Go Deep - A Growth Mindset

1. Go Deep - A Growth Mindset • UMathX Information • UMathX Training • Preliminaries – K to Alg1 • Sample Lessons – Texas TEKS • Differentiated Instruction - RTI • Assessments / Data Analysis RNeufeldSenior Author www.UMathX.com RNeufeld@UMathX.comToll Free: 866 429 6284

2. CONTENTS • The Learning Environment - Slides 3 to 20 • Introductory Lesson For All - Slides 21 to 26 • Sample Lessons – Slides 27 to 32 • Lesson 2 - K.2.A.i • Lesson 3 - K.2.C.i • Lesson 4 - 2.4.D.iv • Lesson 5 - 7.7.A.ii • Differentiated Instruction – Slides 33 to 42 • Examples – Gr 3, Gr 7, Gr 8, Algebra 1 • Assessments / Data Analysis – Slides 43 to 45 • Help and Thank You – Slide 46

3. Preliminaries to UMathX • In 1988, Rudy Neufeld attended a symposium by • DrSeymour Papertat MIT. • Papert was a pioneer of Artificial Intelligence and of • Constructivist Learning, learning with active involvement. • He developed the LOGOprogramming language where a • small robot, a “turtle” is programmed.

4. Preliminaries to UMathX • Neufeld developed resources to use Robots and Logoin teaching teachers and students including those who were hearing impaired. • This led to ideas on teaching and learning mathematics. • It is with this mindset, that he, along with a dedicated group of programmers began to author “Understanding Math”, predecessor of UMathX , in the 1980s and 1990s.

5. UMathX – the 10th version is … A browser-based, computer-assisted learning system that blends a variety of approaches to help students develop deeper understanding of mathematics concepts from K to Algebra 1. A full service learning environment, supporting a ‘growth mindset’ within a ‘learning pit’ encouraging students to ‘grapple’ with concepts through productive struggling, assessments, diagnostics and data analysis for a variety of mathematics curricula. Please Visit www.umathx.com Play the Videos: UMathX – What is it?UMathX – Walk Through UMathX – Navigation

6. Model of a Growth Mindset UMathX Grappling helps to create KNOWLEDGE http://www.jamesnottingham.co.uk/learning-pit/ Please view the following 10 minute video.

7. Rich Learning Environment

8. A Growth Mindset within UMathX Introductory Steps to Scaffolded UMathX Menu (student use) CCSS Curriculum Menu (teacher use) (t(t I Got It!! Deeper Understanding

9. LEARNING occurs with ACTIVE INVOLVMENT Through UMathX, students are actively CONSTRUCTING UNDERSTANDING to build their KNOWLEDGE. as opposed to being PASSIVELY TOLD what to learn.

10. Log into UMathX • This training is for a group which use the TEKS Curriculum. • One Can Access UMathX in one of 4 Ways: • Student, Teacher, Principal, Supervisor • Use any browser to key in URL www.umathx.com/preview • Key in your USERNAME & PASSWORD

11. The UMathX Menu Example - Adding Numbers Vertically • The UMathX Menu allows student and teacher to follow a CONCEPTUAL PATH rather than an often disjointed GRADE focus. • It is flexible in that one can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels. • Scaffoldedfor easy • access to any concept. • For Student and Teacher • Across Grades (fill gaps) • ( K to Algebra 1 ) TRY IT! On any browser, for example, “Google Chrome”, use a URL that you were given along with your login and password to access UMathX. If you are new to UMathX, simply go to www.umathx.com, select “Preview” and set up your own login and password for 30 days. If you need help, simply call us toll free at 1 866 429 6284. We will give you a login and a password for www.umathx.com/preview

12. The TEKS Curriculum Menu The Example - Adding Numbers Vertically • Lessons from the UMathX Menu • that fit are copied into the TEKS menu. • TEKS Menu contains lessons & frameworks • written specifically for the teacher. • TEKS code for the above is … 1.3.E.ii • Grade – Expectation - Breakout

13. The TEKS Curriculum Menu The Example - Adding Numbers Vertically • 1.3.E.ii • The Teacher chooses the • lesson for … 1.3.E.ii • For Teacher to plan lesson and • framework . • 2.OA.02.02

14. Frameworks – lessons to model implementation of UMathX Go to www.umathx.comPlay the video …“UMathX - Frameworks” • 1.3.E.ii • The Teacher chooses the • framework for … 1.3.E.ii • For Teacher to plan lesson and • framework . • 2.OA.02.02

15. The Framework – 3 Parts If you wish, check the last 5 slides by logging into www.umathx.com/preview with your login and password.

16. The UMathX Menu Example - Multiplying Fractions • Ex here is Mu • The UMathX Menu allows student and teacher to follow a CONCEPTUAL PATH rather than an often disjointed GRADE focus. • It is flexible in that one can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels. • Scaffoldedfor easy • access to any concept. • For Student and Teacher • Across Grades (fill gaps)

17. The TEKS Curriculum Menu Example - Multiplying Fractions If you wish, click on www.umathx.com/preview and log in with login and password that you were given or generated at “PREVIEW” at www.umathx.com Now as a teacher, access … 6.3.B.i in TEKS. Find the appropriate lesson and framework. • Lessons from the UMathX Menu • that fit are copied into the TEKS menu. • TEKS Menu contains lessons & frameworks • written specifically for the teacher. • TEKS code for the above is … 6.3.B.i • Grade – Expectation - Breakout

18. Design Principles of UMathX • UMathX features Instructional Scaffolding • UMathX presents a • variety of approaches • to meet learning needs • .. concrete (with tiles) to • abstract (without tiles) This allows student & teacher to follow a CONCEPTUAL PATH rather than a disjointed GRADE focus. It is flexible. One can focus on concepts in a certain grade and conceptual scaffolding over a number of grade levels.

19. UMathX Encourages Grappling “Grappling” is: -more than “persevering” -“productive” struggling Interactions present hints. A mistake is an opportunity to learn. Teachers, please do not tell. Encourage grappling. “ask three before you ask me” • Built-in Differentiation – Tiered lessons

20. Classroom Learning Environments for UMathX…

21. In Preparation for UMathXLesson 1 for All Log into www.umathx.com/previewwith the secure password and login given to you. You may setup a new login & password at www.umathx.com under “preview”. From theUMathX Menu, follow the path below and work through Hexagon1and on .. Fractions>Equivalent Fractions>Pattern Blocks>Hexagon 1 and on .. From the TEKS Menu, select 3.3.F.i . Click <Lessons> Select Hexagon1. Work through a few screens. Click on Click on <Frameworks> and select <Equivalent Fractions -1> Go to www.umathx.comand select Training SelectUMathX-TreasureHunt–TEKS–Kto5 or 6toAlg1 Work through the Treasure Hunt. Select a few of the examples that fit your grade level. Work through them.

22. Lesson 1 for All Step 1We suggest a teacher directed whole class lesson here for all students. Make sure that your interactive board or projector and computer are ready. The computer has a mouse. In K to 1 or 2, we suggest that students sit on your learning carpet in front of the screen or interactive board. In all classes, we suggest that you choose a student to be the computer pilot as you direct. Step 2 Go through relevant previous screens 6 to 19 of this powerpoint. Discuss the contents of the slides with them. Step 3 Keep the information in this lesson simple and short. Go to any browser. Reinforce where that is. Show them their URL … possibly ... www.umathx.com/preview This is the name of their virtual UMathX School. Step 2 Review Visit www.umathx.comand play 3 videos: UMathX – What is it? – The Learning Pit • UMathX– Navigation • UMathX– Frameworks for Learning Step 3 Log into www.umathx.com/cclc with secure password and login given to you. • From theUMathX Menu, follow the path below and work through Hexagon1and on .. • Fractions>Equivalent Fractions>Pattern Blocks>Hexagon 1 and on .. • From the CCSS Menu, select 3.NF.01.03b. Click <Lessons> Select Hexagon1. • Go to www.umathx.comand select Training • SelectUMathX-TreasureHunt–CCSS–Kto5 or 6toAlg1 and work through the Treasure Hunt. • Select one of the examples that is a fit for your grade level and work through it.

23. Step 4 You login with your login and password. They receive theirs later. Step 5 Click on “Enter the Program”. Maximize the screen. Direct your student navigator to the UMathX menu on the left. Navigate to Fractions and just hover over the word. Then navigate to the right - hover over Equivalent Fractions Then navigate to the right and hover over Pattern Blocks Then navigate the mouse to the right and click on Hexagon 1. Step 6 Note functionality of the <proceed> button and of the <enter> key. This gives the operator time to think. When the <proceed> button is not shown, then there is another instruction on the screen which one should look for. Step 7 Note when any sentence is double clicked, the line is read and it is highlighted to help with reading and word recognition.

24. Step 8 Emphasize that a mistake is an opportunity to learn. If there is a flashing cursor in a text field, enter a number or letters depending on what is asked for. Then press the <enter> button. When you press the <enter> button, you are commanding, DO IT! Step 9 After you have worked through some of this lesson, clear the screen by clicking on the HOME icon at the top. Click on the logout button to the far right. Have another student, key in a login and password. Repeat previous steps to review them by choosing another topic. Repeat this process with a number of students. Step 10Note the correct way to login and logout. When one clicks on the X on the far top right on screen, one is thrown out of the program. For security reasons another person cannot login for 2 minutes.

25. Step 11 Inform the class on how you plan to use UMathX – alone on one computer, small group or pair and whole group. In group work each student will have a role. Step 12Discuss “grappling” and the “learning pit” with your students. Students formulate their ideas and knowledge in many different ways. When in pairs or small groups, we want students to discuss. The teacher will rarely give answers during the lesson. Try to work towards this situation. Step 13 If one answers incorrectly, the computer will give up to 3 hints. One cannot continue until one has entered the correct answer. IDEA: Tell them .. “If you have a question for the teacher, turn the empty cup on your desk UP. Only ask the teacher if you have discussed it with your partner(s). The teacher is not a “teller”.

26. Step 14 Everyone is a partner in learning. Everyone is important along with UMathX, the paper, the manipulatives, the teacher. Step 15 When they walk in tomorrow, there will be 1 page on their desk. (a framework) It will tell them what to do. If they are working in pairs, they share the one page. They bring a pencil. The teacher will help with reading the framework if needed. Step 16 The student will follow instructions on the page. When the instruction is to go to the UMathX menu, only then do they proceed to a computer station and login to UMathX. Stress the importance of learning with a variety of approaches. The framework will lead the student through 3 steps. Step 17 Inform students that theymay access UMathXfrom home. If you wish to review the above, log into www.umathx.com/preview with your login and password. Navigate to 3.3.F.i

27. Sample Lesson 2 … K.2.A.iUMathX • Teacher’s Turn: • TEKS Menu • K.2.A.i • 2. Lesson: • Keep Track by Marking • 3. Framework:.. Note 3 parts .. • 1 to 1 : Keep Track by Marking • Print one per group Teacher’s Turn: 1. Reflects & Connects. “how did you learn best?” 2. Evaluates Student Performance • Student’s Turn: • 1. Follows Instructions • on Framework • 2. Work with UMathX on • Computer (UMathX Menu) • & Framework (Paper) • & get base 10 ..blocks • 3. Hands in Framework • for evaluation.

28. Sample Lesson 2 - Comments The firstlesson sets the tone. Please be well prepared. Consider using base 10 blocks and frameworks. Discuss the learning environment with your class. Be tough, be consistent. It will make future life easier for you. Note frameworks – 3 part lessons. Adapt them. They will give you ideas. Possibly use groups of 2 - a Pilot and a CoPilot. One person is on computer and the other uses paper and pencil. They are learning concepts in many ways. Note the “Reflect and Connect” section. Discuss with them. Find out how they learn best. If you wish, log into www.umathx.com/preview again. Navigate to K.2.A.i Review the 3 steps from the previous screen again.

29. Sample Lesson 3 .. K.2.C.iUMathX • Student’s Turn: • 1. Follows Instructions • on Framework • 2. Work with UMathX on • Computer • (see UMathX Menu) • 3. Discuss the lesson as • instructed by teacher. Teacher’s Turn: 1. Discuss the lesson. . Reflect & Connect. “how did you learn best?” 2. The teacher self evaluates. Teacher’s Turn: 1. TEKS Menu K.2.C.i 2. Lesson: Counting Solids #1 3. A Framework has not been written for this lesson. You might look at ways to implement this lesson or do the entire lesson within UMathX on computer. If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

30. Sample Lesson 4 2.4.D.ivUMathX • Student’s Turn: • 1. Follows Instructions • on Framework. • 2. Work with UMathX on Computer • in UMathX menu and with • frameworks & base 10 • blocks (real and draw) • 3. Possibly hand in • Framework for • “evaluation”. Teacher’s Turn: 1. Discuss the lesson. Discuss the framework. Reflect & Connect. “how did you learn best?” 2. Collect Frameworks. 3. Self Evaluate. Teacher’s Turn: 1. TEKS Menu 2.4.D.iv 2. Lesson Subtraction With Regrouping#3 3 Digit Numbers Concretely D 3. Framework:.. Subtract 3 Digit Numbers with Regrouping #3 (note-base 10 blocks-real/draw) Print one per group If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

31. Sample Lesson 5 7.7.A.iiUMathX • Student’s Turn: • 1. Follows Instructions • on Framework “Get Started” • - in UMathX on Computer. • 2. Follow Framework-off computer • - “Working In It” • 3. Follow Framework • - “Reflect & Connect” • (STEM) Teacher’s Turn: 1. Facilitate discussion 2. Reflect & Connect. Discuss the framework. Reflect & Connect. “how did you learn best?” 3. Collect Frameworks if you wish. 4. Self Evaluate. Teacher’s Turn: 1. TEKS Menu 7.7.A.ii 2. Lesson: Setup Equations Liner Relations -- The Elastic Example 3. Framework:.. Linear Relations – Elastic-1 (STEM Activity) Print one per group If you wish, check this lesson by logging into www.umathx.com/preview with your login and password.

32. Summary 1. Teachers plan within the TEKS menu. • First select and preview the lesson • Then select and preview the framework (if exists) 2. Students work in UMathX Menu .. scaffolded. • A lesson leads to the next lesson. (fill gaps) • Develop a concept by working down the UMathX menu (challenges increase) 3. The start is critical. Keep it simple. • Set up and model the learning environment. (begin with whole class lessons) • Don’t confuse them with too many UMathX features at this time. If you wish, check any items in this training by logging into www.umathx.com/previewwith your login and password. If you need help, email me at rneufeld@umathx.com or call 866 429 6284 (toll free)

33. Differentiated Instruction RTI with Tiered Frameworks (modified to accommodate learning)

34. Access the TEKS Menu for 3.3.C.i

35. TEKS Menu 3.3.C.i

36. Frameworks (3 Part Lessons for Blended Learning – TIER 1

37. If you wish to check any items here, log into www.umathx.com/preview with your login and password.

38. .. 3 part outlines on 2 pages

39. Slope & Line – Walk in Real World - tier 1, tier 2, tier 38.EE.02.06

40. If you wish to check any items here, log into www.umathx.com/preview with your login and password.

42. If you wish to check any items here, log into www.umathx.com/preview with your login and password.

43. Assessments / Analysis Visit www.umathx.com Play the Videos: UMathX – Assessments UMath – Data Analysis One can access UMathX in 4 ways: Student Teacher Principal District Lead We will enter as a Teacher. We use neufeld as teacher. Click Profile then select Classes to form a class. Profile We will form Neufeld Class 1. We will select 4 students with data. (from Student List) They are .. Student1, Student2, Student3, Student4 You may want to follow along with your own login at www.umathx.com/preview

44. Click on the Tests Icon. Note that UMathX has 4 Types of Assessments. Now return to the Home Screen. Tests Now click on the Data Module Icon. A teacher can click on 2 of the 4 choices which appear as below. Data Module You may want to follow along with your own login at www.umathx.com/preview Click on this option.

45. Now, back in Teacher Summary, select Student1. Click on “View a Report “. Double Click on Advanced Report - “Results Over Time” Double Click on .. Texas TEKS Double Click on TEKS 5th Grade and then on TEKS 5.9 Pick a start date .. say Feb 1. Pick an end date after the present date. Click on <Done>. Repeat the above for TEKS A.7 Double Click on line for Question 4 to see how the student answered and the solution. Double Click the line giving information on results of TEKS Test 5.9 done on March 21 with a 70% result. Double Click on Student1. You may now want to go back 3 slides and review these steps with your own login and password in URL: www.umathx.com/preview

46. Thank You for Participating in this Introduction to UMathX For free access for 30 days: Go to www.umathx.com Select “preview”. If you are a member of a UMathX Initiative but do not have access for yourself and/or your students: Contact:support@umathx.com or bmathies@umathx.com or call 866 429 6284 Contact me directly for a personal session, a webinar, for permanent access or if you have any difficulties at: R Neufeld (CEO/Sr Author) Neufeld Learning Systems Inc. www.umathx.com RNeufeld@UMathX.com 866 429 6284 toll free in North America