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Shannon Co. In-Service 6-8

Thursday, June 2, 2011. Shannon Co. In-Service 6-8. Vicki Kapust, CAMSE, BHSU June Apaza, CAMSE, BHSU Lucy Atwood, Three Rivers Cooperative. Who are we?. Listen with engagement Honor each other’s thinking Honor private think time Everyone has a voice during group activities

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Shannon Co. In-Service 6-8

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  1. Thursday, June 2, 2011 Shannon Co. In-Service 6-8

  2. Vicki Kapust, CAMSE, BHSU June Apaza, CAMSE, BHSU Lucy Atwood, Three Rivers Cooperative Who are we?

  3. Listen with engagement • Honor each other’s thinking • Honor private think time • Everyone has a voice during group activities • Be respectful of all comments • Participation is expected • Limit side conversation • Take care of your needs • Turn cell phones off or vibrate Norms

  4. And most of all – Let go and have fun!

  5. What is one thing you are willing to leave outside the door today? Take a moment to think about one distraction or opinion you may have that you will leave outside today? Write it on the back of your agenda. Turn you paper back over and consider it left behind.

  6. Identify and review the components of an effective mathematics lesson. • Identify issues and concerns associated with teaching the Middle School Mathematics in Shannon County. • Developing modifications of tasks to meet the needs of a wide range of student ability levels using math lessons from Connected Math. Today’s Outcomes

  7. Read the lesson and teacher notes ahead of time Do the math in as many different ways as you can, ahead of time Determine how your students may approach the problem and what difficulties may arise for them Prepare a list of questions to help guide them through these difficulties (also see Teacher Guide) Pedagogical Goals – Pre-Launch

  8. CMP Ratio Progression

  9. Begin to recognize the role of the numerator and denominator when partitioning – that the size of the partition is different but we may need more or fewer partitions to create an equal amount. • Use fractions as operators to find the actual measure of a fraction length of a whole. • Understand the need to consider the size of the whole when comparing fractions. Lesson 2.1 Mathematical Goals:

  10. Keep it brief! Set expectations Engage Connect to Relevance Pedagogical Goals - Launch

  11. Work quietly during private think time; Work collaboratively and respect each other’s thinking after private think time; Show a physical model; Work should include pictures/diagrams and words, and be easy for someone else to read and understand; Each person is responsible for explaining and justifying your partner or team’s solution strategies; Be ready with questions for others. Expectations

  12. Let go! Private Think Time Use open-ended questions to guide and/or extend thinking Respond to questions only when whole group has the same question Provide extensions and adjustments as necessary (Differentiation) Pedagogical Goals - explore

  13. Have students share their work without evaluation • Have other students respond or paraphrase understanding of another’s strategy • Focus on the development of the concepts through questioning Pedagogical Goals - Summarize

  14. In your grade groups and using the Guiding Questions, work on the following lessons: 6th – Bits & Pieces II, Investigation 3.2, Finding a Part of a Part. 7th – Stretching and Shrinking, Investigation 4.1, Ratios Within Similar Parallelograms 8th – Thinking with Mathematical Models, Investigation 2.1, Linear Models Now for work on your own

  15. Using the guiding questions, develop your lesson; Work collaboratively; Have a product by lunch. What should we be doing?

  16. Exit Card • List one idea you or your group came up with to help differentiate your lesson for both: • students that may struggle • students that need further challenge

  17. See you back at 1:00 sharp. LUNCH!

  18. Complete the survey at your places. Do not put your name on it. Crumple into a ‘snowball.’ When directed, all throw into a pile. At the signal, get a snowball from the pile – not your own. When the first question is read, get in line under the number that is on the survey you picked. Snowballs of Kilimanjaro

  19. Prioritizing issues and concerns According to the survey, which are the top three issues or concerns and their order of importance? As a whole group, choose two concerns. In small groups, brainstorm possible solution strategies and record on chart paper. Report out to large group. What are steps that could be taken to solve this issue? Create an implementation plan.

  20. Please fill out the evaluation form and turn in before leaving. Exit Card Thank you very much for all of your hard work and have a wonderful summer!

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