Transcript Welcome to Assessment and Evaluation Module 8

Welcome to
Module 8
Home
Connections
1
Getting Started
Read the Grade 1 learning
activity (“The Big Scoop”) on pp.
119 - 121 of the Guide to
Effective Instruction in
Mathematics, Kindergarten to
Grade 3, Number Sense and
Numeration.
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Getting Started
Consider the following situation:
A parent observes the “Working on It”
portion of the lesson and approaches you
with the following comment: “Why are you
teaching the children how to guess? That
has nothing to do with math.”
Discuss with your elbow partner how
you might respond to this concern.
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Getting Started
In your table group, use a place-mat
strategy to identify common concerns
and questions parents have about
their children’s mathematics program.
Record common areas of concern in
the middle section of the place mat.
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Key Messages
As the changing vision of
mathematics education
continues to have an impact on
the way mathematics is taught
and assessed, the need for
teachers to share this vision
becomes increasingly important.
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Key Messages
Effective communication with
parents needs to be friendly,
informative, ongoing, and
consistent.
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Key Messages
Teachers can use various
methods to establish and
maintain open and productive
communication between home
and school. These methods
include newsletters, websites,
and parent-teacher conferences.
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Key Messages
Classroom teachers model
positive attitudes towards math
by promoting family awareness
of mathematics, especially by
encouraging families to engage
in rich mathematical activities at
home.
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Key Messages
A take-home math program allows
the teacher to set up a series of
learning experiences that will
supplement or enhance the daily
classroom program.
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Key Messages
The most important thing to
consider when assigning
mathematics homework is the
fostering of a love of
mathematics through engaging,
positive
activity.
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Parent-Teacher Math
Connections
Newsletters,
Websites, and
ParentTeacher
Conferences
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Parent-Teacher Math Connections
Teachers have the important
responsibility of keeping parents
informed about current mathematical
practices and what they look like in
their child’s classroom.
Challenges arise when parents hold a
traditional view of mathematics that
focuses on arithmetic proficiency rather
than mathematical understanding.
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Parent-Teacher Math Connections
Teachers may use various methods
to establish and maintain open and
productive communication between
the home and school.
Among the most effective are
newsletters, school or classroom
websites, and
parent-teacher
conferences.
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Parent-Teacher Math Connections
Form groups of six.
Find a partner in your group.



You and your partner will study one of the
following topics:
Newsletters (pp. 9.6 – 9.7)
Websites (pp. 9.7 – 9.8)
Parent-Teacher Conferences (pp. 9.8 – 9.9)
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Parent-Teacher Math Connections
Read the material on your topic,
including the samples in the
appendices.
Record on BLM 8.1 some
advantages and disadvantages of
the parent-teacher connection you
are studying.
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Parent-Teacher Math Connections
your ideas with your group.
Record ideas on BLM 8.1.
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Working on It
Parent-Teacher-Student Math
Connections:
Daily Experiences at Home /
Take-Home Math
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Parent-Teacher-Student Math Connections
Classroom teachers model
positive attitudes towards math
by promoting family awareness
of mathematics, especially by
encouraging families to engage
in rich mathematical activities at
home.
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Parent-Teacher-Student Math Connections
“Children’s and parents’
understanding in mathematics
improves when they are able to
make connections between
school mathematics and real
world mathematics.”
— Adams, Waters, Chapple, & Onslow, Esso Family
Math,
University of Western Ontario, Esso Family
Math Centre, Faculty of Education, 2002, p. ii
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Parent-Teacher-Student Math Connections
Divide your group of six into two
triads. Decide which triad will be
Triad 1 and which will be Triad 2.
We’re
Triad 2!
We’re
Triad 1!
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Parent-Teacher-Student Math Connections
Triad One
Explore Mathematics and the Child’s Daily
Experiences (pp. 9.9 – 9.12).
Choose a grade level and a big idea from
the Number Sense and Numeration guide.
Design two or three home activities related
to this big idea, using the lists on pp. 9.9 –
9.12 as reference. Prepare a draft of a
Home Connections page that explains the
activities to parents.
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Parent-Teacher-Student Math Connections
Triad Two
Explore Take-Home Math Programs (pp.
9.13 –9.14).
Discuss the elements and organization that
make a take-home math program effective.
Choose a grade level and big idea from the
Number Sense and Numeration guide.
Design a take-home activity following the
example in Appendix 9-9 (p. 9.35).
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Parent-Teacher-Student Math Connections
Triad 2 groups move to a new
table.
Then…
ideas with your new
groups.
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Working on It
Parent-Teacher-Student
Math Connections:
Homework
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Parent-Teacher-Student Math Connections
Form two concentric
circles, one circle of
people inside the
other, with the inside
circle facing the
outside circle.
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Parent-Teacher-Student Math Connections
Describe to your
partner how you
felt about the math
homework you
received in school.
Explain why you
think you felt that
way.
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Parent-Teacher-Student Math Connections
The outside circle
now moves three
people along,
counter-clockwise.
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Parent-Teacher-Student Math Connections
How can we make
math homework
into something
parents and
students look
forward to and
appreciate?
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Parent-Teacher-Student Math Connections
“Children and families have
different needs, so one size does
not fit all. Working out a useful
and well-received homework
program is tricky but ultimately
worthwhile.”
- Litton, Getting Your Math Message Out to Parents,
Math Solutions Publications,1998, p. 91
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Parent-Teacher-Student Math Connections
The most important thing to
consider when assigning
mathematics homework to
students is the fostering of a
love of mathematics through
engaging, positive activity.
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Parent-Teacher-Student Math Connections
Divide into five groups.
2
1
4
3
5
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Parent-Teacher-Student Math Connections
Group 1
 Topic: The Purpose of Mathematics
Homework (pp. 9.15 – 9.16)
 Describe the different purposes of
homework. Provide an example of
a homework activity for each
purpose.
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Parent-Teacher-Student Math Connections
Group 2


Topic: Parent Involvement With
Math Homework (pp. 9.16 – 9.17)
Design a “Homework Guidelines
for Parents” information sheet that
would help parents become
involved in their children’s
homework.
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Parent-Teacher-Student Math Connections
Group 3


Topic: Appropriate Math Homework
for Children (pp. 9.17 – 9.18)
Create a graphic organizer that
presents the strengths and
weaknesses of using games and
worksheets/ workbooks as math
homework.
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Parent-Teacher-Student Math Connections
Group 4
Topic: Mathematics and Literature
(pp. 9.18 – 9.19)
 Make a list of the five most important
reasons for using literature in the
mathematics program.
 Find a storybook that is related to a
big idea in mathematics. Describe
how parents and teachers could use
the story to develop children’s
understanding of a math concept.

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Parent-Teacher-Student Math Connections
Group 5
 Topic: Mathematics for ESL
Parents and Students
 Design a poster on chart paper that
highlights ways in which teachers
can support ESL parents and
students in the mathematics
program.
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Parent-Teacher-Student Math Connections
your work with the large group.
Record ideas on BLM 8.2.
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Working on It
Math
Nights
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Math Nights
“Giving parents a personal glimpse
into your program will build their
understanding of the math instruction
you’re offering their child. And
building their understanding is the
best way to build their confidence.”
- Burns & Silvey, So You Have to Teach Math? Sound Advice for
K-6 Teachers, Math Solutions Publications, 2000, p. 93
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Math Nights
Read “Math Curriculum Nights” and
“Family Math Nights” (pp. 9.20–9.24).
In your table group, create a Venn
diagram to show the similarities and
differences between a curriculum
night and a family math night.
Be ready to share your ideas with the
whole group.
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Math Nights
Individually or in small groups, begin
to plan either a math curriculum night
or a family math night for your school.
Find ideas in the appendices of
Chapter 9, and in the Guide to
Effective Instruction in Mathematics,
Kindergarten to Grade 3, Number
Sense and Numeration.
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Reflecting and Connecting
Consider the variety of ways in which
to make home connections (e.g., a
newsletter, website, parent-teacher
conference, take-home program,
family math night).
Develop an implementation plan for a
new home connection in your program.
Be prepared to talk about your plan
with colleagues at the next session.
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