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Changing the Course of High School Mathematics Classrooms: More than One Teacher at a Time

Changing the Course of High School Mathematics Classrooms: More than One Teacher at a Time. Mary Mooney Laura Maly Mathematics Teaching Specialists, Milwaukee Public Schools www.mmp.uwm.edu. In this session participants will:.

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Changing the Course of High School Mathematics Classrooms: More than One Teacher at a Time

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  1. Changing the Course of High School Mathematics Classrooms: More than One Teacher at a Time Mary Mooney Laura Maly Mathematics Teaching Specialists, Milwaukee Public Schools www.mmp.uwm.edu The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

  2. In this session participants will: • Examine the system of support a large urban school district is using in order to improve teaching and learning in high school mathematics. • Consider implementation strategies for advancing classroom instruction, improving content knowledge, and deepening understanding of a discovery approach.

  3. Mathematics Framework Distributed Leadership Teacher Learning Continuum Student Learning Continuum

  4. How it all began… • Textbook Selection Committee for 9th and 10th grade • Rubric Wisconsin Standards District Learning Targets Additional Resources Comprehensive Math Framework

  5. Comprehensive Mathematics Framework

  6. Put your student hat on… • Describe as many ways as you can to multiply 34 by 34.

  7. Laying the Groundwork Partnering with Key Curriculum Press • Curriculum Pacing Guides • Discovering Algebra • Discovering Geometry • Train the Trainer • Moodle • UWM Credit Option

  8. And they’re off…

  9. We had in place… • Algebra and Geometry Labs • All day PD sessions designed to familiarize teachers with the content and pedagogy of the Discovering Series • MPS and UWM collaborative session • Any teacher could attend • Math Teacher Leader meetings • All day PD for MTL’s involving content, assessment and leadership pieces

  10. In December, we got snowed… • It snowed…a lot • Wind, snow, and cold, cold temps • Publisher visits (from Texas) • Three days of classroom visits • Lessons learned

  11. How do we dig ourselves out? • Mandatory PD for all high school MTL’s • PD offered to all Administrators • Classroom Visit Template

  12. Classroom Visit Template • Designed with MTLs in mind • Communication tool to use with teachers •  Data collection to help design meaningful PD based on teacher needs

  13. Working with Resistors • MTL request for PD on … ”everything” • Really?

  14. Making Coherence • Fidelity with Discovering Mathematics Program • MMP Learning Team Continuum • MPS School Improvement Plan(SIP)

  15. What to do with all that snow? • What does it look like? • How do we package it? • How do we market it?

  16. Talk a Mile a Minute • CONSTANT • PRODUCT • TERM • QUADRATIC EQUATION  • TRINOMIAL

  17. Talk a Mile a Minute • BINOMIAL • EXPRESSION • VARIABLES • POLYNOMIAL • SQUARED

  18. Sharing Learning Intentions • We are learning to use a rectangle diagram to model multiplication. • We know we are successful when we can recognize and use properties of a perfect square.

  19. “…children are more motivated and task oriented if they know the learning intention of the task, but they are also able to make better decisions about how to go about the task. “ Shirley Clark, 2001

  20. What is the area of each of the inner rectangles? What is the sum of the rectangular areas? What is the area of the overall square? What conclusions can you make? Back to the Mathematics…

  21. Draw a rectangle diagram for each expression. Combine any like terms and express as a trinomial. a. (x+5)2 b. (x-3)2 Just Do It!

  22. Make a rectangle diagram for each expression. How did you decide on the dimensions? a. x2 + 14x + 49 b. x2 - 18x + 81 Let’s “Undo”!

  23. Which of these trinomials are perfect squares? How do you know? a. x2 + 14x + 49 b. x2 - 18x + 81 c.x2 + 20x + 25 d.x2 - 12x - 36 Perfect Squares

  24. Tasks that require students to perform a memorized procedure in a routine manner lead to one type of opportunity for student thinking; tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas lead to a different set of opportunities for student thinking. (Stein et al., 2009) Questioning & Cognitive Demand

  25. We are learning to use a rectangle diagram to model multiplication. We know we are successful when we can recognize and use properties of a perfect square. Check for Understanding

  26. Examine the system of support a large urban school district is using in order to improve teaching and learning in high school mathematics. Consider implementation strategies for advancing classroom instruction, improving content knowledge, and deepening understanding of a discovery approach. Check for Understanding

  27. Changes we’ve made Teacher-driven PD sessions Collaborative lesson planning Changes we want to make Meaningful and timely follow-up after PD More explicit support for professionals who support math classrooms Looking Back and Looking Forward

  28. “Labs refresh my motivation to be creative and to create higher level thinking activities and lesson plans that are interesting and engaging. They have helped me be a better teacher! I now know and have experienced the potential of a classroom environment.” Quotes from Lab Participants

  29. “Labs have given me different ways of approaching lessons, connections with fellow colleagues (sharing lesson plans, ideas, etc.), and a chance to actually do the lesson plans prior to the students. Gives me good insights!” Quotes from Lab Participants

  30. Personal Reflections An idea that squares with my beliefs. . . A point I would like to make. . . A question or concern going around in my head. . .

  31. Resources • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through assessment. Phi Delta Kappan, 80(2), 139-148. • Brookhart, S.M., (2007). Feedback that fits. Educational Leadership, 65(4), 54-59. • Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. Abingdon, UK: Bookpoint LTD. • Stein et al. (2009). Implementing Standards-Based Mathematics Instruction. Columbia University: Teachers College Press. • Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute. • Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation

  32. Thank you. www.mmp.uwm.edu Mary Mooney: mooneyme@milwaukee.k12.wi.us Laura Maly: guzmanlm@milwaukee.k12.wi.us The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation

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