OAME 2016: Sketch notes for learning

OAME Annual Conference – Barrie 2016 – Leap Into Math
hosted by MAC2 at Georgian College, Barrie, ON

Robert Lang challenges us to open possibilities for every learner. Start with art and find the structure. Seek connections through creativity.


Catherine Bruce highlighted the importance of fractions, the lack of clarity on the anatomy of a fraction, the need to attend to and understand unit fractions, and to help learners find clarity and understanding.


Paul Alves modeled powerful pedagogy as he empowered participants to code.


Melissa Poremba challenges us to use literacy to further develop a stronger culture of numeracy.


Steven Strogatz used his New York Times series to highlight the importance of humor, empathy, relevance, and visualizations. His breast cancer article, Chances Are, connected, for me, to Catherine Bruce’s earlier talk. Fractions often bring more clarity and understanding than percents and decimals.


Chris Suurtamm challenges us to honor algebraic thinking, visualization, and flexibility in learners of all ages.


Never ever miss an opportunity to learn with Graham Fletcher.


There were two sessions of Ignite talks at OAME. I was a speaker for the first session, therefore, no sketch notes.  Here are the highlights from the second session.


HGSE Teaming: Sketch notes for learning

Our team (Maryellen Berry, Rhonda Mitchell, Marsha Harris, and I) attend the Harvard Graduate School of Education’s 2016 session on the Transformative Power of Teacher Teams taught by Katherine Boyles and Vivian Troen.

Below are my notes from each session and a few of the lasting takeaways.


Teams that lack open conflict are dying entities.

Boyles and Troen challenge us to level up from a “culture of nice” to a collaboration.


Elizabeth City joined us to make the case for teacher teams and introduce intentional talk around the instructional core.  How might be build collective efficacy?


Boyles and Troen then facilitated a session to help teams set norms and change the sense of what is possible.  The instruction core was again emphasized as well as task focus.


Daniel Wilson started our second day with a session on cultivating collaboration.  How might we have communication, coordination, cooperation, and collaboration.  His definition of collaboration, coming together to create something new, inspired our team to co-labor and set new goals?


Monica Higgins used the Mount Everest case study as a catalyst for discussion around leadership, responsibility trust, and teaming.

Changing your mind can be a show of strength.


Aviya Schler and Jacob Pinnolis discussed implementing faculty rounds at their school.  How might we build a culture of inquiry where we are curious about each other’s practice? What if we share our questions and help each other “see” what happens during class?


Jodi Doyle and her team creating and sustaining collaborative, committed teaching teams.  How might we grow together to serve all learners in our care? What if we structure team meetings to embrace the power of positivity, have serious task focus around students learning, and be product oriented?


Tina Blythe began our last day with using protocols to learn from student and teacher work.  How might we support deep learning and thinking?

Many eyes looking helps us learn and notice more.

How will we team? norm? collaborate? support? become more curious?

Read with Me? Book study: 5 Practices for Orchestrating Productive Conversations

What if we study and practice, together, to embed formative assessment into our daily practice and learning?

After the success of the slow-chat book study on Embedding Formative Assessment we plan to engage in another slow chat book study.

A few years ago, as we embraced focusing our classrooms on the Standards for Mathematical Practice, a number of our community began reading and using the book by Peg and Mary Kay Stein, 5 Practices for Orchestrating Productive Mathematics Discussions.

This book has been transformational to many educators, and there is also a companion book focused on the science classroom, 5 Practices for Orchestrating Task-Based Discussions in Science, by Jennifer Cartier and Margaret S. Smith.

Both books are also available in pdf format and NCTM offers them together as a bundle.

Simultaneous Study
: As our community works with both math and science educators, we are going to try something unique in reading the books simultaneously and sharing ideas using the same hashtag.

We know that reading these books, with the emphasis on classroom practices, will be worth our time. In addition to encouraging those who have not read them, we expect that those who have read them previously will find it beneficial to re-read and share with educators around the world.

Slow Chat Book Study
: For those new to this idea of a “slow chat book study”, we will use Twitter to share our thoughts with each other, using the hashtag #T3Learns.

With a slow chat book study you are not required to be online at any set time. Instead, share and respond to others’ thoughts as you can. Great conversations will unfold – just at a slower pace.

When you have more to say than 140 characters, we encourage you to link to blog posts, pictures, or other documents. There is no need to sign up for the study – just use your Twitter account and the hashtag #T3Learns when you post your comments.

Don’t forget to search for others’ comments using the hashtag #T3Learns.

Book Study Schedule
: We have established the following schedule and daily prompts to help with sharing and discussion. This will allow us to wrap up in early June.


The content of the Math and Science versions line up fairly well, with the exception of the chapters being off by one.

We continue to used the following prompts to spur discussion.

NCSM 2016: Sketch notes for learning

NCSM 2016 National Conference – BUILDING BRIDGES BETWEEN LEADERSHIP AND LEARNING MATHEMATICS:  Leveraging Education Innovation and Research to Inspire and Engage

Below are my notes from each session that I attended and a few of the lasting takeaways.

Day One

Keith Devlin‘s keynote was around gaming for learning. He highlighted the difference in doing math and learning math.  I continue to ponder worthy work to unlock potential.  How often do we expect learners to be able to write as soon as they learn? If we connect this to music, reading, and writing, we know that symbolic representations comes after thinking and understanding.  Hmm…Apr_11_NCSM-Devlin

The Illustrative Mathematics team challenged us to learn together: learn more about our students, learn more about our content, learn more about essentials for our grade and the grades around us.  How might we learn a lot together?

Conference Sketch Note - 25

Graham Fletcher teamed with Arjan Khalsa. While the title was Digital Tools and Three-Act Tasks: Marriage Made in the Cloud, the elegant pedagogy and intentional teacher moves modeled to connect 3-act tasks to Smith/Stein’s 5 Practices was masterful.
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Jennifer Wilson‘s #SlowMath movement calls for all to S..L..O..W d..o..w..n and savor the mathematics. Notice and note what changes and what stays the same; look for and express regularity in repeated reasoning; deepen understanding through and around productive struggle. Time is a variable; learning is the constant.  Embrace flexibility and design for learning.

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Bill McCallum challenges us to mix memory AND understanding.  He used John Masefield’s Sea Fever to highlight the need for both. Memorization is temporary; learners must make sense and understand to transfer to long-term memory.  How might we connect imagery and poetry of words to our discipline? What if we teach multiple representations as “same story, different verse”?

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Uri Treisman connects Carol Dweck’s mindsets work to nurturing students’ mathematical competence.  Learners persist more often when they have a positive view of their struggle. How might we bright spot learners’ work and help them deepen their sense of belonging in our classrooms and as mathematicians?

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Day Two

Jennifer Wilson shared James Popham’s stages of formative assessment in a school community. How might we learn and plan together? What if our team meetings focus on the instructional core, the relationships between learners, teachers, and the content?

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Michelle Rinehart asks about our intentional leadership moves.  How are we serving our learners and our colleagues as a growth advocate? Do we bright spot the work of others as we learn from them? What if we team together to target struggle, to promote productive struggle, and to persevere? Do we reflect on our leadership moves?

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Karim Ani asked how often we offered tasks that facilitate learning where math is used to understand the world.  How might we reflect on how often we use the world to learn about math and how often we use math to understand the world in which we live? Offer learners relevance.

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Day Three

Zac Champagne started off the final day of #NCSM16 with 10 lessons for teacher-learners informed from practice through research. How might we listen to learn what our learners already know? What if we blur assessment and instruction together to learn more about our learners and what they already know?

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Eli Luberoff and Kim Sadler created social chatter that matters using Desmos activities that offered learners the opportunities to ask and answer questions in pairs.  How might we leverage both synchronous and asynchronous communication to give learners voice and “hear” them?

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Fred Dillon and Melissa Boston facilitated a task to highlight NCTM’s Principles to Actions ToolKit to promote productive struggle.  This connecting, for me, to the instructional core.  How might we design intentional learning episodes that connect content, process and teacher moves? How might we persevere to promote productive struggle? We take away productive struggle opportunities for learners when we shorten our wait time and tell.

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ASCD 2016: Sketchnotes for learning

Association for Supervision and Curriculum Development IASCD)
April 2-4, 2016
Atlanta, GA

Don Wettrick asked how might we offer time for learners to act on their imaginative ideas to create prototypes, products, and new outcomes.


Manny Scott challenged us to serve the whole child.  How might we offer hope to every learner?


Doug Fisher, Nancy Frey, and Stefani Hite shared their latest research and learning around purpose driven instruction and challenged us to collect evidence of impact.


Carol Ann Tomlinson and Michael Murphy encouraged us to level up in our ability to differentiate.  Do we have both short-term and long-term goals for our learners?


Carol Dweck asks how might we focus on learning and offer feedback that is observational instead of judgemental.


Shauna Peeples highlighted the power of positivity.  How might we send message containing love and purpose?


Nina Culbertson and David Griffith discussed CASEL’s social-emotional competencies and needs for all to thrive.


Kami Thordarson and Karen Wilson facilitated an interactive session for leaders embracing design thinking in their daily practice.  How might we use the DT iterative process to impact all learners in our care?


Notice and note: check for comprehension

Is it true that the only time we expect demand that our learners draw a picture to accompany their work is when they are working with trigonometry and related rates?

How do we know – Do we know – that our learners are invested and engaged with the context of the task?

What if we connect to ideas they are using and learning in their literacy blocks?  How might we collaborate to use the same language with our learners?

Good mathematicians and scientists, just like good readers and writers, notice and note.  We seek patterns and wonder about things that occur again and again. We look for and express regularity in repeated reasoning.

How might we show our learners how to notice and note? What if we leverage their creativity and curiosity to show what they know more than one way?

Have you tried Robert Kaplinsky‘s task, How much does a 100×100 In-N-Out cheeseburger cost?

How would you notice and note? What might you and your learners wonder? Do I and my learners just note “the facts?”


Or, do we take the time to sketch what we see?


I wonder… I believe that the sketch doodle helps the thinker analyze what they see, notice what is repeated and what is not repeated.


How might we deepen understanding and engagement by taking the time to notice and note what occurs again and again and to look for and express regularity in repeated reasoning?


T3 International Conference: sketch notes for learning

2016 T³ International Conference
February 26-28, 2016, Orlando, Florida

Dylan Wiliam: Leadership for Teacher Learning

“Nothing has bigger impact on student learning than formative assessment.” How might we learn, grow, and change our habits.  What if we expect proficiency for all and excellence for many? How might we focus on learning to impact outcomes?


Dylan Wiliam: Using Formative Assessment to Improve Instruction

How might we impact learning? Know and show what is essential to learn. Seek evidence that learning occurs. Strengthen relationships with learner.  Ask: what will have the biggest impact for student learning?


Dylan Wilam: Protocol for Questions

How might we elicit evidence of learning? 1) High quality task selection. 2) High quality task presentation. 3) Know what evidence we are looking for. 4)  Empower learners to accumulate evidence so show and now they are learning.


Seeking brightspots and dollups of feedback about learning and growth.

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