Data Compilation & Summary Findings
     
Following the last classroom session, each group of 3 MINT participants discussed their observations and recordings on their individual Data Gathering Tool. Each group then assembled with another and combined evidence and opportunities were recorded on poster-sized Data Gathering Tool charts. These charts adorned the walls during the debrief session and were referenced as MINT members shared observations and suggestions with MEC staff. Information from the two sets of charts were then compiled into one document, presented to MEC leadership, and referenced during the follow-up meeting the morning following the site visit. The following represents an attempt to synthesize and summarize, in bullet statements, the combined evidence and opportunities recorded by the MINT participants. These statements are not intended to be all inclusive yet are noted to both validate current efforts and provide rationale for the recommendations that follow. Evidence + Staff acknowledges and embraces the responsibility of incorporating numeracy into a variety of student experiences. At MEC, numeracy truly is “everybody’s business.” + Data and statistics (World health, CSAP, etc.) are utilized extensively by some MEC advisors to bring relevance and meaning to the work as well as help guide instruction. + High interest, cross-curricular contexts serve as a springboard for several MEC advisors to introduce and engage students in semi-open quests, explorations, and investigations. + Students were provided with several opportunities to share and express their thinking and reasoning in writing and through individual (verbal) responses and small group discussions. Opportunities + Opportunities for additional QR/numeracy connections outside of math rotations should be exlpored to enhance/extend student numeracy development. + Opportunities to consciously employ a variety of learning strategies for diverse learners (auditory, visual, tactile, etc.) were identified. Suggestions were made to intentionally plan for diverse learning styles - not via separate groupings or activities but within heterogeneous groups working on the same activity. + Opportunities are always going to exist to extend activities that allow for a greater depth of learning. Look for those opportunities during pre-planning and “in the moment” instruction/facilitation and make the most of those “teachable moments.” + While written and oral communication was witnessed in some classrooms, several opportunities to extend learning through written responses/reflections and sharing their thinking and reasoning were identified.
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MINT PROCESSIntroduction |
