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School Teacher Leader Workshop February 28, 2004

School Teacher Leader Workshop February 28, 2004. TEAM-Math Mission Statement.

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School Teacher Leader Workshop February 28, 2004

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  1. School Teacher Leader WorkshopFebruary 28, 2004

  2. TEAM-Math Mission Statement • To enable all students to understand, utilize, communicate, and appreciate mathematics as a tool in everyday situations in order to become life-long learners and productive citizens by Transforming East Alabama Mathematics (TEAM-Math). • The mission will be met by: • Aligning the curriculum K-12. • Ensuring consistency in teaching. • Providing professional development. • Improving preparation of new teachers.

  3. Agenda • Greetings - Provost, Tuskegee University, Dr. William L. Lester • Updates - Dr. Gary Martin • Cohort Applications • Textbook Review Committee • Curriculum Guide • Coordinating TEAM-Math Activities in Your School - Dr. Marilyn Strutchens (8:30) • Student Discourse & Teacher Questioning - Dr. Marilyn Strutchens (9:00) • Grading - Dr. Gary Martin (10:30) • Lunch (12:00) • Greetings - Mr. John Painter (1:00) • Mathematics Activity - Dr. Michel Smith (1:15) • Baseline Data Collection - Dr. Gary Martin and Dr. Marilyn Strutchens (2:00) • Family Math Nights - Dr. Marilyn Strutchens (2:45) • What’s Next? - Drs. Martin and Strutchens (3:15)

  4. Updates

  5. Cohort Applications • Accepted about 25 schools for the first cohort (approximately 400 teachers are expected) • STLs and DTLs are invited to participate • This does NOT replace doing the course with your school. • You cannot come back to the school and teach the summer institute! • Cohort I Kickoff Meeting • Principals and School Teach Leaders from Cohort I schools • March 11, 2004, 8:00-10:00 (central time) • Breakfast will be served at 7:30 • Garden Hilton • Summer Institute will be held June 7 – 20, 2004. • Need surveys have been distributed to the cohort schools • The planning team has already been meeting.

  6. Textbook Review Committee • Final report was sent out around Jan. 19 • Many positive reports have been received, including some from other parts of the state • Textbook Showcase was held on Feb. 12. • Curriculum Coordinator Briefing was held Feb. 26.

  7. Discussion of Textbook Adoption • How are things going? • What are the challenges? • What is working well? • What else can we be doing?

  8. Next Step: Revised Curriculum Guide TEAM-Math Curriculum Process • Draft Curriculum Guide (summer 2003) • Textbook Review (fall 2003) • Revised Curriculum Guide (draft by end of May; completed by end of June) • Further revisions of the Curriculum Guide in succeeding years

  9. Contents of the Revised Guide It might (eventually) include: • Organization of objectives into units • Pages in recommended textbooks where different objectives are covered • Additional supporting activities • Unit or quarterly assessments Question: • How far do we (eventually) want to take this? • How far can we get this spring?

  10. Proposed Timeline • Kickoff meeting – March 2, 2004, 4:00-7:00 PM Central Time; Auburn Junior High School • Regular meetings -- throughout April/May • Draft -- end of May (to use in summer workshops) • Final draft -- end of June (for the coming school year) • Get back to work spring 2005! Questions: • Does this seem reasonable?

  11. Coordinating TEAM-Math Activities in Your School

  12. Who are the key players to promote TEAM-Math at the school level?

  13. School Leadership • Principals • Assistant Principals • School Teacher leaders • District Teacher Leaders • Mathematics Supervisors • Mathematics Curriculum Leaders

  14. What are the core activities in accomplishing this?

  15. SCHOOL LEADERSHIP: GENERAL • Our task: Create a context where the school supports mathematics improvement • Activities: • Constant selling • Constant communicating about our work • Facilitating internal relationships

  16. Background • What are particular concerns of your school related to mathematics education? • How can TEAM-Math help your school to reach its mathematics education goals? • How can you help make this happen?

  17. Student Discourse & Teacher Questioning

  18. Questions • What things come to your mind when you hear the words student discourse?

  19. Tiling A Patio Activity • Complete the Activity Sheet • Be prepared to present your solution.

  20. Let’s look at a classroom situation.

  21. Analysis • What kinds of questions did the teacher ask? • Were they effective questions for promoting meaningful classroom discourse?

  22. Reflective Task • Describe how the teacher's questioning, and the manner in which student responses are handled, contribute or do not contribute to a positive classroom learning environment? • Propose one or two summary questions that could have been used at the end of the lesson to make the mathematics clearer and more explicit to the students.

  23. Personal Reflection • What kinds of questions predominate your classroom? Single answer? Short answer? Explanation? • How do you tend to respond to students answers to the questions you have posed and how do you encourage students to ask questions themselves.

  24. Tips Related to Student Discourse

  25. NCTM’s Reflections • The Reflections Project was created through generous contributions by the Duke Energy Corporation. • http://my.nctm.org/eresources/reflections/index.htm

  26. Grading

  27. Rubrics • Holistic rubrics vs. • Item-specific rubrics

  28. Holistic Rubrics SMALL GROUPS: • What factors should be considered? POSSIBLE RESPONSES: • Correct solution • Clear explanation • Understanding of underlying concepts • Good reasoning

  29. Examples of Holistic Rubrics • Four-point scale • 20-point scale • “EMRF” SMALL GROUPS: • Discuss pro’s and con’s of each

  30. Developing a Task-Specific Rubric SMALL GROUPS: Write a task-specific rubric for the item on the handout. FULL GROUP DISCUSSION SMALL GROUPS: Grade sample student responses

  31. Changing Rubrics into Grades Suppose a student earns the following grades, what letter grade should they get? • (4-point scale): 3,3,2,3,2 • (20-point scale): 18,16,0,16,20 • (EMRF): E,M,R,R,M -> after revision: E,M,M,E,M

  32. Suggestion for 20-point Scale Clauson (1998)

  33. Suggestion for 4-point Scale (Martin, 1997) Average the scores (mean or median), then: • 3.5 – 4 -> A • 2.5 – 3.5 -> B • 1.5 – 2.5 -> C • 0.5 – 1.5 -> D • 0 – 0.5 -> F

  34. Suggestion for 5-point Scale 50 + 10 x Score • 5 -> 100 • 4 -> 90 • 3 -> 80 • 2 -> 70 • 1 -> 60 • 0 -> 50

  35. Jigsaw Read:Stutzman & Race (2004) SMALL GROUPS • Identify 3-4 key points from your section of the article. SHARE BACK

  36. Jigsaw Read:Seeley (1994) SMALL GROUPS • Identify 3-4 key points from your section of the article. SHARE BACK

  37. Lunch

  38. Mr. John Painter Superintendent, Lee County Greetings

  39. Mathematics Activity Dr. Michel SmithAuburn University Mathematics Department

  40. Exercise 1. • Use the unlined blank paper. • Draw four points on the paper and connect the points with a ruler to form a four sided figure, a quadrilateral. • Make a general quadrilateral rather than a square or other typical shape. • Each group member’s quadrilateral should be different! • Make the diagram large so that it is easy to see and work with. • Find the midpoint of each side of the quadrilateral. • Connect the points that are next to each other to form a second smaller quadrilateral. • What do you notice about the new quadrilateral that is created?

  41. Exercise 2. • Use the lined blank paper to repeat the above procedure, but with two differences: • Place two of the opposite points on a single line of the paper. • Place the other two points on lines that are an even number of spaces above or below this line. • Complete the construction of a smaller quadrilateral as before by finding the midpoints of the sides and connecting them. • Can you make any additional observations that help to explain what is happening? Connecting the two opposite points on the same line may help.

  42. Baseline Data Collection

  43. Data Collection WHO • Teachers and students from Cohort I schools • Teachers and students from comparison schools • Teacher leaders WHAT – Baseline data • 30-45 minute paper-and-pencil survey covering attitudes and beliefs, and content knowledge (teachers only) • Limited follow-up interviews (teachers and students) and classroom observations • Completely confidential (use of codes)

  44. Data Collection (continued) WHEN • March-April 2004 • To be repeated annually HOW • Teachers -- Faculty meetings? • Students -- During class? • Help from teacher-leaders in scheduling and/or administering? WHY • We need strong baseline data to ensure that we are having an effect COMMENTS and SUGGESIONS…

  45. Additional Data • We also need to collect data from ALL schools and districts for 2002-2003: • Enrollment/completion of mathematics courses (Pre-algebra and up) • Number of teachers, including demographics and qualifications • Number of students, including demographics • Who might best help us get this information? • NOTE: To be repeated every fall…

  46. Review of the TEAM-Math Student Survey Draft

  47. Goals • To receive feedback from you as to whether the survey is • Easily understood • Well laid-out • Can be completed within a reasonable amount of time (approximately 30-45 minutes).

  48. Directions • Please make comments directly on the surveys, suggesting changes in wording for items or response options.

  49. Things to Keep in Mind as You Review the Survey • Is the survey professional in appearance? • Are the directions clear and understandable? • Are the questions asked or information requested easy to understand and answer? • Are the response options (answer choices) understandable? • Does the survey flow easily for you in terms of completing questions in a rapid fashion? • Is the order of the items (or sections) logical? • Are there items (or sections) that do not seem to fit the overall theme of the survey? • Do you have specific suggestions that would be helpful in revising (and improving) the survey?

  50. Family Math Nights

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