Creating Active Thinkers

1. Creating Active Thinkers Taking the Ultimate Journey Kitty Rutherford

2. Who’s in the Room”

3. Norms • Listen as an Ally • Value Differences • Maintain Professionalism • Participate Actively 10/25/2014 • page 3

4. Let’s Define the Problem. We in the mathematics world are all about problem solving. If we want to follow best practices, develop the mathematical Practices, help students develop 21st century skills, we have to move beyond the traditional teaching model.

5. High School Rows of 5, all eyes on the chalk board, blue overhead marker smeared from palm to elbow…. Students asleep or praying for a fire drill.

6. First Grade • The Leader • The Ethics Police • The “I’m Finished First” Winners • The Do-Overs

7. Instruction Must Change • TIMSS and other international measures • Common Core State Standards • N.C. Teacher Evaluation Process

8. How Teachers Implemented Making Connections Math Problems Types of Math Problems Presented

9. Lesson ComparisonUnited States and Japan

10. US Data / Hong Kong • Hong Kong had the highest scores in the most recent TIMSS. • Hong Kong students were taught 45% of objectives tested. • Hong Kong students outperformed US students on US content that they were not taught. • US students ranked near the bottom. • US students ‘covered’ 80% of TIMSS content. • US students were outperformed by students not taught the same objectives.

11. Why is change necessary?

12. 8 + 4 = [ ] + 5

13. 8 + 4 = [ ] + 5 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

14. 8 + 4 = [ ] + 5 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

15. 8 + 4 = [ ] + 5 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

16. 8 + 4 = [ ] + 5 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

17. Estimate the answer to (12/13) + (7/8) • 1 • 2 • 19 • 21 Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers. NAEP

18. Students were given this problem: 168 20 4th grade students in reform math classes solved it with no problem. Sixth graders in traditional classes responded that they hadn’t been taught that yet. Dr. Ben Klein, Mathematics Professor Davidson College

19. ResearchStudents are shown this number. Teacher points to the 6 and says, “Can you show me this many?” 16

20. Research When the teacher points to the 1 in the tens place and asks, “Can you show me this many?” 16

21. Research By third grade nearly half the students still do not ‘get’ this concept. 16

22. More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 2824 1824 384 218.4

23. We know“What” Students Need… 21st Century Skills, critical thinking and problem solving, collaboration and leadership, agility and adaptability, oral and written communication, accessing and analyzing information. Tony Wagner, Rigor Redefined

24. But Not “How” to Meet Their Needs Common Core Standards for Mathematical Practice

25. Standards for Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

26. Creating Active Thinkers Do You Value Thinking? Turn and Talk with your shoulder partner about your Teacher Test.

27. The First Step “Before all else, a classroom environment that fosters complex thinking must be predictable and safe.” Creating Active Thinkers, page 34

28. The Next Step “Complex thinking is developed in students primarily through the careful planning and teaching of lessons.” Creating Active Thinkers, page 37

29. The Famous Horse Problem A farmer buys a horse for $60. Later he sells it for $70. He buys it back for $80. Finally, he sells it for $90.

30. Shoe Store Problem A man walks into a shoe store and buys a pair of shoes for $5. He pays with a $20. The store owner goes next door to the baker to get change for the $20, returns, and gives the customer his change. That afternoon the baker shows up with a police officer, declaring that the $20. was counterfeit, and he wants his money back. The shoe shop owner returns his money. How much did he make or lose?

31. Jigsaw on Teacher Strategies

32. Find Your Teacher Strategy #

33. Find Your Teacher Strategy Color

34. Student Responsibilities “The student takes his or her cues from the teacher.” Include your students in the journey. Meet some of your students Creating Active Thinkers, page 97-99

35. Student Behaviors Read the student behaviors on page 101. Compare student behaviors to the Standards for Mathematical Practice. Surprise?

36. Developing These Behaviors The first step is to let students in on the game. They must be explicitly taught about these nine behaviors.

37. Self Assessment Students are amazingly honest when assessing themselves. Creating Active Thinkers, page 117 – 121; 136-137

38. Self Assessment Doesn’t Always Work The last pages contain Observation Forms, to help you see what your students and others see. Creating Active Thinkers, Appendix C

39. Special Thanks To: YOU For all you do for our students.

40. Contact Information Kitty Rutherford kitty.rutherford@dpi.nc.gov Website: www.ncdpi.wikispaces.net

41. QUESTIONS