Professional Development in Ontario

Professional development workshops in Ontario are led by Frances Agro, Catherine O'Brien, and Caroline Kim.

1-Day Workshops

Upcoming Dates

A Balanced Approach to Numeracy Skill Building and Problem Solving

Purpose: To provide participants with an introduction to the evidence-based design and instructional approach of JUMP Math which uses Guided Discovery and Confidence Building for improved student outcomes in mathematical learning. 

Content: In this workshop, participants will learn about:

  • promoting positive learning environments and building confidence in students;
  • maintaining a balanced approach to mathematics by concurrently addressing conceptual and procedural learning, explicit and inquiry-based learning;
  • achieving understanding and mastery by breaking mathematics down into sequential, scaffolded steps, while still allowing students to make discoveries;
  • keeping all students engaged and attentive by “raising the bar” incrementally;
  • guiding students strategically to explore and discover the beauty of mathematics as a symbolic language connected to the real world and;
  • using continuous assessment to ensure all students are engaged and none are left behind.

Books (one set per participant) are available at a discounted price and must be ordered at time of registration. No books will be sold at the workshop.

Note: Our Professional Development session is also available as a series of webinars.

Scroll down for 2-day workshops!

Toronto, ON
August 9, 2018
Ryerson University,
International Living Centre (Map)
9:00 am - 3:00 pm ET
Cost: $86.40

Payment & Discounts

 

Full day in-person = $86.40
Half day in-person = $59.40

When you register for a workshop, you have the opportunity to order one printed, binder-ready version of a grade-specific Teacher Resource package at the discounted price of $73.50 + GST and/or one set of grade-specific student Assessment and Practice books at the discounted price of $14 + GST. This discount is only available up to one week before the workshop.

We recommend that you pay online when you register. However, if you do pay by cheque, please indicate which workshop you are attending and mail it to: JUMP Math, One Yonge Street, Suite 1014, Toronto, ON M5E 1E5. Please do not bring your cheque to the workshop.

If your school or district plans to adopt JUMP Math, we offer the following discounts:

  • 35% off Professional Development
  • 20% off Teacher Resources (including Digital Lesson Slides)

Click here for more information on School and District Discounts.

If there is sufficient interest in your school district, arrangements can be made to have a JUMP Math Outreach Manager provide professional development for your group. Prices vary according to location and number of teachers. Please contact Frances Agro for more details.

 

2-Day Workshops

 
  • First ten (10) registrants receive one complimentary set of Digital Lesson Slides (grade-level of your choosing)
  • Bring-A-Friend: If you register yourself and a friend, you will each receive a 10% discount on your registrations
  • School group registration – if you are part of a group of four registrants from your school or organization, you will each receive a complimentary Teacher Resource (grade-level of your choosing) - see sidebar for Group Registration form for the city of your choosing.

Agenda

Day 1
8:30 - 9:00 - Registration
9:00 - 9:30 - Welcome
9:30 - 10:30 - Confidence Building
10:30 - 10:45 - Break
10:45 - 11:45 - Numeracy Skill Building I
11:45 - 12:30 - Lunch (provided)
12:30 - 1:30 - Technology & Math I
1:30 - 1:45 - Break
1:45 - 2:30 - Classroom Games
2:30 - 3:00 - Math & Literacy I
 
Day 2
8:30 - 9:00 - Registration
9:00 - 9:30 - Welcome
9:30 - 10:30 - Problem Solving
10:30 - 10:45 - Break
10:45 - 11:45 - Numeracy Skill Building II
11:45 - 12:30 - Lunch (provided)
12:30 - 1:30 - Technology & Math II
1:30 - 1:45 - Break
1:45 - 2:30 - Parent Engagement & Home Games
2:30 - 3:00 - Math & Literacy II

Day 1

  • Confidence Building in Math Class
    The confidence that students gain by succeeding in math can have positive effects in other parts of their lives. We will experience the power of guided discovery, scaffolded instruction, varied practice, incremental challenge and continuous assessment through confidence-building exercises that can be used in any classroom.
  • Numeracy Skill Building (Part 1)
    We will examine the intentional exploration of numerical magnitude, representation, and counting patterns that helps learners develop confidence, counting fluency, and flexibility with numbers.  The interactions that strengthen their sense of how big or small a number also help them become familiar with the way numbers interact; they can begin to make simple calculations quickly and effectively.  It is our goal to support learners as they begin to build a strong mathematical framework that includes computational fluency and the application of concepts, as well as number sense and number facts.
  • Effective Use of Technology in the Mathematics Classroom (Part 1)
    Both teachers and students benefit from the effective use of technology in their mathematics classrooms.  We will look at tools for assessing understanding, and for supporting and advancing mathematical thinking, reasoning, problem-solving, and communication.  Effective selection of tools can clarify, stimulate interest, and increase proficiency in mathematics; we will look at how to evaluate which tech tools move us and our students forward. Teachers will have hands-on opportunities to explore tools!
  • Classroom Games
    Playing games in the classroom helps learners of all ages to develop the skills necessary for independent, flexible and creative problem solving.  Game-playing can: focus attention on new mathematical concepts or ideas; provide opportunities to experiment with different perspectives and options; develop critical, creative and strategic thinking and; facilitate co-operation, teamwork, and good sportsmanship.  Games have the added benefit of improving mathematical communication skills while improving computational fluency and spatial thinking. We will explore a number of JUMP Math and commercially available games that can be used in any grade-level classroom.
  • Math & Literacy (Part 1)
    “The Dot” by Peter Reynolds – the picture book, the song, and the “International Dot Day” event that can involve and excite the whole school with a fresh passion for spatial awareness.  This story also has a very strong message about responding positively to a challenge, taking risks and planning first and next steps, and assuming ownership of accomplishment. Join us for an engaging connection of Math and Literacy.

Day 2

  • Problem Solving in All Classrooms
    Educators must teach students to not only solve problems, but to learn and use a variety of strategies to solve mathematical problems.  Too often though, students develop procedural fluency, but lack the conceptual understanding necessary for solving novel problems. We will explore the nature of problem solving, reflect on how learners understand math, and learn how the use of instructional rituals can improve the ability of learners to organize their thinking, recognize and apply their knowledge and make connections between mathematical ideas, so that they can work through problems independently.
  • Numeracy Skill Building (Part 2)
    We will examine opportunities that encourage students see the number patterns and connections that will help them develop automaticity, make appropriate estimates and predictions, and become empowered mathematical decision-makers. Frequent interaction with number facts, followed by incrementally harder challenges, helps students build confidence, computational fluency, and flexibility with numbers.  It is our goal to support students as they discover their own skills, strength, and resilience for solving complex mathematical problems.
  • Effective Use of Technology in the Mathematics Classroom (Part 2)
    We will look at considerations for thinking critically about tech tools, with a focus on Spec Ed/ELL considerations.  We will also explore, through a hands-on approach,  SMART tools and whiteboard use of digital projectables, and on-line games and problem-solving resources.
  • Parent Engagement and Home Games
    Parents play an important role in supporting the development of mathematical thinking in learners. We will learn practical strategies for effective communication with parents in order to increase parent engagement in, and support of school initiatives. We will also explore a number of home activities that can be used to reinforce skills learned in school.
  • Math & Literacy (Part 2)
    “My Father’s Dragon” by Ruth Stiles Gannett– novel (appropriate for independent reading above Grade ¾, also a great read aloud at any age).  This novel has terrific opportunities for frequent discussions about mapping, sequential re-tell, and counting.

 

Ottawa, ON Registration
July 17 - July 18, 2018
Confederation Education Centre,
1645 Woodroffe Avenue (Map)
9:00 am - 3:00 pm ET

Cost: $180 per day
Both days: $300
 

Toronto, ON Registration
July 26 - July 27, 2018
Ryerson University
International Living Learning Centre
240 Jarvis Street 
(Map)
9:00 am - 3:00 pm ET
Cost: $180 per day
Both days: $300 

GROUP REGISTRATION - TORONTO

 

Hamilton, ON Registration
August 15 - August 16, 2018
Mohawk College Residence
& Conference Centre
240 Fennell Ave West 
(Map)
9:00 am - 3:00 pm ET

Cost: $180 per day
Both days: $300

GROUP REGISTRATION - HAMILTON

 

Outreach Managers in Ontario

Frances Agro
Frances used to love math until her “math-smarts” disappeared in Grade 11. Following university Frances worked with Young Offenders and individuals with Developmental Disabilities while volunteering as an adult literacy tutor and life-skills coach for incarcerated women. After twelve years of this work Frances certified as a teacher and began working in the Hamilton Public School Board. Frances discovered JUMP Math while teaching in multi-level classrooms at Colin Macdonald Community School, an alternative school for gifted and learning-disabled students. During this time, Frances earned her specialists in Reading and Special Education but it was her pre-teaching experience that taught her the importance of varied practice and of introducing skills in small, scaffolded steps. She brought this experience to her Learning Services role at Hillfield Strathallan College. After seven years of growing her own skills and confidence as a math teacher, Frances joined JUMP Math as a Manager of Outreach and Teacher Support for Ontario and Eastern Canada. Contact Frances.

Catherine O'Brien
At the Faculty of Education at Queen’s University, at age 23, Catherine discovered that math could be fun! As a classroom teacher for the next 26 years, she experienced a wide variety of approaches to math education; and, repeatedly, she struggled to support her program with extra resources and materials.  Finally, in the winter of 2012, Catherine found what she had been searching for at a PD workshop focusing on ‘how to close the gap and engage students with JUMP Math’. She immediately started using JUMP Math in her Grade One classroom and delighted in witnessing the quickly growing engagement and confidence among her students. Inspired by the power of this first-hand experience, Catherine is thrilled to join the Outreach team at JUMP Math. She hopes that her wholehearted enthusiasm for JUMP Math will encourage, motivate, and energize both teachers and students. Catherine’s favourite number is 5 because her family is a complete set of 5 when her 3 children come home to visit at the same time! Contact Catherine.

Caroline Kim
Caroline has enjoyed the beauty and the challenge of mathematics her entire life. She loves seeing the mathematics in visual arts and music, as well as in the more practical applications. She discovered JUMP Math when she embarked on a study of various curriculum materials while leading an independent school, and was thrilled to discover a Canadian resource that was aligned with what she and her teaching team understood about building student skills, success, and confidence in mathematics. She found that year after year, even “weak” students were able to build solid foundations of mathematics as they were taught by dedicated teachers who understood the math, used the pedagogy of JUMP Math, and actively assessed and responded to student needs. Caroline loves to continue learning about research and best practices to support mathematics success. She has studied the role of gender in confidence in mathematics as well as the effective use of technology to support mathematics teachers and learners. Caroline is an avid amateur photographer. Contact Caroline.