Dec.+11+Agenda+and+Information

=**TOPIC: Problem-Based Learning and the Mathematical Processes**=

Part 1: What is problem solving?
• There is a significant difference between problem solving and solving an exercise problem. • There is no definition for problem solving in the curriculum documents, so let’s develop a common understanding that is useful for our students and us.

Part 2: How does problem-based learning relate to developing conceptual understanding?
• We can work hard, prepare well and teach dynamically, but students don’t necessarily understand. • Problem-based learning creates an environment in which students actively engage, discuss and think deeply about concepts and develop their own understanding as a result.

Part 3: What does problem-based learning look like?
• What should be happening in the classroom and in our students’ minds when they engage in problem-based learning.

Part 4: What do problem-based learning and the mathematical processes have to do with one another?
• The processes represent what mathematically literate people are able to do when they solve problems or apply mathematics in their lives. • Conversely, the processes represent the kinds of activities students must participate in to become mathematically literate. //**Look here in the new year for a link to the video and the facilitator notes.**//

Part 5: How do I plan a unit that reflects problem-based learning principles?
• Problem-based learning focuses attention on the essential “Big Ideas” of a unit. So, the first thing you have to do is identify and articulate those big ideas. • Knowing what the big ideas are allows students to organize their learning and increase their depth of understanding.

What we need participants to bring:
 • photocopies of pages of the curriculum containing outcomes for a unit they would like to develop This should include the outcomes for related outcomes in preceding and following grades. • laptop computer – wired and wireless internet will be available in the session room • TIPS4RM Math Processes resource booklet • any good problems they want to share

David Zimmer
David began teaching in the Peel Board in 1973. During his 33-year teaching career, David taught grade 7 through secondary school mathematics and computer science. He has been the lead or contributing author for major intermediate and high school math textbooks for Ontario, and the western and Atlantic provinces and the country of Bhutan. David has extensive experience conducting inservice workshops across Canada on assessment, differentiated instruction, mathematics literacy and preparing to deliver new curricula. Happily retired and living in Toronto, David is currently leading a team developing CLIPs resources for teaching fractions and acting as an independent mathematics education consultant.

Sandra Jean Price
Sandra Jean is an Intermediate Math Coach with the Durham District School Board. She enjoys engaging students in meaningful activities, using manipulatives and technology within a problem-solving approach. She began her career in 1995 as a secondary school music teacher. After 2 years, she moved to the elementary panel and began to teach grades 7 and 8. As a classroom teacher, Sandra spiralled the intermediate math curriculum through math centres. She now presents workshops on a variety of topics for teachers in her board and across the province. Sandra is the president of the Pine Ridge Math Association and is currently a chapter representative for OAME. She is honoured to have had the opportunity to work with other educators on TIPS4RM materials and the CLIPS project. Sandra was the recipient of the OAME award for exceptional and creative teaching in elementary mathematics in Ontario in 2008.

Donna Hale
Donna spent seventeen years of her career in the engineering industry. She joined the teaching profession in 1996 and taught at Ancaster High School for nine years, in the areas of math, business and learning resource. Donna then joined the central office at HWDSB in 2005 as Student Success special assignment teacher and later took on the responsibility of Secondary Program Consultant with the portfolio of Numeracy and Assessment.