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Prepared for the Professional Learning Community of Russell County Teachers of Mathematics (Grades 5 – 7) by Dan Mulli

Empowering Each Student to THINK Research Strategies that Produce Learning for ALL. SESSION 1.

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Prepared for the Professional Learning Community of Russell County Teachers of Mathematics (Grades 5 – 7) by Dan Mulli

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  1. EmpoweringEachStudenttoTHINKResearch Strategies that Produce Learning for ALL SESSION 1 "For as long as assessment is viewed as something we do ’after’ teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly students are currently taught or motivated." Grant Wiggins, 1998 “Thinking is an engagement of the mind that changes the mind.” ~M. Heiddegar Prepared for the Professional Learning Community of Russell County Teachers of Mathematics (Grades 5 – 7) by Dan Mulligan, September 2008

  2. Premise of the Workshop We need to stop asking “how?’ We now have all the knowledge, the skills, the methods, the tools, the capacity, and the freedom to do whatever is required to serve all students well. All that is needed is the will and the courage to choose and to move on. Peter Block, 1998

  3. A Snapshot of the Clermont Team The experience that elevates the team…

  4. Workshop Goals • I will actively engage in building bridges within my grade-level and among other grade-levels; • I will join my team in exploring the research on student achievement (instruction + assessment) with a focus on math; • I will build my capacity to be an active member of a professional learning community; • I will increase my ability to embed 21st Century Skills into learning math standards; • I will have a good time learning and sharing… “Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” ~Benjamin Franklin

  5. Learning Goals As a result of what we do today I will : create a story question involving fractions in the solution. solve a story question from one of my team members.

  6. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

  7. Importance of COMPREHENDING the question. RARE RARE R restate A analyze (what do you know that will help answer the question) R respond (answer the question) E explain (does your answer make sense?)

  8. Getting the Biggest Bang for Your Buck! • Researchers conducted studies to identify those instructional strategies that have a high probability of enhancing student achievement • for ALL studentsin ALL subject areasat ALL grade levels. • Results of the studies conducted by Robert Marzano, Debra Pickering, and Jane Pollock identified the TOP NINE strategies that have a STRONG EFFECT on STUDENT ACHIEVEMENT.

  9. GiveOne…GetOne… • On the back of your handout, write one way that being a teacher of mathematics/administrator in Virginia is like an astronaut on a walk in space. Think and be creative. • When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer. • You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat. • Enjoy!

  10. Identifying Similarities and Differences

  11. The process of identifying and articulating similarities and differences among items. Comparing The process of grouping things into definable categories on the basis of their attributes. Classifying The process of identifying and articulating the underlying theme or general pattern in information. Creating Metaphors The process of identifying relationships between pairs of concepts (e.g., relationships between relationships). Creating Analogies What processes can students engage in to identify similarities and differences?

  12. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

  13. Latoya and Kirk

  14. Latoya and Kirk LaToya – 159 cm Silk – 108 cm • 42 • + 135 • 177 • 108 • 69 • 73 • 4 cm below Shoulder – 135 cm Counter – 73 cm Stool – 42 cm

  15. Importance of COMPREHENDING the question. RARE RARE Rrestate Aanalyze (what do you know that will help answer the question) Rrespond(answer the question) Eexplain(does your answer make sense?)

  16. Importance of EXTRANEOUS information in the question.

  17. ASKING the question in a VARIETY of FORMATS.

  18. Required pass rates foreach subgroup: 2005 tests – reading (65%) math (63%) 2006 tests – reading (69%) math (67%) 2007 tests – reading (73%) math (71%) 2008 tests – reading (77%) math (75%) 2009 tests – reading (81%) math (79%)

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