Documenting the journey
This space documents what I’m learning in the Additional Qualification (ABQ) in Senior Mathematics—what I try in class, what I notice about student learning, and what I’ll adjust next. Posts are tagged so you can quickly find ideas connected to the course focus.
Tags: Assessment, Differentiated Instruction, Technology, Well-Being
Featured post (module 1)
Title: Foundations First: Ethics, Equity, and High-Impact Practices in Senior Math
Date: 12 October 2025
Tags: Assessment, Differentiated Instruction, Well-Being
What I learned in Module 1
Module 1 anchors my practice in Ontario’s Ethical Standards and Standards of Practice, the Equity and Inclusive Education Strategy, and High-Impact Instructional Practices in Mathematics. My biggest insight: plan with ethics, equity, and evidence together so that instructional moves directly support achievement and well-being.
What i tried
• Co-construct learning goals and success criteria in student-friendly language.
• Use low-floor/high-ceiling tasks with multiple representations (algebraic, graphical, contextual).
• Build structured math talk (Think–Pair–Share with sentence stems for justification).
• Run formative checks (exit tickets + quick self/peer assessment).
What i noticed
• Broader participation during math talk, especially from quieter students.
• Clearer links across representations (graph ↔ table ↔ rule) on exit tickets.
• Students referencing criteria in reflections and revisions.
Why it matters for Senior Math
These routines make advanced topics accessible without lowering expectations—supporting rigorous thinking and student well-being.
Next steps
• Add an “evidence of learning” mini-checklist to each lesson.
• Offer two reassessment pathways (oral explanation or written rework) aligned to criteria.
• Track participation to balance student voice during discussions.
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