Major Work Survey

1. Major Work Survey • Please place a dot on the continuum indicating the percentage of your teachers who know the “Major Work of their Grade or Course”. • Begin working the problem set of your choice.

2. WelcomeContinuing to“FOCUS”Fall 2012Regional Professional Development NCDPI Curriculum and Instruction Division K – 12 Mathematics

3. Session Materials • Go to the Mathematics Wikiathttp://www.ncdpi.wikispaces.net/ • Locate the left navigation bar, and scroll down to “Professional Development”. • On the “Professional Development” page, select “Fall Regional”, and download the 2012 session materials.

4. Introductions cc: Microsoft.com

5. “Norms” • Listen as an Ally • Value Differences • Maintain Professionalism • Participate Actively http://thebenevolentcouchpotato.wordpress.com/2011/11/30/norm-peterson-bought-the-house-next-door/

6. Breaks Parking Lot cc: Microsoft.com Technology cc: Microsoft.com cc: Microsoft.com

7. Today’s Goal Today’s goal is to leave with a strong understanding of how to deliver a Book Study on Accessible Mathematics by Steven Leinwand.

8. Overview of Today • Highlights from the Summer Institute • Three Shifts • Major Work • Revisiting Professional Development • A “Book Study”, Accessible Mathematics, bySteven Leinwand

9. Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?

10. Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?

11. North Carolina’s Major Work cc: Microsoft.com

12. cc: Microsoft.com “Turn and Talk” How did you become an effective teacher?

13. What Works? Effective Teacher Development • Collaboration • Coaching • PLCs Steve Leinwand, 2012 Panamericancharteracademy.blogspot.com

14. PHI DELTA KAPPA International Research Bulletin Traditional forms of PD: • Workshops • Conferences • Presentations • Courses (daily challenges of teaching) http://www.pdkintl.org/research/rbulletins/resbul27.htm

15. PHI DELTA KAPPA International Research Bulletin “The most powerful influence on students’ learning is the quality of the teacher.” http://www.pdkintl.org/research/rbulletins/resbul27.htm Ksas5532.eduldogs.org

16. Key Points Professional development should involve • Teachers in the identification of what they need to learn. • Teachers in the development of the learning opportunity and/or process. Phi Delta Kappan, 2005

17. Key Points Professional development should be • primarily school based and integral to the school operations. Phi Delta Kappan, 2005

18. Key Points Professional development should provide • opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned. Phi Delta Kappan, 2005

19. McREL Insights “Professional Development Analysis” • Professional development of a reform type (e.g., teacher networks or teacher study groups) rather than workshop or conference participation. • Consistency with teachers’ goals, other activities, and materials and policies. • Collective participation in professional development by a group of teachers or other educators from the same subject, grade, or school. www.mcrel.org

20. What major initiatives have been or are being implemented in your district? Tigeronekicks.com

21. “But none of these program components has anything like the degree of impact on student achievement as the quality of instruction.” - Steve Leinwand 2009 www.djams.com

22. Steven Leinwand

23. “IGNITE”

24. ”It's Instruction Stupid"

25. Accessible Mathematics10 Instructional Shifts That Raise Student Achievement

26. Please read the…… “Introduction” “For lots of reasons, no component gets as little attention as instruction, the complex interaction between teachers and students that determines who learns what.” - Steve Leinwand 2009

27. Chapter 1“We’ve Got Most of the Answers” A shepherd was guarding his flock of 18 sheep when all of a sudden 4 wolves came over the mountain. How old is the shepherd?

28. Chapter 1“We’ve Got Most of the Answers” Read from the beginning of ch.1 through the bullets on pg. 3. 1. What compelling evidence arises about the student responses to the “Shepherd Problem”? 2. The author compares typical US classrooms to typical Japanese classrooms. Discuss the student behaviors each model encourages. Connect them to the Mathematical Practices.

29. Chapter 1“We’ve Got Most of the Answers” Read the remainder of the chapter. Revisit the list of shifts, discuss the ones you already do. • What outcomes occur as a result? • Which shifts would you like to explore further?

31. Chapter 9“Just Don’t Do it!” Are These Concepts Essential? Explain! • Multi-digit multiplication and division by hand • Fractional parts; such as sevenths and ninths • Complex formulas with no context • Simplifying radicals • Factoring by hand

32. Chapter 9“Just Don’t Do it!” Read pg. 54 – Paragraph 1 on pg. 57 1. • What conclusions can be made as to why few students are successful in mathematics? • What must be done to improve these situations?

33. Chapter 9“Just Don’t Do it!” Begin reading paragraph 2 on pg. 57 - 59. What components are essential for student mastery? Explain!

34. Chapter 4“Picture It, Draw It” Read pp. 19 – 21. “For many students, mathematical ideas “must be grounded in pictures and models…..It is our responsibility to use a variety of visual models with our students…...” How will using pictures and models inform your instructional practice?

35. Singapore Math “Bar Model Technique” http://thesingaporemaths.com/ www.kitchentablemath.net

36. Bar Diagram for Addition

37. Suppose….. A football conference has 7 teams each with 55 players. How many total players are in the league?

38. What answers will you get?

39. Model with Fractions Sara and Amy went to the mall. After Sara spent 3/7 of her money and Amy spent $45, they each had the same amount left. If they had a total of $375 when they started, how much do they each have left?

40. Model with Fractions $375– 45=$330 11u = $330 1u = $30 4u = $120 They each have $ 120 remaining. X + 4/7 x + $45 = $375 x = $210 Which is Sara’s initial amount!

41. Model with Two- Unknowns There are 76 students playing sports. 1/4 of the boys and 2/6 of the girls are playing basketball. If there are 23 students playing basketball, how many boys and girls respectively are playing sports?

42. Model with Two- Unknowns 76- 23 = 53 53 – 23= 30 30 – 23= 7 1B = 7 so 4B = 28 boys B = ¼ boys and G = 1/6 girls 76 – 28 =48 total number of girls 1B + 2G = 23 4B + 6G = 76

43. Chapter 4“Picture It, Draw It” Let’s do some Math! What do you think? cc: Microsoft.com

44. LUNCH

45. The “Infamous” Skin Problem You are in the waiting room with your son, when all of a sudden the sirens start blaring and two nurses run to the ER admissions door. You hear one of the nurses exclaim, ”Oh, dear, this is serious. This next patient is completely burned.” The second nurse calmly advises: “Don’t worry. He’s an adult so let’s just order up 1000 square inches of skin from the skin graft bank.” What Would You Say?

46. “Oh good, that’ll be enough to cover it!”or “Oh dear, the patient is in a lot of trouble here!.” • Which response is more appropriate? • Explain your reasoning. • If you were the patient, estimate the amount of skin you hope was ordered up? • Explain how you arrived at your estimate. Leinwand, 2000, p. 51

47. How would students respond?

48. Compared to…. Find the lateral surface area of the cylinder below. 4in 20in

49. “Turn and Talk” cc: Microsoft.com • Would students be able to develop an understanding of how to find the surface area of a cylinder by doing the first problem? • Which approach is more likely to engage students and develop understanding? • What mathematical concepts are students learning in each situation?

50. “Most, if not all, important mathematical concepts and procedures can be best taught through problem solving.” Dr. John Van de Walle