All Teachers Reaching All Students

1. All Teachers Reaching All Students Math Department Banking Day January 24, 2011

2. Let’s Do Math! • Explore multiple approaches to demonstrate your solution: • Uncle Eddie asked the girls to order 54 new wheels for the 21 skateboards and bicycles in his repair shop. How many bicycles and how many skateboards are in the shop? • Share your approaches with your group. • Choose one approach to post on chart paper.

3. Logistics • Introductions • Announcements • Norms • Learning Log

4. Learning Intention We are learning to deepen our understanding of the Standards and the district’s vision of Instructional Design and Differentiated Instruction and make connections with classroom practice.

5. Success Criteria We will be successful when we can articulate the connections between the Standards, Instructional Design, and Differentiated Instruction and utilize these ideas when planning a math lesson.

6. Comprehensive Mathematics Framework

7. Common Core State Standards • Standards for Mathematical Practice • K – 8 Grade level standards • High School standards • “conceptual categories”

8. High School Conceptual Categories with Clusters • Number and Quantity • The Real Number System • Quantities • The Complex Number System • Vector and Matrix Operations • Algebra • Seeing structure in expressions • Arithmetic with Polynomials, Rational Expressions • Creating Equations • Reasoning with Equations and Inequalities • Functions • Interpreting functions • Building functions • Linear, quadratic and exponential models • Trigonometric Functions

9. High School Conceptual Categories with Clusters • Modeling • Geometry • Congruence • Similarity, Right Triangles and Trigonometry • Circles • Expressing Geometric Properties with Equations • Geometric Measurement and Dimension • Modeling with Geometry • Statistics and Probability • Interpreting categorical & quantitative data • Making Inferences & Justifying Conclusions • Conditional Probability and Rules of Prob. • Using Probability to Make Decisions

11. Whip Around • Step 1: Write down or highlight all of the words or short phrases that really stand out to be important as you read the Standard for Math Practice #3. • Step 2: Stand up! One person at a time, read one item that is important to you. • Step 3: When one of your ideas is said (by you or someone else), check it off. • Step 4: When everything on your list is checked off, sit down.

12. Standards for Mathematical Practice

13. Making Connections • Share and justify your strategies. • Analyze the posters that were created for Uncle Eddie’s Wheels. • Where do you see evidence of the standard we just studied?

14. Assessment Think – Pair – Share • What does assessment mean to you? • What types of assessment do you use in your classroom?

15. Instructional CycleInformed by Assessment Know your students Rick DuVall

16. Assessment for Learning Assessment for learning is about far more than testing more frequently or providing teachers with evidence so they can revise instruction, although these are part of it. Richard Stiggins

17. MMP Learning Team Continuum Aligned with Formative Assessment Principles

18. Looking Back and Looking Forward

19. How Does This Look? Problem-centered teaching opens the mathematics classroom to exploring, conjecturing, reasoning, and communicating. Lappan, Fey, et al., 2006

20. What is LESA? • Launch • To capture the learner’s attention • To activate prior knowledge • To stimulate, not stymie, thinking • Explore • To become actively involved with the problem, skill, or concept • To look for patterns and investigate different strategies • To record and organize the work and thinking that is done

21. What is LESA? • Summarize • To lock in the learning • To articulate mathematical ideas and vocabulary from the lesson • To have students compare and contrast ideas and strategies • Apply • To practice what students learned • To extend the use of skills and concepts learned • To make connections to other learning

22. Learning Intention We are learning to deepen our understanding of the Standards and the district’s vision of Instructional Design and Differentiated Instruction and make connections with classroom practice. 22

23. Success Criteria We will be successful when we can articulate the connections between the Standards, Instructional Design, and Differentiated Instruction and utilize these ideas when planning a math lesson. 23

24. Let’s Play a Number Game! • Find two numbers that add to 15 and when you subtract them you get 3.

25. Let’s Play another Number Game!

26. Thinking about the Math f + s = 163 f – s = 33 2f = 196 f = 98 98 + s = 163 s = 65

27. Learning Intention • We are developing our understanding of systems of equations.

28. Success Criteria • Given a situation, you can create and solve a system of equations using the elimination method.

29. Paper Clips and Pennies • Each pair will be given a set of instructions to complete this investigation as partners. • As a group of four, record and organize the work and thinking that your group completed on chart paper.

30. Summarize • Let’s look at those posters. • Given a system of equations, what is necessary to find an answer using the elimination method? • How does what we learned today compare to the strategies that we learned in previous lessons?

31. Thinking about the Math f + s = 163 f – s = 33 2f = 196 f = 98 98 + s = 163 s = 65

32. Learning Intention • We are developing our understanding of systems of equations. 32

33. Success Criteria • Given a situation, you can create and solve a system of equations using the elimination method. 33

34. Apply • In your groups, discuss what situations you could give the students to apply their knowledge? • Explain why you chose that situation.

35. LESA Launch • How did we capture the learner’s attention? • How did we activate prior knowledge? • How did we stimulate, not stymie, thinking?

36. LESA Explore • How did we become actively involved with the problem, skill, or concept? • How did we look for patterns and investigate different strategies? • How did we record and organize the work and thinking that is done?

37. LESA Summarize • How did we lock in the learning? • How did we articulate mathematical ideas and vocabulary from the lesson? • How did we have students compare and contrast ideas and strategies?

38. LESA Apply • How did we practice what students learned? • How did we extend the use of skills and concepts learned? • How did we make connections to other learning?

39. Learning Intention We are learning to deepen our understanding of the Standards and the district’s vision of Instructional Design and Differentiated Instruction and make connections with classroom practice. 39

40. Success Criteria We will be successful when we can articulate the connections between the Standards, Instructional Design, and Differentiated Instruction and utilize these ideas when planning a math lesson. 40

41. Introduction to Differentiation • Read and highlight the important ideas. • Discuss with a partner why differentiation is important in our math classrooms. • Why did the author choose the title, ”The Challenge in Math Classrooms”?

42. Differentiated Instruction A strategy that makes it possible to maximize learning for ALL students A collection of instructionally intelligent strategies based on student-centered best practices Assists teachers in creating different pathways that respond to the needs of diverse learners Increases the success of ALL students (including students with disabilities, ELLs and Gifted & Talented)

43. Key Components of Successful Inclusive Education Differentiated Instruction Co-Teaching/Team Teaching Common Planning Time Educating ALL students using their grade level core content standards to the maximum extent possible (Least Restrictive Environment)

44. Expected Outcomes of Differentiated Instruction • High expectations for All students • Higher academic achievement for All students • Fewer students in Tier 2 and Tier 3 interventions as well as fewer students referred for special education

45. District Definition of Differentiation Differentiated Instruction is a concept that makes it possible to maximize learning for ALL students. It is a collection of instructionally intelligent strategies based on student-centered, best practices that make it possible for teachers to meaningfully respond to the needs of diverse learners. It is made possible by modifying the content, process and/or product of instruction of a particular student or small group of students (typically to scaffold and extend learning), rather than the more typical pattern of teaching the class as though all individuals in it were basically the same.  Differentiated instruction is an approach to ensuring all children achieve to the same high standards; instructional approaches are varied, not the expectations or the standards.

46. Ways Learners are Different

47. Ways to Differentiate • Content-What is the standard I am going to teach? What skill am I going to teach? • Process-How am I going to teach that skill in a variety of ways that will hit the developmental levels of each of my students? • Product-What will my student produce as evidence of understanding of the skill?

48. Learning Intention We are learning to deepen our understanding of the Standards and the district’s vision of Instructional Design and Differentiated Instruction and make connections with classroom practice. 48

49. Success Criteria We will be successful when we can articulate the connections between the Standards, Instructional Design, and Differentiated Instruction and utilize these ideas when planning a math lesson. 49

50. Personal ReflectionsInclude your school name on your index card An idea that squares with my beliefs. . . A point I would like to make. . . A question or concern going around in my head. . .