Learning Centres Assignment

q You will be randomly assigned to a group of five and each group will be randomly assigned a grade from P to 5.

q Your group will choose a unit from your assigned grade level for which to develop the learning centres. It is preferred that you choose an aspect of Numeracy (Number & Operation) or Geometry. Your centres should focus on the key concepts from the unit.

q Each group member is responsible for developing two learning centres however you should plan together so that there is good cohesion among the centres. You will also work on a two-page write-up collaboratively.

o a detailed explanation as to which outcomes and/or NCTM process standards are being assessed by each centre and how they could be assessed.

q Your centres should draw upon what you have learned in your P&P and inclusion classes, as well as in this class to ensure there is a significant level of differentiation in each of the centres. In particular you should incorporate differentiation through a variety of:

q You will be given time in class to set up your learning centres and allow your classmates to engage with the activities and ask questions. The presentations will occur on the following dates:

o Learning centres are meant to be student-led not teacher led. The centre directions should be clear enough that students can easily engage with the tasks without help from teacher.

o Attend to the reading level for the grade level. Remember most grade primary and 1 students in particular cannot read written directions.

o It is often a good idea to include variety in a centre so that the student can return to the centre and engage with a different but similar task.

o Manipulatives are available to be borrowed from the CRC although please be mindful to share.

o Activities should be focused on good mathematics, rich and meaningful tasks, and should be fun and engaging for students.

Scoring Rubric

Your centre’s appeal

the centre is presented

such that the task and

the materials would

excite students at the

given level

the centre is presented

such that the task and

the materials would

engage students at the given level

the appeal of the

centre’s task is

questionable

the centre’s task is

unlikely to appeal to

students at the given

level

Your centre’s directions

the centre gives clear

age-appropriate

directions for students to engage in rich and relevant activity

the centre gives

adequate directions for students to engage in worthwhile and

relevant activity

the relevance of the

task is questionable

in relation to

curriculum and NCTM process demands

the task is not relevant

in relation to

curriculum and NCTM process demands

Cohesion and depth of centres

the centres cohere

strongly around a

central topic/idea, and direct a range of rich mathematical activity (content and

processes)

the centres cohere

around a central

topic/idea, and direct a range of mathematical

activity (content and

processes)

the centres either

cohere around a

central topic/idea, or

direct a range of

mathematical

processes, but not both

the connections

between the centres is loose, and they do not engage a range of

mathematical

processes

Differentiation

centres draw on an excellent variety of representations, learning modalities and learning styles, with varying levels of difficulty to allow all students to engage with the tasks

centres draw on an good variety of representations, learning modalities and learning styles, with varying levels of difficulty to allow students to engage with the tasks

centres draw on limited use of representations, learning modalities and learning styles, with varying levels of difficulty limiting the opportunity for all students to engage

centres does not draw on a variety of representations, learning modalities or learning styles, and does not allow all students to engage with the tasks

Communication to peers

engaging and

knowledgeable

presentation of the

centres and of the

accompanying writing

solid and clear

presentation of the

centres and of the

accompanying writing

some aspects of the

presentation of the

centres and the

accompanying writing showed professionalism

the presentation of the centres and the

accompanying writing lacked professionalism

Two Page Write-up

NCTM Process Standards

demonstrates an

excellent understanding of

NCTM processes, and demonstrates how to assess them with the centres

demonstrates a very

good understanding of NCTM processes and demonstrates how to assess them with the centres

demonstrates some

understanding of

NCTM processes with some misconceptions

in application to

assessment with the

centres

demonstrates a lack of understanding of

assessing NCTM

processes in application to the

centres

Atlantic Canada Curriculum Connections

lists central curriculum

correlations with a

clear and well structured plan for

assessing students’

achievement of the

outcomes

lists central curriculum

correlations with a

coherent plan for

assessing students’

achievement of the

outcomes

lists some curriculum

correlations with a

somewhat coherent

plan for assessing

students’ achievement

of the outcomes

curriculum

correlations do not

seem to fit the

activities or the plan

for assessing them is

unrealistic