com/p.jnlp?psid=2013-01-16.1907.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345
Numeracy Nets Session - From Data to Evidence of Student Learning
Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
  • Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
  • Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint
Assigned prior to this event:
Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
Grades K-3 Group: Grades K-2 Checkpoint 5
Grades 3-5 Group: Grade 3 Checkpoint 3
Grades 6-9 Group: Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
  • The grades K-3 group is doing Activity 2.20: I Wish I Had, page 51 using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and resbmitting data on the chart, especially for Checkpoint 3, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
  • The grades 3-5 group is doing any or all of activities 2.16: Build it in Parts, page 48, 2.26: Ten and Some More, page 55, and/or 2.27: More and Less Extended, page 55 using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5.
  • The grades 6-9 group is doing Read Aloud and Story Problems from this attached file using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

If you are also in the literature circle group then
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • For each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:
Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
Grades K-3 Group: Grades K-2 Checkpoint 6 (The group added this new checkpoint to the original list.)
Grades 3-5 Group: Grade 3 Checkpoint 7 and Checkpoint 3
Grades 6-9 Group: Grade 6 Checkpoint 7 and Checkpoint 6 (The group added this to the original list.)

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.
Try submitting a visual from your classroom too!

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
  • The grades K-3 group is doing the sample assessment tasks for Checkpoint 6 and Activity 3.1: Equations With Number Patterns, page 73 using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and resbmitting data on the chart, especially for Checkpoint 6, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
  • The grades 3-5 group is doing both Activity 5.23: The Other Pat of 100, page 147 and Activity 5.25: Calculator Challenge/Counting, page 148 for Checkpoint 7 and also continuing with the activities for Checkpoint 3 from last time using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoints 3 & 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.
  • The grades 6-9 group is doing the sample assessment tasks for Checkpoint 6 and Activity 2.24: Learning About Division, page 64 and for Checkpoint 7 are completing Multiplication and Division, page 66 and Multiplication and Division Stories, page 77 from Grade 6 Checkpoint 7 Selected Learning Activities.pdf using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoints 6 & 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.
If you are also in the literature circle group then:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Monday, January 28, 2013
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Recording Link:
This meeting was not recorded.

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Participate in a literature circle discussion group

Develop a clearer picture of the end in your mind (A “product” for our final sharing session … the ownership piece of assessment for learning)

Complete a final reflection stem at the end of the session before signing off
Assigned prior to this event:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Wednesday, February 13, 2013

K-3 Group and 3-5 Group 4:00 PM - 6:00 PM

Grades 6-9 Group 7:00 PM - 9:00 PM (Please note: It actually went from about 6:15 PM - 7:00 PM and was a repeat of the previous session since the only participants at this meeting missed the last meeting.)

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:
Grades K-3 Group and Grades 3-5 Group


Grades 6-9 Group
Please refer to the January 16, 2013 slides and the note above.

Recording Link:
K-3 Group & 3-5 Group
https://sas.elluminate.com/p.jnlp?psid=2013-02-13.1614.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345

Grades 6-9 Group
https://sas.elluminate.com/p.jnlp?psid=2013-02-13.1913.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345
Numeracy Nets Session - From Data to Evidence of Student Learning
Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
  • Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
  • Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint
Assigned prior to this event:
Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
Grades K-3 Group: Grades K-2 Checkpoint 6 (The group added this new checkpoint to the original list.)
Grades 3-5 Group: Grade 3 Checkpoint 7 and Checkpoint 3
Grades 6-9 Group: Grade 6 Checkpoint 7 and Checkpoint 6 (The group added this to the original list.)

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.
Try submitting a visual from your classroom too!

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
  • The grades K-3 group is doing the sample assessment tasks for Checkpoint 6 and Activity 3.1: Equations With Number Patterns, page 73 using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and resbmitting data on the chart, especially for Checkpoint 6, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
  • The grades 3-5 group is doing both Activity 5.23: The Other Pat of 100, page 147 and Activity 5.25: Calculator Challenge/Counting, page 148 for Checkpoint 7 and also continuing with the activities for Checkpoint 3 from last time using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoints 3 & 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.
  • The grades 6-9 group is doing the sample assessment tasks for Checkpoint 6 and Activity 2.24: Learning About Division, page 64 and for Checkpoint 7 are completing Multiplication and Division, page 66 and Multiplication and Division Stories, page 77 from Grade 6 Checkpoint 7 Selected Learning Activities.pdf using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoints 6 & 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.
If you are also in the literature circle group then:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:
Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
Grades K-3 Group: Grades K-2 Checkpoint 6 and, if time permits, Checkpoint 2.
Grades 3-5 Group: Grade 3 Checkpoint 5
Grades 6-9 Group: Grade 6 Checkpoint 7 and Checkpoint 6 (The group added this to the original list.)

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.
Try submitting a visual from your classroom too!

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
  • The grades K-3 group is continuing with Checkpoint 6 and Activity 3.1: Equations With Number Patterns, page 73 or any of the linked activities indicated in the checkpoint elaboration using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and resbmitting data on the chart, especially for Checkpoint 6, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation. If time permits, the group also agreed to dig deeper into Checkpoint 2 and any of the linked activities.
  • The grades 3-5 group is doing Checkpoint 5 and any of the linked activites using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoint 5, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.
  • The grades 6-9 group is doing the sample assessment tasks for Checkpoint 6 and Activity 2.24: Learning About Division, page 64 and for Checkpoint 7 are completing Multiplication and Division, page 66 and Multiplication and Division Stories, page 77 from Grade 6 Checkpoint 7 Selected Learning Activities.pdf using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoints 6 & 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

If you are also in the literature circle group then:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Wednesday, February 27, 2013
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Recording Link:
This session was not recorded.

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Participate in a literature circle discussion group

Develop a clearer picture of the end in your mind (A “product” for our final sharing session … the ownership piece of assessment for learning)

Complete a final reflection stem at the end of the session before signing off
Assigned prior to this event:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Wednesday, March 27, 2013
K-3 Group and Grades 3-5 Group 4:00 PM - 6:00 PM
Grades 7-9 Group 7:00 PM - 9:00 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:
Grades K-3 and 3-5 Groups

Here is a .pdf version of the slides without the classroom video samples:


Grades 6-9 Group


Files:

Recording Link:
To be posted once it arrives from Elluminate.
Numeracy Nets Session - From Data to Evidence of Student Learning
Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
  • Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
  • Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint

Outline the plan for the final two numeracy nets sessions
Assigned prior to this event:
Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
Grades K-3 Group: Grades K-2 Checkpoint 6 and, if time permits, Checkpoint 2.
Grades 3-5 Group: Grade 3 Checkpoint 5
Grades 6-9 Group: Grade 6 Checkpoint 7 and Checkpoint 6 (The group added this to the original list.)

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.
Try submitting a visual from your classroom too!

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
  • The grades K-3 group is continuing with Checkpoint 6 and Activity 3.1: Equations With Number Patterns, page 73 and/or any of the linked activities indicated in the checkpoint elaboration using the Three-Part Format for Problem-Based Lessons, pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and resbmitting data on the chart, especially for Checkpoint 6, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation. If time permits, the group also agreed to dig deeper into Checkpoint 2 and any of the linked activities.
  • The grades 3-5 group is doing Checkpoint 5 and any of the linked activites using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoint 5, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.
  • The grades 6-9 group is doing the sample assessment tasks for Checkpoint 6 and Activity 2.24: Learning About Division, page 64 and for Checkpoint 7 are completing Multiplication and Division, page 66 and Multiplication and Division Stories, page 77 from Grade 6 Checkpoint 7 Selected Learning Activities.pdf using the Three-Part Format for Problem-Based Lessons, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and resubmitting data on the chart, especially for Checkpoints 6 & 7, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

If you are also in the literature circle group then:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdf
  • For each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. The data will be compiled and analyzed at each of the final meetings.

Try to send in a visual that you would like to speak to at the final celebratory session when we will be “Sharing Our Stories.” (May 8, 2013) If you want to use something that you already submitted that is okay too, I will still have it.

If you are also in the literature circle group then:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdf
  • For each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing
Wednesday, April 3, 2013
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:



Files:


Recording Link:
This session was not recorded.

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Participate in a literature circle discussion group

Develop a clearer picture of the end in your mind (A “product” for our final sharing session … the ownership piece of assessment for learning)

Complete a final reflection stem at the end of the session before signing off
Assigned prior to this event:
  • Keep reading your selections
  • If you finish reading a book then please ask for another reading selection
  • React With Nonfiction.pdfFor each meeting complete a “React With Non-Fiction” sheet to help with:
    • Next discussion group
    • Final meeting sharing

Assigned at this event:
  • Keep reading your selections
  • For the final sharing session each of you will be asked to share how your thinking has been transformed as a result of your reading. Your monthly React With Nonfiction (Fact/React) sheets could be used to complete either:
  • You can use Patti's "Transformed Thinking" sample as a guide to please submit some sort of visual, it could be just your completed "Transforming My Thinking" or "Sharing Your Thinking" oranother “product” of your choice that will help the group see how your thinking has been transformed as a result of your reading. Other “products” might include but are not limited to:
    • A book review
    • Mindmap/Ideagram creation
Tuesday, April 16, 2013
Grades 6-9 Group 4:00 PM - 6:00 PM

Wednesday, April 17, 2013
K-3 Group and Grades 3-6 Group 4:00 PM - 6:00 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:


Recording Link:
https://sas.elluminate.com/p.jnlp?psid=2013-04-17.1643.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345
Numeracy Nets Session - From Data to Evidence of Student Learning
Use the online meeting room with increasing ease
Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Continue to set the stage for increasing the number of checkpoints (re)assessed

Prepare to present evidence of student learning (Assessment for Learning - 1 of Big 6 - Ownership) to others outside of this group.
Assigned prior to this event:
(Re)submit the Data Sheet as you continue to work on all of the checkpoints. The data will be compiled and analyzed at each of the final meetings.

Try to send in a visual that you would like to speak to at the final celebratory session when we will be “Sharing Our Stories.” (May 8, 2013) If you want to use something that you already submitted that is okay too, I will still have it.

If you are also in the literature circle group then:
  • Keep reading your selections
  • For the final sharing session each of you will be asked to share how your thinking has been transformed as a result of your reading. Your monthly React With Nonfiction (Fact/React) sheets could be used to complete either:
  • You can use Patti's "Transformed Thinking" sample as a guide to please submit some sort of visual, it could be just your completed "Transforming My Thinking" or "Sharing Your Thinking" oranother “product” of your choice that will help the group see how your thinking has been transformed as a result of your reading. Other “products” might include but are not limited to:
    • A book review
    • Mindmap/Ideagram creation

Assigned at this event:
(Re)submit the Data Sheet as you continue to work on all of the checkpoints.

Be prepared to analyze and interpret our data

Send me a sample from your class that can be used as a visual and consider an explanation of sample for up to five minutes including things like ...
  • Three-Part Lesson Plan Format For Problem-Based Lessons - How does it fit in
  • Share a funny experience or an endearing anecdote from your classroom
  • One next step for my professional learning is ...
  • One next step in learning for my students is ...

Try to get signed on early on May 8!
Wednesday, April 24, 2013
8:00 PM - 9:30 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

Files:


PowerPoint Slides:



Recording Link:
https://sas.elluminate.com/p.jnlp?psid=2013-04-24.2011.M.7A016B84BFD2B566A32207F0F7CF2F.vcr&sid=7345

Literature Circle Reading List
Yukon Education Literature Circle Meeting
Celebrate learning by sharing your learning with the group
Assigned prior to this event:
  • Keep reading your selections
  • For the final sharing session each of you will be asked to share how your thinking has been transformed as a result of your reading. Your monthly React With Nonfiction (Fact/React) sheets could be used to complete either:
  • You can use Patti's "Transformed Thinking" sample as a guide to please submit some sort of visual, it could be just your completed "Transforming My Thinking" or "Sharing Your Thinking" oranother “product” of your choice that will help the group see how your thinking has been transformed as a result of your reading. Other “products” might include but are not limited to:
    • A book review
    • Mindmap/Ideagram creation

Assigned at this event:
Thank-you for your participation in the 2012-2013 Yukon Education Literature Circle. We hope to see you next year.
Wednesday, May 8, 2013
All Groups 4:00 PM - 6:00 PM

Link to the live meeting at:
https://sas.elluminate.com/m.jnlp?sid=7345&password=M.6F7E50CBC8DCA63C6E0C12E568134F

PowerPoint Slides:

Recording Link:
Numeracy Nets Session - Our Evidence of Student Learning - Sharing Our Stories
Celebrate learning
Assigned prior to this event:
(Re)submit the Data Sheet as you continue to work on all of the checkpoints.

Be prepared to analyze and interpret our data

Send me a sample from your class that can be used as a visual and consider an explanation of sample for up to five minutes including things like ...
  • Three-Part Lesson Plan Format For Problem-Based Lessons - How does it fit in
  • Share a funny experience or an endearing anecdote from your classroom
  • One next step for my professional learning is ...
  • One next step in learning for my students is ...

Try to get signed on early on May 8!

Assigned at this event:
TBA