During the summer of 2016 the Grade 9 Applied project held two Summer Learning Institutes. The school teams and the research team shared their learning and facilitated co-planning in order to encourage participants to begin their own journey of deeper implementation of the curriculum.

Videos from the variety of plenary, workshop, and working group sessions that were presented during these institutes are available to view.

Plenary Sessions

Administrators workshop

Assessment

Continuum of Learning

Creating Dialogue

Examining Student Thinking

Extending Professional Learning Lesson Study

Making Thinking Visible

Rearranging the Curriculum

Rich Tasks

Working Across the Grades

Chris Suurtamm - Overview and Focus of the Project Part 1

Chris Suurtamm - Overview and Focus of the Project Part 2

Chris Suurtamm - Overview and Focus of the Project Part 3

Chris Suurtamm - Effective Ways to Engage in Professional Learning

Chris Suurtamm - Overview Of Effective Classroom Practices

Martha Koch - Five Practices

Alison MacAuley - Grade 9 Applied Math - The Research

*videos to be linked when media face is finished

Administration: Introduction

Dr. Chris Suurtamm shares research on the important role administrators play in supporting teachers when engaged in professional learning.

Administration: Practices and Impact

An administrator involved in the project shares her school's new practices and some of the positive results.

Administration: identified themes

An administrator involved with the OAME project shares some of the themes that emerged amongst all the administrators involved in the project

Administration: Taking risks

A Vice-Principal shares her experience of working outside her area of expertise.

Assessment: Learning goals and success criteria

Defining learning goals and success criteria

Assessment: open response questions

Teachers discuss an example of an open response question

Assessment: different school presentations

Different school teams share different aspects of assessment they focused on during the OAME project.

Assessment: assessing while spiraling

One teacher shares how she approached assessment while spiraling through the curriculum using rich tasks.

Assessment: using EQAO checkpoints

A teacher describes how she uses EQAO questions as checkpoints to assess her students.

continuum of learning: the track problem

Teachers discuss the track question, the skills students will need and the problems they may encounter

continuum of learning: sequencing expectations

Teachers engage in sequencing expectations and consider the benefits of discussing curriculum expectations with their colleagues across the grades.

creating dialogue: monthly meetings

Teachers share the importance of monthly PLC meetings and finding time to talk with colleagues.

creating dialogue: gains

Teachers discuss what can be gained through dialogue with colleagues as well as how to facilitate dialogue.

examining student thinking: Clarence's quandary

Teachers look at two different solutions to a problem then examine and discuss student thinking.

extending professional learning: the knowledgeable other

Teachers share the importance of a knowledgeable other.

Lesson study: plan, observe, debrief

Teachers discuss their approach to engaging in lesson study.

lesson study: lesson gone wrong

Not all lessons designed in a lesson study are successful. Teachers share a story about a lesson that flopped and why that was ok.

lesson study: rich tasks

Teachers share their approach to lesson study which focused on rich tasks and anticipating student thinking.

making thinking visible: mindset activity

Teachers describe a mindset activity they use to begin the school year in Grade 9 Applied mathematics.

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making thinking visible: quizzlet app

Teachers describe an online app called Quizzlet that allows student thinking to be displayed.

making thinking visible: manipulatives in high school

Teachers describe different ways they use manipulatives with high school students.

making thinking visible: four block solution

Teachers describe different how they use the four block solution to support their students problem solving.

making thinking visible: random groupings, vertical surfaces, and rich tasks

Engaging with a rich tasks called “Taxman” on vertical surfaces using random groupings.

making thinking visible: the thinking classroom

A teacher describes how his teaching has evolved due to the influence of researcher Dr. Peter Liljedahl.

rearranging the curriculum: reordering units

One school team discusses how they altered the traditional order of the Grade 9 Applied course to better suit their students.

rearranging the curriculum: spiraling the curriculum

A school team shares their approach to spiraling through the Grade 9 curriculum.

rearranging the curriculum: spiraling for the first time

A teacher shares her experience trying a spiral approach to the Grade 9 Applied curriculum.

rich tasks: anticipating

Using the painted cube problem teachers discuss the first stage of the five practices, anticipating.

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rich tasks: monitoring

Using the painted cube problem teachers discuss the second stage of the five practices, monitoring.

rich tasks: selecting and sequencing

Using the painted cube problem teachers discuss the third and fourth stages of the five practices, selecting and sequencing..

rich tasks: connecting

Teachers describe different how they use the four block solution to support their students problem solving.

rich tasks: benefits and pitfalls

Teachers discuss the benefits and pitfalls that happen when teachers use rich tasks in their classroom.

rich tasks: Planning considerations

The teachers conclude their presentation by sharing planning considerations and resources.

Working across the grades: consistency

Teachers share different ways they have worked across grade levels.

working across the grades: carrying learning forward

A teacher shares her challenge of carrying her learning from this project forward into her other classes.