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MATH FELLOWSMeeting #1
October 27, 2015
ACTIVATOR – VENN DIAGRAM, BAR GRAPH AND X Y PLOT
LARGER CONTEXT
Advocate and Systematize
Collaborate and ImplementLeadership
of SelfKnow and
Model
Leadership of Others
Leadership in the Extended Community
PURPOSE OF THE FELLOWS
1. To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community
2. To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self
3. To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self
OBSERVING THE FELLOWS PLAN – LEADERSHIP IN THE EXTENDED COMMUNITY
FELLOWS PLAN PART A3 STEP INTERVIEW
BREAK
LOOKING AT THE TASKS – LEADERSHIP OF OTHERS
COLLECTING STUDENT DATA-PRE AND POST – LEADERSHIP OF SELF
Each Mathematics Fellow gave students pre assessment in the fall of 2014 and as post assessment in the spring of 2015
Fellows gathered content data and math practice data on individual students
NUMBER OF SCORES ON PRE AND POST MATH ASSESSMENTS FOR
CONTENT
0 1 2 3 40
200
400
600
800
1000
1200
1400
1600
1800
2000
Pre Content Post Content
NUMBER OF SCORES ON PRE AND POST ASSESSMENT FOR PRACTICE STANDARD
0 1 2 3 40
200
400
600
800
1000
1200
1400
1600
1800
2000
Chart Title
Pre Practice Score Post Practice Score
ANCHOR RATIONALE – LEADERSHIP OF SELF
Student __B___
Content Score: Rationale:Identified 4/9 as the correct fraction. Uses a tape diagram for the first strategy and a table for the second.
4
SMP Score: 3
Rationale: Adequately supports their reasoning, the student does not receive a thorough justification because they do not demonstrate evidence that they understand it is 4/9 of the class, rather they state that it is 4 boys and 9 students and this knowledge is not assumed
ADMINISTERING THE TASKS COLD—LEADERSHIP OF SELF
These tasks will be used as a baseline Please do not give any prior instruction, it is
very important that your students demonstrate what they know at this time
This data will be used as a baseline—it is more important that your students grow from this baseline, than do well at this first administration.
K-1 should read the task for the students and accept dictation as answers if needed.
FOCUSING ON STUDENT LEARNING PROTOCOL—LEADERSHIP OF SELF, OTHERS, AND THE EXTENDED LEARNING COMMUNITY Review the protocol Prior to our second meeting please:
Administer the task to your students “cold” Tally the Content Cluster and SBAC ALD rubric
results Bring back Consider the Implications for teaching
Data Collection REL support? Your students scores in Content and Claim 3 Your implications for teaching
LUNCH
FELLOWS ACTION PLAN PART B – LEADERSHIP OF THE EXTENDED COMMUNITY
PRINCIPLES TO ACTIONS - LEADERSHIP OF SELF, OTHERS, AND THE EXTENDED LEARNING COMMUNITY
Connect and Continue Fellows work in PLC
Implement High-Leverage Practices and Routines
The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.
Principles to Actions:Ensuring Mathematical Success for All
INDIVIDUALLY CONSIDER THE FOLLOWING QUESTION…
What are high-leverage practices and essential teaching skills that promote deep learning of mathematics?
FOURTH GRADE VIDEO…CAN YOU FIND EVIDENCE OF PRACTICES IN THE VIDEO?
https://www.teachingchannel.org/videos/multiplying-fractions-by-whole-numbers-lesson
HOW COULD YOU USE THIS ACTIVITY WITH SCHOOL/DISTRICT TEAMS? —LEADERSHIP OF OTHERS AND THE EXTENDED COMMUNITY
Video Resources by Grade BandProtocols from Fellows 2014-15Principles to Actions Reflection GuideNTCM Principles to Actions Toolkit
https://www.nctm.org/PtAToolkit/
CONTINUED STUDY…
2nd Fellows Meeting: Build procedural fluency form conceptual understanding
3rd Fellows Meeting: Support productive struggle in learning mathematics
4th Fellows Meeting: Elicit and use evidence of student thinking
BREAK
WHY DO WE DO MATH TOGETHER?
“Teaching mathematics required specialized expertise and professional knowledge that includes not only knowing mathematics but knowing it in ways that make it useful for the work of teaching” (Ball & Forzani 2010; Ball, Thames, and Phelps 2008).
-Principles to Action NCTM (p.11)
PRODUCTIVE ROUTINES: NUMBER TALKS -—LEADERSHIP OF SELF
“The power of Number Talks to transform people’s views of mathematics cannot be overstated, but there are other important goals that also can be achieved. Number sense is the most important foundation that students can have and the basis for all higher level mathematics. When students fail algebra, it is not because algebra is a really hard subject; it is because they do not have a foundation of number sense.”
Jo Boaler, Professor of Mathematics, Stanford University
NUMBER TALKS:A HIGH-LEVERAGE TEACHING STRATEGY TO TRANSFORM THE CULTURE OF THE CLASSROOM
FROM: TO:
Teacher centeredStudent-centered – students have ideas worth listening to
Teacher explaining the solution to an answer
Students sharing their reasoning & strategies
Focusing on the right answer Honoring how students arrive at a solution – even if it is wrong
Math anxiety/low confidence Confidence in math abilityOne method of solving a problem – often using the standard algorithm
Students are flexible in their thinking & reasoning
Low student participationHigh student engagement & productive struggle
NUMBER TALKS:HOW MANY DO YOU SEE?
JO BOALER –PROFESSOR STANFORD UNIVERSITY
Number Talks Video
HOW DO NUMBER TALKS…
Build procedural fluency form conceptual understanding
Support productive struggle in learning mathematics
Elicit and use evidence of student thinking
NEXT STEPS WITH NUMBER TALKS —LEADERSHIP OF SELF & OTHERS
Year Long Study with Fellows
Support from your Regional Math Coordinator
What can you commit to between now and our next meeting?
SUMMARY - LEADERSHIP OF SELF, OTHERS AND THE EXTENDED COMMUNITY
Pre/Post Tasks Activator Fellows Plan Part A Anchor Rationale Activity Principles to Actions Video Analysis of the 8
Practices Number Talk Fellows Plan Part B
Looking at Student Work (action item) Leadership Piece
HOMEWORK - LEADERSHIP OF SELF, OTHERS AND THE EXTENDED COMMUNITY
Baseline Tasks administered before Meeting #2
Meet with Admin and complete Action Plan Part B (Part B will be completed following each Fellows meeting)
Looking at Student Work Protocol with colleagues complete
Number Talks Principles to Action Practices
Principles to Action…Read Pgs. 42 to 47 (Build
Procedural Fluency from Conceptual Understanding) by our next meeting
AESD PARTICIPANT SURVEY
Math Participant Survey
http://tinyurl.com/qg5hq7g