On Demand Professional Learning

SELF DIRECTED LEARNING MODULES

Self directed learning modules are contained in their own site with video links and text-based steps that groups or individuals can work through.

 

ADOBE CONNECT SESSION RECORDINGS

The following are the recordings of the RMS Virtual Learning Series which took place throughout 2016-2017.

Algebraic Reasoning: Equality, Representations and Proof

Recording   |   Resources

Suggested Audience: Classroom Teachers, Math Lead Teachers, Math Facilitators/Consultants/Coaches, Principals   

Based on Paying Attention to Algebraic Reasoning, this Adobe Connect session will explore equality, representations and proof. You will have an opportunity to solve problems and examine the connections between and among these topics. These problems can be used in primary, junior and intermediate divisions. Participants might also be interested in attending the Algebraic Reasoning: Functional Thinking session.

Algebraic Reasoning: Functional Thinking

Recording   |   Resources 

Suggested Audience: Classroom Teachers, Math Lead Teachers, Math Facilitators/Consultants/Coaches, Principals  

Based on Paying Attention to Algebraic Reasoning, this Adobe Connect session will explore generalizing relationships. Samples of primary, junior and intermediate (including Grade 9) specific tasks will be explored and discussed.

In this Adobe Connect session you will have opportunities to:

  • deepen mathematical content knowledge of algebraic reasoning;
  • develop awareness of key concepts associated with algebraic reasoning, specifically functional thinking, multiple representation, and generalization; and
  • develop pedagogical knowledge for teaching algebraic reasoning.

Participants might also be interested in attending the Algebraic Reasoning: Equality, Representations and Proof session.

Building Number Sense in the Primary Years

Recordings  |  Resources

Suggested Audience: Teachers and Early Childhood Educators (K-3); Math Facilitators/Consultants/Coaches; Principals

Session 1 - How does mathematical thinking and understanding develop from counting into addition and subtraction?

How do students develop the “principles of counting” and a simultaneous understanding of quantity in a way that will set them up for long term success with addition and subtraction? This session will use pedagogical documentation to discuss the impact of games, materials and multiple models on learning and align key ideas in K-3 that heighten number sense and build fluency with addition and subtraction.

Session 2  – Reciprocal Relationships: Number Sense and Algebraic Reasoning

What are the connections between number sense and algebraic reasoning? For example, how does our early introduction of the “equal” sign effect later thinking? What experiences, materials and models help to forge a solid base for algebraic reasoning? What can we notice and name (make visible), and why is this important to children?

Session 3  – Reciprocal Relationships: Number Sense and Measurement

In K-3, measurement is easy to explore through activities, yet how can we design experiences to avoid misconceptions? What are the links between number sense and measurement? What experiences help to make this connection explicit and visible to children? What can we notice and name, and why is this important to children?

Session 4  – Reciprocal Relationships: Number Sense & Spatial Sense

Geometry and Spatial Sense is often taught in isolation, yet thinking about mathematics spatially doesn’t happen only within this strand. What experiences, materials, and models can make the reciprocal connection between number sense, geometry and spatial sense visible? What can we notice and name, and why is this important to children? 

Effective Individual Education Plans (IEPs) to Support Mathematics Learning

Recordings    Resources

Suggested Audience: Teachers (K-12); Special Education and Math Facilitators/Consultants/Coaches; Principals

Overview:

This series of four virtual sessions focus on developing and using Individual Education Plans (or IEPs) to effectively support students with special education needs, particularly those with learning disabilities, and their mathematics learning. The series offers learning opportunities for school teams, particularly those in schools receiving intensive support to rethink their collaborative processes in developing, implementing, and monitoring IEPS.

These four sessions can be viewed as a series or stand-alone sessions, depending on identified professional learning needs in your schools.

Session 1  – Alignment of Assessment Data With Learner Profiles in Individual Education Plans(IEPs)

This session invite participants to reflect on:

  • Where are you as a whole school in understanding learning disabilities and building knowledge of diverse mathematics learners?
  • How is this understanding contributing to shifts in math assessment practices in your school?
  • How has the shift in math assessment practice brought new insights to mathematics learners?
  • How are these insights reflected in the description of learners in IEPs for students with learning disabilities,  and others with special education needs?

This session explores using IEPs program strategies in the mathematics classrooms. For students with special education needs, particularly students with learning disabilities, the programming goal is to maximize their opportunities to access the curriculum. In this session, we will examine questions such as:

  • How are your assessment and instructional strategies reflecting this goal?
  • How do teachers make sense of Universal Design for Learning, differentiated instruction and accommodations in IEPs? How to connect them to the Ontario Mathematics Curriculum?
  • How are sound pedagogical decisions made to support students with special education needs in their mathematics learning?
Session 3 – Accommodate and/or Modify Mathematics Learning for Learners with Learning Disabilities and Other Special Education Needs

This session delves deep into the conversation about matching accommodations and modifications in IEPs with learner profiles. This is a further opportunity to explore the alignment of accommodations and modifications with your knowledge of mathematics learners and the Ontario Mathematics Curriculum. How does the knowledge of the learner and curriculum contribute to developing learning goals and success criteria to support students with special education needs in their mathematics learning?

Session 4  – Making a Difference: How Do You Know?

“How will we build a collaborative whole school approach that supports students with learning disabilities and leads to improved mathematics learning for all?”  In this session we will examine how your IEP practice is making a difference in this inquiry journey. We will examine following questions:

  • How has a deeper understanding of diverse mathematics learners contributed to improved personalization and precision in IEPs? How do you know (e.g., how do you monitor the progress of IEP practice over time in your school)?
  • What structure or process is now in place to enable the collaboration between special education and math teachers in your school? How has the collaboration shifted mathematics assessment and instructional practices in your school to support students with special education needs? How do you know?
  • What’s the impact on students with special education needs in their mathematics learning? How do you know (e.g., what evidence did you gather? How is it reflected in your school improvement plan/PRISA?)
  • How do you leverage this learning to support student learning in other subject areas?

Engaging Students with Math Learning Tools: Grades 10, 11, 12

Recording   |   Resources

Suggested Audience: Grade 10-12 Classroom Educators, Secondary Mathematics Leads, Math  Facilitators/Consultants/Coaches, Principals and Vice Principals and anyone with an interest in learning more about how math tools can engage secondary students in secondary mathematics.

"Learning tools such as manipulatives and technologies are important supports for teaching and learning mathematics" (The Ontario Curriculum, Grades 11 – 12, p3).  In this session, we will explore how the learning tools available at mathies.ca provide powerful, visual platforms for developing conceptual understanding in the areas of algebraic reasoning, functions, trigonometry, probability and measurement.  Come and engage in some interesting mathematics using visual representations.

Engaging Students with the mathies Learning Tools: Grades 7, 8, 9

Recording   |   Resources

The resources available at mathies.ca are a growing collection of  powerful, visual, interactive learning tools for developing conceptual understanding and creating representations. In this session, participants will use mathies tools to explore some intermediate mathematics topics including: fractions, integers, linear growing patterns and more. 

Engaging Students with the mathies Learning Tools: Primary/Junior

Recording   |   Resources

Suggested Audience: Teachers (K-6); Math Facilitators/Consultants/Coaches; Principals

The resources available at mathies.ca are a growing collection of  powerful, visual, interactive learning tools for developing conceptual understanding and creating representations. In this session, participants will use mathies tools to explore some primary/junior mathematics topics including: representing whole numbers, money, operations, patterning and more. We will use freely available Ministry resources such as WINs and TIPS4Math to highlight the power of these tools and suggest ways they may be used by students and parents.

Facilitating Mathematics Professional Learning

Recordings  |   Resources

Suggested Audience: Math Facilitators/Consultants/Coaches/Math leads

This series of sessions explores the visible and invisible actions of facilitators of mathematics inquiry. Discussion of the unique challenges and strategies for noticing and reflecting upon one’s own practices allows participants to implement research-informed strategies into their practice. As the use of inquiry-based professional learning increases, the demand for nuanced and effective facilitation is expanding. However, this is a complex role which is difficult to articulate as the work is often invisible and the mathematics content knowledge is embedded and central to the inquiry. Furthermore, there has been limited information and learning opportunities for facilitation of mathematics inquiry. When facilitators can name the actions they use it allows them to expand and refine their understanding of the work. Participants will be asked to engage in an on-going examination of their practice throughout the four sessions and contribute insights and artefacts of their learning to the group conversation.

Language of Mathematics, Supporting English Language Learners

Recordings   |   Resources

Suggested Audience: Principals and Math Coaches

In response to the increasing numbers of English language learners (ELLs) in Ontario schools, classroom educators are engaging in deep conversations about the kinds of instruction that make it possible for ELLs to learn English while achieving success with the mathematics curriculum.

Join us for a professional learning opportunity that explores how Principals, Vice Principals, and Math Coaches can support educators in these discussions.

  • What language do students need to engage with the mathematical concepts, task and processes?
  • What language do students need to communicate their mathematical thinking?
  • What language do students need to participate in collaborative group work?


Leveraging Technology to Support Learners in Mathematics: Technology Enabled Learning in Action

Recordings   |   Resources

Suggested Audience: School-based Educators, Math Coordinators, Consultants and Leads, Student Success Teachers

Please note that any of these sessions may be attended individually or as a three-part series. Each session will be engaging and can stand on their own.

Session 1 – The Role of Technology Enabled Learning

In this session, participants will learn how technology supports the deep learning and teaching of mathematics:

  • TELO/Ministry support for the RMS for K-12 Students and Educators.
  • infographic TELO Support of the RMS
  • The TELT Contact, DeLC, and the Provincial Virtual Learning Environment (VLE)
  • Specifically, how these personnel and technology can support RMS facilitators in local Boards

INTERACTIVE component will include, but is not limited to:

  • Participants will explore how each of these tools may be used to enrich the learning of mathematics
  • Participants will investigate instructional/professional uses of each of the tools with a focus on effective pedagogy first

 

Session 2 – Technology Enabled Learning in Action

Please note that any of these sessions may be attended individually or as a three-part series. Each session will be engaging and may stand on their own!

In this session, participants will learn how TELO/Ministry are supporting the use of technology in school Boards:

  • TELO staff (and TELT Contacts) will share models of implementation and capacity building in local Boards
  • The Provincial Virtual Learning Environment (VLE) as a sharing /communication hub for RMS facilitators
  • Effective uses of TELO/Ministry supported tools

INTERACTIVE component will include, but is not limited to:

  • Participants will explore how models of implementation can be modified/differentiated to meet the needs of their school Boards
  • Participants will investigate instructional/professional uses of each of the tools with a focus on effective pedagogy first

 

Session 3 – Digging Deeper

Please note that any of these sessions may be attended individually or as a three-part series. Each session will be engaging and may stand on their own!

In this session, participants will develop knowledge and skill needed to facilitate learning sessions about TELO/Ministry supported tools using the Provincial Virtual Learning Environment (VLE):

  • TELO staff (and TELT Contacts) will work alongside participants to develop models for professional learning about TELO/Ministry supported tools

INTERACTIVE component will include, but is not limited to:

  • Participants will choose which tool(s) they would like to learn more about and then develop learning sessions for educators / stakeholders
  • Participants will create a learning space in e-Community Ontario that can be leveraged as a sharing /communication hub for RMS facilitators in their Board and beyond


Parent Engagement - I/S & Transition Focus

Recording

Suggested Audience: School-based Educators, Math Coordinators, Consultants and Leads, Student Success Teachers

Educators will be introduced to an array of  resources to support mathematics learning for teens and adolescents, including Choose a Path That Includes Math; Homework Help; and Mathies. These multimedia resources, based on the Ontario Curriculum, include engaging activities that strive to reduce math anxiety, reinforce skills and understanding, and showcase the importance of math.

Parent Engagement - P/J Focus

Recording

Suggested Audience: School-based Educators, Math Coordinators, Consultants and Leads

The evidence is consistent and persuasive - student success is positively impacted by parent and family engagement.

Educators will be introduced to a suite of resources, including Inspiring Your Child to Learn and Love Math, Mathies, parent tip sheets, and a Math Story Time app. These multimedia resources focus on helpful, user-friendly strategies and engaging activities educators and parents can use to support children’s mathematics learning. They provide activities, ideas and approaches parents and educators can use to foster meaningful parent engagement at home, and at school.

Proportional Reasoning

RecordingsRecordings   |   Resources

Suggested Audience: Primary, Junior, & Intermediate teachers, Coaches, Lead Teachers, Consultants/Coordinators, Administrators

Proportional Reasoning has been called the capstone of the elementary curriculum.  This four part series is based on the Paying Attention to Proportional Reasoning document.  Through the use of specific examples for each division, and by making connections across grades, we will examine the big ideas and concepts of proportional reasoning.  We will look at classroom examples, and specific tools and strategies that are powerful methods to help students become proportional thinkers.  Individual sessions will look at:

  • Creating the transition from additive to multiplicative reasoning
  • Beyond unit rate to unitizing
  • Co-variance:  the challenge of creating the flexible thinker
  • Creating Proportional Reasoning across grades and strands


Redefining the Secondary Mathematics Classroom

Recordings  |   Resources

Suggested Audience: Teachers (7-12); Secondary Math Facilitators/Consultants/Coaches; Secondary Principals; SSLs

In this series of session we will explore structures, strategies, and tasks that inspire deeper conceptual understanding, provoke student discourse, and promote critical thinking and inquiry in the secondary mathematics classroom. In particular, we will explore how to develop a thinking classroom and math talk community (October 3), the development of number sense and algebra through the intermediate and senior grades (November 7), rethinking assessment and evaluation practices (December 5), and the power of cross-curricular learning in the mathematics classroom (January 9).

Spatial Reasoning

Recordings   |   Resources

Suggested Audience: Teachers (K-12); Math Facilitators/Consultants/Coaches; Principals/Vice-Principals. School teams are suggested to support collaborative learning within and in between sessions.

During this series, participants will explore the power of spatial reasoning and its positive impact on students’ mathematics learning. Interactive learning experiences will enable participants to examine the various aspects of spatial reasoning presented in the Paying Attention to Spatial Reasoning document, and consider the implications for planning for instruction and assessment. A variety of stands will be examined.

NEW: Something From 'Nothing': Looking Through Zero to Anchor Abstract Mathematical Concepts
Recording

Suggested Audience: Classroom teachers, math lead teachers, math professional learning facilitators.

What is zero? What role does zero play in mathematics? Why does zero instruction matter?

In this session, participants will explore the concept of zero and how it impacts the teaching and learning of our number system. We will consider how our language and representations of zero affect the development of number sense in the early grades and how these schemas contribute to student understanding in later grades. We will investigate commonly held misconceptions and student errors related to zero and describe how the use of 'grounding metaphors' can help mitigate these errors and misconceptions. Lastly, we will offer suggestions for educator practice that recognizes zero's multifaceted nature for students in the early years, primary and junior grades. 

This session features guest students from OISE.

Supporting Students with Learning Disabilities, in Mathematics

Recordings   |  Resources

Suggested Audience: Teachers (K-12); Special Education Resource Teachers; Math and Special Education Facilitators/Consultants/Coaches; Principals

Join with your colleagues as we engage in learning experiences that deepen mathematics knowledge of proportional reasoning, and expand understanding of cognitive profiles of students with learning disabilities. Participants will experience simulations to better understand the struggles that students with learning disabilities face when learning mathematics, engage in a protocol to support the collaborative analysis of students' math thinking, and consider instructional and assessment strategies that leverage student strengths while support student needs.

NEW: Supporting Students’ Mathematics Transitions: Grades 7-9

Part 1 Recording, Part 2 Recording   |   Resources 

Suggested Audience: Intermediate and Secondary School and Board Math Coaches, Facilitators, and Leads, Secondary Administrators, and school-based teams of Intermediate and/or Secondary Math Educators and Leaders

In this session we will focus on mathematical content and pedagogical practices designed to create and sustain the conditions for successful transitions for math learners as they progress within and between grades 7 to 9.

In particular we will explore structures and protocols to develop greater coherence and consistency between the teaching and learning of mathematics through the intermediate grades, including a focus on the changing intermediate mathematics classroom, the big ideas and development of curriculum concepts in the intermediate grades, and structures to support school teams in creating school-based or board-based areas of focus around mathematics transition.

TIPS4Math Grade 7 and 8

Recording

Suggested Audience: Teachers (Grade 7 -8); Math Facilitators/Consultants/Coaches; Principals/Vice-Principals

Based on Ontario Mathematics Curriculum and current research, including effective use of technology in the classroom, participants in this session will explore a continuum of learning resource that is aligned from grades 1 to 8. This session will focus on grades 7 and 8 Scope and Sequences and Lesson Overviews that make links to mathematics blended learning units and other resources.

TIPS4Math Junior

Recording

Suggested Audience: Teachers (Grades 4 - 6); Math Facilitators/Consultants/Coaches; Principals/Vice-Principals

Based on Ontario Mathematics Curriculum and current research, including effective use of technology in the classroom, participants in this session will explore a continuum of learning resource that is aligned from grades 1 to 8. This session will focus on Junior Scope and Sequences and Lesson Overviews that make links to mathematics blended learning units and other resources.

TIPS4Math Primary

Recording 

Suggested Audience: Teachers (Grade 1 - 3); Math Facilitators/Consultants/Coaches; Principals/Vice-Principals

Based on Ontario Mathematics Curriculum and current research, including effective use of technology in the classroom, participants in this session will explore a continuum of learning resource that is aligned from grades 1 to 8. This session will focus on the Primary Scope and Sequences and Lesson Overviews that make links to key mathematics resources.

Using the Assessment Process to Unpack Mathematics Curriculum

Recordings  |   Resources

Suggested Audience: K-12 Classroom Educators, Math Teachers, Principals and Vice Principals, Instructional Coaches and anyone with an interest in learning more about how the Assessment Process can be used to effectively unpack curriculum.

This series of four sessions will walk participants through a process for linking curriculum and assessment in order to unpack mathematical expectations in a way that meets learners where they are, and engages students in assessing their knowledge and skills to move learning forward.

In the first session, participants will be introduced to, or revisit, the assessment process, and how it can be used to develop cohesive learning experiences that incorporate additional curricular areas as well as learning skills and work habits, and global competencies. Links to equity and well-being will be explored.

During session two, participants will engage in learning around developing or selecting a task that engages students in the learning goal and allows them to monitor their learning using success criteria.

Session three will focus on engaging students in the assessment process.  Descriptive feedback is a powerful tool for students to engage in assessment as learning, and time will be spent exploring how this can be leveraged in a variety of teaching and learning contexts.

The fourth and final session will close the loop for participants, as we consider the role and place of evaluation (Assessment for Learning) in the assessment process, and the teacher’s role in determining a grade.

Throughout all four sessions, opportunities to work independently, as a large group, and in smaller, division-specific groups will be provided.

Whole School Approach to Improvement in Mathematics

Recordings  |   Resources

Suggested Audience: School Leadership Teams (e.g. Principal/Vice Principal, School based math facilitator, school math leads, special education resource teacher, department head/lead secondary math lead teacher)

This series will focus on supporting school math lead teams in the work of school improvement (e.g., needs assessment, identifying goal(s), strategies / actions, resources, professional learning, monitoring). School teams will reflect on the processes in place for their school improvement plan, and identify successes. Teams will explore key supports and resources to address challenges that they face in the work. They will reflect on and leverage facilitation and leadership moves identified throughout the series, building the collective efficacy of the group in mathematics leading, teaching and learning.  Teams will also reflect upon the facilitation, responsive and adaptive planning experienced throughout the series, and consider applications of this learning within their context.  Each session will build on the learning from the previous session.

NEW: Yes, I can! Paying Attention to Well-Being in the Mathematics Classroom
Session Recording   |   "Yes, I can" Slideshow PDF   |    "Yes, I can" Monograph

Suggested AudienceSchool and system leaders with responsibilities for mathematics, well-being leads, classroom educators

Participants will explore concrete examples of how to pay attention to achievement and well-being in math while attending to equity by focusing on the student at the centre of the experience.


We are in the process of making all of these resources AODA compatible. If you require closed captioning for any of the resources, please contact us and we can expedite the transcribing of the resource you require.