Math and Special Education partnership: SEA IWB Learning Communities in-class sessions

Math and Special Education partnership
Learning Community session 3 focus:
Math and the three-part lesson

As one of a number of in-class sessions held for the SEA Interactive Whiteboard group claims teacher Learning Communities, a group of SouthWest HSP and HSP/MART teachers met at Huron St. P.S. last Friday morning (April 20) for an observation lesson. Prior to the observation, host teacher Ms. Assaly co-planned a three-part Math lesson with a Math instructional leader and AT Itinerant teacher specific to the needs of her Primary HSP student population.

The LC co-planning/ co-teaching sessions are a result of a partnership between the Mathematics and Special Education departments.

In-class observation session

Lesson problem: Ms. Assaly: Students will divide images of familiar whole objects into halves.  

Learning goal: We know that the whole matters  when determining fractional parts.   



Debrief session discussion.




 A debrief was held before and after the lesson. Prior to the lesson the Assessment for Learning tool was shared with the group - a method of focusing the observers attention as they watched a particular student/set of students progress through the fractions lesson.

Host teacher thoughts

It was very useful to have the time and resources to plan the math lesson on fractions using the SMARTBoard as the main technological tool.  As co-planners, we were able to come up with a motivating and engaging lesson that students were able to participate in fully.  I enjoyed the professional discussions that took place before and after teaching, and I was able to think about next steps for my students.  Hosting an in-class math SMARTBoard session was an informative and rewarding experience.                                                - Melissa Assaly, Huron St. P.S.

Some reflections from the observer teachers:



SouthWest LC members with Math Instructional Leader and Itinerant AT teacher.

 The lesson was well planned. The Minds On activity really got students' attention and prepared them for the "During/Action" part. I liked that the teacher allowed students to choose an image,instead of her providing them with an image (to do the halving activity). Students were focused on their work. I also liked the sharing part on the Smart Board and the teacher giving them (students) time to articulate/demonstrate their thoughts.
                                                          - Lindita Guffin, Lord Dufferin P.S.

Demonstration classrooms are an invaluable opportunity for us, and we are lucky to be able to participate. The benefits are always deep and unpredictable. From the lesson taught, to the language used, an anchor chart on the wall, a resource on a shelf or discussion with a colleague you meet, you can't help but come away better. Melissa was brave and excellent!
                                                                         -Adam Caplan, Island P.S.

I was so thankful for the opportunity to visit Melissa’s class because in their acceptance I was afforded an opportunity to observe and reflect more in my own questions, unlike the work in other PLCs. I was reminded about what I loved so much, and still do, about math learning; thinking through the puzzle with some good mentorship to develop my thinking, was how I became forever motivated in solving challenging problems. Thanks for including me!

-Roma Lupenec, Pape Ave. Jr. P.S.

The in-class session resulted in the teachers engaging in a very thoughtful, reflective and purposeful discussion about students and their understanding and learning of Mathematics.