Presentation Transcript

1. Please go to Betsy’s table to pick up your new book! If you were out last month, the handouts are on the circular table in front of Betsy. If you signed the sheet that you are missing materials, they are on the table under the screen on the high school side. While you are eating breakfast, please look over the “Rigor on Trial” debrief on the back of your agenda.

2. JANUARY GRREC MATH NETWORKJanuary 24, 2012

3. GRREC Math Facilitation Team
4. Norms Be present and engaged in our work. We are equal partners. Seek first to understand and then to be understood. Stay positive. Respect ideas of others. One voice rule – no private conversations. Be productive. Be flexible and willing to change.
5. October Road Map
6. November Road Map
7. Targets 1. Participants can create Parallel Tasks in order to differentiate for students. 2.Participants can provide effective oral and written feedback to students, in order to move their learning forward.
8. Targets 3. Participants will deepen their understanding of implementing a FAL by creating a lesson that embeds the Key Strategies of Formative Assessment. 4. Participants can select appropriate formative assessment strategies to positively impact student learning.
9. Targets 5. Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.
10. Target Participants can create Parallel Tasks in order to differentiate for students.
11. PARALLEL TASKS
12. Parallel Tasks 1stTurn/Last Turn Elementary– Good Questions book: pg. 10-14 Middle/High – More Good Questions book: pg. 11-16 At your table, each member silently reads the section on Parallel Tasks Highlight items that have particular meaning to you. Person with birthday closest to Christmas will go first and read one of their items highlighted but will not comment on it. In round-robin fashion, group members comment on the first person’s identified item with no cross-talk. When everyone has commented, the initial person who named the item will share his or her thinking about the item and therefore gets the last turn. Repeat the pattern around the table. Be prepared to share the main points your group discussed.
13. Target Participants can provide effective oral and written feedback to students, in order to move their learning forward.
14. Where Am I Going? Strategy 1: Provide students with a clear and understandable vision of the learning target.
15. I can provide effective oral and written feedback to students, in order to move their learning forward. 1. Identify word or words needing clarification. 2. Define the word(s). 3. Convert the definition to language your students are likely to understand. Your own definition of feedback: reveal student strengths and weaknesses with respect to the specific expectation(s) of the assignment. Student-friendly definition of feedback: reveal student strengths and weaknesses regarding the specific expectation(s) they are trying to hit in a given assignment.
16. Learning Target with Success Criteria I can provide effective oral and written feedback to students, in order to move their learning forward. This means I can…. reveal student strengths and weaknesses regarding the specific expectation(s) they are trying to hit in a given assignment.
17. Using a Rubric to Define the Learning How would you describe the characteristics of a good solution to a multi-step mathematics problem? Solve the 5th grade mathematics problem. After working the problem, what other characteristics of a good solution come to mind?
18. Using a Rubric to Define the Learning How does our list of characteristics of a good solution compare with the rubric provided focusing on mathematical problem solving?
19. Where Am I Going? Strategy 2: Using Strong and Weak Examples
20. Rubric for Problem Solving Read the rubric Begin with the “5” level. Read the “1” level next. End with the “3” level. Review the student work labeled ‘Sample 1’ Is this student work weak or strong based on our rubric? Note your judgment on the chart. Refer to the rubric and find phrases that describe the quality of the sample. Score ‘Sample 1’ Assign and record a score. Record the phrases from the rubric that justify the score.
21. Poll Everywhere
22. Sample 2 Review the student work labeled ‘Sample 2’ Is this student work weak or strong based on our rubric? Note your judgment on the chart. Refer to the rubric and find phrases that describe the quality of the sample. Score ‘Sample 2’ Assign and record a score. Record the phrases from the rubric that justify the score.
23. Poll Everywhere
24. Where Am I Now? Strategy 3: Offer Regular and Descriptive FEEDBACK
25. Feedback is not always or even usually successful.
26. 1/3 of studies – FEEDBACK WORSENSPERFORMANCE 1/3 of studies – NO DIFFERENCE IN OUTCOMES WITH AND WITHOUT FEEDBACK ONLY in 1/3 of studies – FEEDBACK CONSISTENTLYIMPROVED PERFORMANCE Kluger & De Nisi’s (1996) meta-analysis on feedback
27. Feedback Reflection When do students in your class receive feedback on their progress? What forms does feedback take in your classroom? What do you expect students to do with feedback information?
28. Three-Minute Conference Student Work – Sample 3 Work with a partner. Assign an A Partner and a B Partner by deciding who stayed up the latest last night. PARTNER A – Stayed up the latest PARTNER B – Went to sleep earliest Partner A is the student whose work is shown in Sample 3. Partner B is the teacher.
29. Three-Minute Conference Student Work – Sample 3 Using Sample 3 and the Rubric used earlier: PARTNER A – Fill out the My Opinion section of the Three-Minute Conference Assessment Dialogue Form. PARTNER B – Analyze the student work according to the Rubric, assign and record a score, and record the phrases from the rubric that justify the score. Spend the next three minutes discussing what you each recorded. Partner A, the student, would take notes on what Partner B, the teacher pointed out as strengths and areas to work on and formulating a plan to improve.
30. Three-Minute Conference How could you make this work in your classroom? How could you support students using this strategy to give feedback to each other?
31. Feedback Checklist Complete the checklist Skim Chapter 3 in your new book for homework.
32. 75 Math FACTS I can select appropriate formative assessment strategies to positively impact student learning.
33. Morning BREAK
34. Elementary Target Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.
35. Investigating Addition & SubtractionAnd Multiplication & Division How do you define addition and subtraction? How do you define multiplication and division? How do you introduce these concepts in the classroom? Adapted from GRREC Summer Workshop Tim Sears KDE Math Consultant tim.sears@education.ky.gov
36. Sorting Cards Activity Divide into 2 teams at each table. Each team will be given a stack of cards. Write a number sentence on each card that represents the problem. Sort the cards into groups that make sense to your team members. Then tape the different groups of cards onto poster paper. Label/Name each group of cards based on how you grouped them.
37. Addition & Subtraction Structures Van De Walle, Teaching Student-Centered Mathematics CHANGE JOIN INITIAL RESULT
38. Addition & Subtraction Structures Van De Walle, Teaching Student-Centered Mathematics CHANGE INITIAL RESULT SEPARATE
39. Addition & Subtraction Structures Van De Walle, Teaching Student-Centered Mathematics Whole PART-PART-WHOLE
40. Illustrative Mathematics http://illustrativemathematics.org/
41. Addition & Subtraction Structures Van De Walle, Teaching Student-Centered Mathematics Difference Large Set Small Set COMPARE
42. Addition & Subtraction Structures Sandra had 8 pennies. George gave her some more. Now Sandra has 12 pennies. How many did George give her? Identify the Initial, Change and Result amounts from this problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence? Van De Walle, Teaching Student-Centered Mathematics Join Problems Cards: A, E, G Result
43. Addition & Subtraction Structures Sandra had 12 pennies. She gave some to George. How many did she give to George? Identify the Initial, Change and Result amounts from this problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence? Van De Walle, Teaching Student-Centered Mathematics Result Separate Problems Cards: C, I, K
44. Addition & Subtraction Structures George and Sandra put in 12 pennies into the piggy bank. George put in 4 pennies. How many pennies did Sandra put in? Identify the parts and the whole in the problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence? Van De Walle, Teaching Student-Centered Mathematics Part-Part-Whole Problems Cards: J, H
45. Addition & Subtraction Structures George has 4 more pennies than Sandra. George has 12 pennies. How many pennies does Sandra have? Identify the large set, small set and difference in the problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence? Van De Walle, Teaching Student-Centered Mathematics Compare Problems Cards: B, D, F
46. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 2See Glossary, Table 1.
47. Kindergarten OA
48. CRITICAL Area-Grade 1
49. Grade 2-OA
50. Multiplication-Equal Groups
51. Multiplicative Comparison
52. Grade 3 Critical Area
53. Third Grade-OA
54. Grade 4 - OA
55. Addition, Subtraction, Multiplication, & Division Structures Van De Walle, Teaching Student-Centered Mathematics How may understanding the addition, subtraction, multiplication and division structures assist you in teaching these concepts in your classroom?
56. Middle/High Target Participants will deepen their understanding of implementing a FAL by creating a lesson that embeds the Key Strategies of Formative Assessment.
57. Model Lesson Target Students will model with mathematics.
58. Linear/Quadratic Card Sort Remove cards from bag Decide as a team how to sort them Sort the cards Justify your sort to your ‘teacher’ Follow additional oral directions given by your ‘teacher’ Linear Sort ‘teacher’ – Janet Quadratic Sort ‘teacher’ - Kim
59. Linear Dominoes Equation/Scenario Cards Randomly choose one card as a starting piece. Place all other cards face up Players take turns matching dominoes to either end Players must be able to justify their match to each other if questioned Game is done when all dominoes are matched (should be able to create a loop) Table/Graph Cards Shuffle all cards and place face down Each player takes 3 cards Player with the most vertical line plays a card first Player 2 links one of his/her dominoes to either end of the one in play OR takes a domino from the pile Play continues until one player has played all of his/her dominoes Master Game Both pairs join together and use all cards May use either procedure for play
60. Middle/High School Target Participants will raise their awareness of the need to use NAGS when representing algebra problems.
61. Elementary– 11:30-12:00 Middle – 11:45-12:15 High – 12:00-12:30 Lunch
62. Writing a Lesson Around Big Idea Work together to complete a lesson with the key strategies of formative assessment embedded.
63. parallel tasks OPEN QUESTIONS MISCONCEPTIONS Engineerquestions before the lesson to address the misconceptions identified Rigor Criteria for High Cognitive Demand Anticipatethe problems students may have with the task Content Standard(s)? Target(s)? Standard consistent vocabulary?
64. How do you Check for Congruence? Are students experiencing the intent of the standards?
65. Proposed Task Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 ft. of fencing with which to build a rectangular rabbit pen to keep rabbits.
66. If Ms. Brown’s students want their rabbits to have as much room as possible how long would each of the side of the pen be? How long would each of the sides be if they only had 16 ft. of fencing? How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.
67. First Read the language of the Standard(s) the task is intended to assess.
68. Measurement Standard 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
69. Second Look at the deconstruction of the Standard(s).
70. Knowledge Targets Reasoning Targets Apply the formula for perimeter of a rectangle to solve real world and mathematical problems. Know that the formula for the perimeter of a rectangle is 2L + 2W or L+L+W+W. Apply the formula for area of a rectangle to solve real world and mathematical problems. Know that the formula for the area of a rectangle is L x W. Solve area and perimeter problems in which there is an unknown factor (n).
71. Selected Standards for Mathematical Practice Make sense of problems and persevere in solving them. Model with mathematics. Attend to precision.
72. How do you Check for Rigor? Consider the Cognitive Demand of the task.
73. Linking to Research: The QUASAR Project Low-Level Tasks memorization procedures without connections to meaning High-Level Tasks procedures with connections to meaning doing mathematics (e.g., The Fencing Task)
74. Rigor and Relevance(ala ACT/Quality Core) Rigor Communication Problem-Solving Deep Conceptual Understanding Relevance Real World Scenarios Choice
75. Task Reconsider the task and determine if it meets the content and rigor expectations of the Standard. *WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
76. Misconceptions What are common issues students might have with this content? How will you know if students have these misconceptions? *WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
77. Questions Create a set of open questions for the task. *Keep in mind the identified misconceptions. *WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
78. Parallel Tasks Using the Good Questions book, create a set of Parallel Tasks to differentiate your lesson. *WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD
79. Extensions If your group finishes with these components of the lesson, you will have extension activities. Create a pre and post-assessment to show growth. OR Create a collaborate activity with cards, game, etc.
80. Break Make sure to pick up your new book during break!
81. Target Participants can articulate the goals and purpose of the content leadership networks.
82. http://youtu.be/8f_93WSSfNc My Three Words They’re Worth It
83. My Three Words **We are half way through the year.** We are half way through the Network Timeline. What IS the purpose? What have you learned? How has your involvement impacted your classroom, school, district? Discuss these questions. As a district team come up with an “Our Three Words” to describe your experience in the Network. Pose for your “team photo”!
84. District Team Planning Reflection Action Plan
85. 3 Way Tie
86. 3 Way Tie Along each side of the triangle, write a sentence that relates the two terms on each vertex. Use your three sentences to develop a brief summary of the concept. *There is an example on the back of the template.
87. Closing Comments Turn In Evaluations Homework Skim Ch 3 in Seven Strategies book Read article K-8 – Read Ch 5 in Van de Walle High School – Read Ch 6 in RSM Share Action Plan with District Leadership Team Our Next Meeting will be FEBRUARY 28, 2012