Professional Learning Goals

• Developed a better understanding of curriculum expectations across the four frames
• Engaged students in mathematics
• Built our own competencies, knowledge and skills on the 21st-century global competencies. How can we teach these to the children first entering the school system?
• Learned how to use loose parts in a flexible way to teach the different mathematical strands
• Learned how to use loose parts to support students in displaying mathematical thinking and processes (such as asking questions, solving problems, analytical thinking and testing theories)
• Learned how to teach students to transfer the learning achieved from mathematical thinking, problem-solving and creating to other aspects of their lives
• Learned how to share the learning with the class and other kindergarten classes
• Learned how to use pedagogical documentation to support student learning

Activities and Resources

ACTIVITIES:

• Research and investigate loose parts that will best support mathematical thinking
• Create math loose parts bins that are intentionally created for specific provocations that meet mathematical behaviours
• Provide release time for teachers to co-plan and co-teach with each other and the learning coach
• Introduce loose parts bins to students in an exploratory way, engage them in the inquiry process, listen to their thinking and document their learning

RESOURCES:

• Ontario Kindergarten Curriculum
• THINQ Kindergarten Inquiry-based Learning in the Kindergarten Classroom by Colyer, Reimer, Watters and Watt
• Taking Shape: Activities to Develop Geometric and Spatial Thinking K-2 by Beverly Caswell, Catherine Diane Bruce, Joan Moss, Tara Flynn and Zachary Hawes
• Loose Parts by Lisa Daily and Miriam Beloglovsky
• Social Media (Instagram, Twitter, Pinterest)
• iPad apps (Seesaw, Sesame Snap)

Unexpected Challenges

Enhancing Student Learning and Development

LOOSE PARTS:

• Acquire fundamental mathematical concepts such as one-to-one correspondence, counting, numbers, measurement, classification, patterning, comparison, geometry, seriation, etc.

MATHEMATICAL BEHAVIOURS:

• Demonstrate an understanding of numbers, counting, quantity and number relationships
• Measure and compare objects
• Describe, sort, classify, build and compare 2D shapes and 3D figures
• Describe the location and movement of objects
• Recognize, explore, describe and compare patterns and extend, translate and create them
• Collect, organize, display and interpret data to solve problems and to communicate information
• Explore the concept of probability
• Problem-solving, reasoning and proving, reflecting, selecting tools and strategies, connecting, representing,
  communicating

GLOBAL COMPETENCIES:

• Take risks in creating and thinking and persevere with challenging tasks to reach a goal
• Contribute multiple solutions to complex problems
• Respect the multiple perspectives that surround them
• Collaborate and establish positive relationships with their peers
• Communicate effectively
• Show respect and be mindful of the environment and loose parts found in nature

Sharing

• COMMUNITY: learning stories; using digital student portfolios that support student mathematics behaviour and sharing these with families to show child’s growth and engage in co-teaching students
• KINDERGARTEN TEAM: informally share online student portfolios, observations and insights with educators to build repertoire of provocations used in the classroom that promote mathematical behaviours
• Use PD time to co-plan, share, discuss and reflect on the use of loose parts to support mathematical behaviours and student learning and provide feedback
• PRIMARY DIVISION: introduce the online student portfolios as a tool and a vehicle to support assessment and how Grade 1–3 educators can use loose parts to differentiate teaching and reporting in the classrooms
• LEARNING NETWORK in TDSB: host workshops with other schools to share our learning experiences with incorporating loose parts in a kindergarten setting

Project Evaluation

We believe our project was successful because our goals were met. This was determined by the following:

• The use of pedagogical documentation
• Diagnostic/summative: personal reflection of key learning, comfort level of use with loose parts to meet curriculum expectations, math behaviours and global competencies
• Observations of students communicating using mathematical language, problem-solving and using the materials in a mathematically conscious manner
• Observations of students’ engagement, enthusiasm and creativity with loose part materials in a variety of ways