District PLC Meeting Elementary

1. District PLC MeetingElementary December 3, 2013 2:30 – 3:45pm

2. Agenda – 2nd Grade 2:30pmWelcome, Reminders, and Logistics 2:35pmMathematical Practice Standard #1 “I am excited about the practice standards!” “It was challenging because we did not have enough time to dig deeper.” 3:15pm Social Studies: Communities 3:40pm Wrap-Up and Exit Slip 3:45pm Dismissal

3. Reminders and Logistics

4. The Purpose of the District PLCs • Support the implementation of our common district initiatives • Provide teachers with an opportunity to share ideas and collaborate with colleagues from around the district

5. Questions? • We want to make an effort to deliver deep, meaningful professional development to you each and every session. • Time is limited and we want to make good use of the 75 minutes. • Today – If you have questions about what is presented – please write them on a notecard. If you would like a personal response – please write down your name and school.

6. Norms • Be on time – every time • Be prepared – bring back requested materials • Be present • No side conversations • Avoid using your computer or cell phone • Avoid working on other tasks – stay focused on the topic at hand • Be respectful of your peers and the facilitator • Participate!

7. mathematical practice standard #1:Make sense of problems and persevere in solving them

8. Problem SolvingFeedback: “I would like more information on solving open-ended problems.” Problem solving is not an algorithm to be practiced or a fact to be memorized. Effective problem solvers decide… What is the problem asking? How should I begin? Where is the necessary data? What should I do with the data? Did my plan work? Does my answer make sense? Do I need to go back and try a different strategy?

9. Practice with Problem Solving – 2nd GradeFeedback: “I would like more information on how to match MPS with our current unit.” Unit 3 – Multi-Digit Addition and Subtraction + Place Value Luz has some comics. She gave 8 away. Now she has 9 comics. How many comics did Luz start with? 2 min. – Independent Work 5 min. – Group Discussion *Attempt to solve multiple times using different strategies. Solve in the way your students would solve this problem. What is the problem asking? How should I begin? Where is the necessary data? What should I do with the data? Did my plan work? Does my answer make sense? Do I need to go back and try a different strategy?

10. Problem Solving – Strategies To support our students: we identify, we discuss, and we move toward making the process automatic. • Choose an operation • Draw a picture • Find a pattern • Make a table • Use manipulatives • Guess and Check • Make an Organized List • Use Logical Reasoning • Work Backward • Use a Formula • Eliminate Possibilities • Use a number line • Write an equation Students need strategies in their back pockets.

11. Problem Solving – Strategies“I would like more information on how to align my teaching with problem solving.” • Choose an operation • Draw a picture • Find a pattern • Make a table • Use manipulatives • Guess and Check • Make an Organized List • Use Logical Reasoning • Work Backward • Use a Formula • Eliminate Possibilities • Use a number line • Write an equation • Strategy teaching is a blend of student exploration and direct teaching. • Highlight and discuss students’ approaches at every opportunity. • It is also okay to introduce students strategies. • Students need ongoing experience in applying strategies. Video: Persistence in Problem Solving - The Teaching Channel • Questions to consider: • How does the graphic organizer help scaffold problem solving for students? • Why does Ms. Saul choose to have students work alone without help? • How do “Heads Together Butts Up” and “Student-led Solutions” contribute to the class culture around problem solving? • Do you do similar/different problem solving techniques in your classroom? • Something you are interested in trying might be…

12. Building a Problem-Solving Disposition • Many students become easily frustrated with solving math problems. • Am I able to do this? • What if I get stuck? • What if it takes me too long to get the answer? • What if my idea doesn’t work? • What if my answer is wrong? Believing it is possible to solve a problem, recognizing that confusion is part of the process, and discovering that persistence pays off and are components of the positive problem-solving disposition. Math Practice Standard #1: Make sense of problems and persevere in solving them.

13. Building a Problem-Solving DispositionFeedback: “It is fun talking to and learning from people from other schools.” • Independently – read this article about Math Practice Standard #1 (3 minutes) • Make notes • Underline • Highlight

14. Making Sense of Problems and Persevere in Solving Them • Feedback: “The wording in the math standards can be confusing!”

15. I Can Statement Posters • Feedback: “I am excited about getting I Can Statements and not having to create them by myself!” • Feedback: “I enjoyed writing I Can Statements.” • Feedback: “I am excited about access to the MPS posters.”

16. Summing It Up • Teaching problem solving is more than assigning problems to our students. It is a balance of guided experiences in which we support the development of our students’ thinking skills, as well as investigate experiences in which our students develop skills through trial-and error experiences. • Today we… • Practiced solving a problem collaboratively for our current grade level unit. • Watched a video of elementary students working through the problem-solving process and discussed with an elbow partner how this was similar or different from the problem solving in your classroom. • Read an article about Practice Standard #1 and collaborated with a teacher from another school around your Aha’s and questions. • Were provided with teacher action steps and probing questions to ask our students during the problem solving process. • Next Time We Will… • Take a self-assessment about problem solving in our individual classrooms. • Make a list with a partner of what problem solving looks like and sounds like. • Collaborate with multiple teachers outside of my school on how they engage their students in solving problems. • Write a personal goal for implementing MPS #1 into my classroom.

17. Elementary Math:Frequently Asked Questions • Are we receiving new math materials next school year? • Currently, there is a 19-member committee with teachers and coaches from 17 schools around the district evaluating math materials that are highly aligned with the Iowa Core, rich in technology, supportive of an RTI structure, organized, and strong in problem solving strategies. • If you would like more information about this process please visit the math website to view committee members and evaluation rubrics. • PD Resources > Instructional Materials Upgrade. • Our current two finalists include: • Go Math – Houghton Mifflin • My Math – McGraw-Hill Feedback: “I would like more information about the new math materials for next year.”

18. Elementary Math:Frequently Asked Questions • What is Smarter Balanced Assessment and when do our students take this new assessment? • Smarter Balance Assessment is an assessment that the state has informally began evaluating to replace the Iowa Assessment. • It is a balanced, high-quality assessment system to which includes formative, interim, and summative components that are aligned to the Common Core. • SBA is computerized and therefore schools, students, parents will receive results in weeks, rather than months. • Smarter Balance assessments include: • Multiple Choice • Short Constructed Response • Extended Constructed Response • Performance Tasks Feedback: “Smarter Balance is vague.”

19. Elementary Math:Frequently Asked Questions • What is Smarter Balanced Assessment and when do our students take this new assessment? • It is not official that Iowa will be implementing this assessment. The very earliest we would be using this assessment is the 2015-2016 school year. We will keep you informed. • We will continue to discuss performance tasks and problem-based instruction through our District PLC time in order to support our students in the area of problem solving. • If you would like more information and/or to view sample items and tasks for grades 3 – 5, please visit the elementary math website. • PD Resources > Early Out PLC > Smarter Balanced Assessment Feedback: “I would like more information on how we are preparing for Smarter Balance.”

20. 2nd Grade SOCIAL STUDIESSocial Studies Theme: Communities – Meeting their Needs and Wants

21. Current Reality • We are required to have implementation of the Iowa Core • Iowa Core in the Social Studies is grade-banded: K-2 and 3-5 • Standards are divided into the following categories: behavioral sciences,economics,geography, history and political science • Since 2006-2007, curriculum guides have been tied to the adopted materials • Materials from that adoption exist – to varying degrees in our schools. In some cases, there are no materials. • We needed a way to help teachers with resources until the next adoption

22. Unit Guide Structure Each unit guide includes the following support structures: • A unit theme • “I Can” statements organized by topic These are what students are expected to know and be able to do as a result of your instruction - Suggested Pacing by Week - Suggested Resources

23. The “What” vs. the “How” • The “what” of Social Studies is non-negotiable. • The learner objectives or “I can” statements • The “how” of Social Studies is up to your team. • Teacher teams can get creative with the units they design and the instructional strategies they select. • For example, all 5th graders will explore multiculturalism in the early U.S. using the learner objectives in the middle column • But how students learn is up to the teacher teams (they could write an ABC book, they could role play, they could do a gallery walk, a simulation, etc.)

24. Unit Outline Week 1: Community Economics (CE) Week 2: Community Economics (CE) Week 3: Community Economics (CE) Week 4: People in the Community (P) Week 5: People in the Community (P) Week 6: People in the Community (P)

25. I Can Statements Economics/Economic Concepts • Understand that members of the community make choices among products and services that have costs and benefits (CE) • Explain that goods sold in local stores are used by people living in the community to meet their needs and wants (CE) • Categorize family purchases according to where they are bought (CE) • Assemble a toy using assembly-line techniques (CE) Economics/Economic Interdependence • Explain how maps of a local community can be used to describe where people live and where businesses are located (CE) • Describe how people in communities are consumers of public safety services that police officers and firefighters provide (P) • Analyze data by categorizing and quantifying service jobs in a picture graph (P) • Describe community jobs at a job fair (P) • Write descriptions of service workers and their jobs (P) • Conduct interviews with school service workers (P)

26. Resources • Social Studies Alive! My Community Lesson 6: How are Goods Made and Brought to Us? Lesson 7: Who Provides Services in our Community? • Junior Achievement: Our Community This program explores the interdependent roles of workers in a community, the work they perform, and how communities work. Five required, volunteer-led sessions. Email: brenda@jacentraliowa.org • Money Instructor http://www.moneyinstructor.com/skills.asp *Early elementary economics lessons, ideas, and activities Contact Amber Graeber if you need support amber.graeber@dmschools.org socialstudies.dmschools.org

27. Reminder! Social Studies Alive! – TCI • The company is providing us with two demo accounts for this year . . . • per grade level • per school • Identify two “lead” teachers at each grade level in your school to create accounts • They will share access with others on the team • Username: work email address • Password: (make it easy; i.e. morris)

28. www.teachtci.com

29. What next?

30. Click on a Lesson

31. Top 3: Procedures, Materials, Presentations

32. 1. Procedures

33. 2. Materials

34. 3. Presentations*

35. An example from one of the TCI Lessons!

36. Collaboration Time! • Form small groups (3-4) and discuss how you plan to teach community economics and people with your students, and integrate social studies concepts with literacy and math. • Send your lesson ideas to Amber Graeber to share on the elementary social studies weebly: socialstudies.dmschools.org

37. Wrap Up & Exit Slip

38. Exit Slip Use a notecard on your table to complete one of the following sentence starters: • I am excited about… • Something I find challenging… • I would like more information about… • I really enjoyed…