Chester Le PLC Collaborative Inquiry Launch

Monday November 3rd, 2014

Primary inquiry question
If we explicitly state learning goals and summarize key learnings
in the consolidation phase of a 3-part lesson, then students will be
better equipped to use appropriate math vocabulary, operations,
and/or math strategies when solving problems.
Action Plan (how are we going to implement our inquiry)
Do a three-part lesson without summarizing learning during
highlights and summary
Provide similar problem to the one done in the 3-part lesson
next day and see if students were able to use any of the
strategies used from the day before when solving the problem
(i.e., did they actually know what the highlights were from
yesterdays lesson and were they able to recall the
information and apply it to todays lesson when given a
similar problem to solve)
Meet with grade partners and discuss observations and next
steps; from what you noticed, what can you do to ensure that
students are able to retain and apply math strategies learned?
Some suggestions:
Co-plan and co-teach lessons, ensuring that you now use and
embed a Highlights and Summary component to your 3-part
lesson
Complete a Highlights and Summary anchor chart with
students at the end of a 3-part lesson
Ensure that all KEY math learnings are outlined on this
anchor chart for students

 Post these visibility in the classroom and refer students to it

when solving problems
Type up highlights and summary for students to have
individually
Create a strategy journal for students with all of the
highlights and summary from math lessons
Outline how manipulatives were used in lesson in different
ways in the highlights and summary (to show students how
can use manipulatives)
After several co-teaching sessions and comparison of
students work, meet and determine whether or not use of
Highlights and Summary is making a difference in students
ability to use previously taught strategies, vocabulary, or use
of manipulatives
Reflect for Term 2 and determine next steps for inquiry- As
discussed, we can move on to success criteria- e.g., What
impact does showing students what exemplary work looks
like have on student learning and achievement in
Mathematics?
Junior inquiry question
If we implement the 4-part problem solving process, then students
will be able to solve problems more effectively.

Action Plan (how are we going to implement our inquiry):

Assign math problem to students using the four categories in
the achievement chart
Meet with grade partner and discuss which SPECIFIC
section of the 4-step problem solving process students require
further development in (since 4 steps are quite broad to focus
on)

 Introduce 4-step problem solving process to students through

3-part lessons
Watch/co-teach lesson with MSIC LCT or
Teaching/Learning Coach
Co-plan and co-teach lesson with grade partner
Re-issue math problem at the end of cycle to see if students
are able to outline their thinking more effectively after being
taught how to use the problem solving process to show their
thinking and communication when answering a Math
problem
Reflect and determine next steps for Teacher Inquiry