november grrec math network november 29, 2011

MOVING STUDENT LEARNING FORWARD

NOVEMBER GRREC MATH NETWORK

NOVEMBER 29, 2011

GRREC MATH FACILITATION TEAM

Teresa Emmert, KDE Math Content

Specialist

Karen Campbell, River

Region

Melissa Biggerstaff, Caveland

Kim Estes, GRREC

Sandra Baker, GRREC

Tim Sears, KDE Math

Consultant

Janet Tassell, WKU

NORMS

Be present and engaged in our work.

We are equal partners.Seek first to understand and then

to be understood.Stay positive.Respect ideas of others.One voice rule – no private

conversations.Be productive.Be flexible and willing to change.

OCT ROAD MAP

1. Participants can engineeran effective classroomdiscussion.

TARGETS

2. Participants can provide effective oral and written feedback to students, in order to move their learning forward.

3. Participants will deepen their understanding of implementing a FAL.

TARGETS

4. Participants can select appropriate formative assessment strategies to positively impact student learning.

5. Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.

TARGETS

Please turn in your self-reflection.

Participants can provide eff ecti ve ORAL and writt en feedback to students, in order to move

their learning forward.

TARGET

Please complete the Kitten task.

WHAT ASSUMPTIONS DID YOU MAKE?

Look over the student work provided.

As a table group follow the directions by creating questions that would move each student’s learning forward.

CREATING FEEDBACK QUESTIONS

Participants can engineeran effective classroom

discussion.

TARGET

ENGINEERING EFFECTIVE DISCUSSION

For this activity divide the article into the following parts: Part 1 – Beginning of article to end of The Five Practices Model

section Part 2 – Anticipating Part 3 – Monitoring Part 4 – Selecting Part 5 – Sequencing Part 6 – Connecting Part 7 – Conclusion

Everyone will read Parts 1 and 7. Assign table group members Parts 2 – 6 to read. (Not everyone has to read all of these parts. You will share what you read after silent reading.)

Read Parts 1, the section(s) you were assigned, and Part 7.Annotate the article with the following symbols:

ENGINEERING EFFECTIVE DISCUSSION

Mark the text that affirms your prior knowledge with a check mark.

Mark the text that surprises you with an exclamation point.

Mark the text that you want or need to more about with a question mark.

Share in round robin fashion the content of your reading, along with the items you marked with the three symbols.

Share in the following order:

I. AnticipatingII. MonitoringIII.SelectingIV.SequencingV. Connecting

ENGINEERING EFFECTIVE DISCUSSION

Monitoring Tool

How would you use the monitoring tool to help engineer effective classroom discussion?

ENGINEERING EFFECTIVE DISCUSSION

During break, please move to a table with teacher leaders who have implemented the same Formative Assessment Lesson as you.

Those who didn’t have time to implement a FAL should sit together.

MORNING BREAK

Participants can provide effective oral and WRITTEN feedback to students, in order to move their learning forward.

TARGET

Individually write descriptive feedback on your samples of student work.

Follow the Feedback Review Protocolto analyze each other’s feedback. Time may not allow everyone’s feedback

to be shared.

EFFECTIVE FEEDBACK

Participants will deepen their understanding of implementing a FAL.

TARGET

In groups of 3-4 teachers who facilitated the same FAL:

Select a facilitator – who will hold each participant accountable for engaging in the conversation

Select a timekeeper – who will advance the conversations and keep track of the time allotted.

FAL REFLECTION

Utilize the FAL Reflection organizer to discuss the following topics:

How did it go?

What insight did student work provide?

Did feedback move learning forward?

FAL REFLECTION

Did you find mistakes in the FAL you implemented?

Were there ways that you thought you could make this FAL better?

Should there be revisions?

FAL REFLECTION

If your group answered yes to any of these questions, please write your suggestions on the sheet provided.

Participants will deepen their understanding of number,

operations, algebraic thinking and mathematics pedagogy.

TARGET

“UNDERSTAND”… A WORKING DEFINITION

“Understand” is used in the math standards to mean that students can explain the concept with mathematical reasoning, including concrete illustrations, mathematical representations, and example applications.

What does this show you about this 5 th grade student’s understanding of mathematics?

“UNDERSTAND”… A WORKING DEFINITION

http://www.livescribe.com/cgi-bin/WebObjects/LDApp.woa/wa/MLSOverviewPage?sid=LQcqHZxzMVqK

High School– 11:30-12:00

Elementary- 11:45-12:15

Middle- 12:00-12:30

LUNCH

During your free time in this hour:

• Move to a table so that you will be sitting in grade levels (K-8) or subject levels (High

School)

• Highlight the word understanding in your grade or subject level standards

What did the student understand about subtracting fractions?

How did hearing the student help you ‘see’ the student’s understanding vs. just seeing the math on paper?

Does he have a conceptualunderstanding of fractions?

“UNDERSTAND”… A WORKING DEFINITION

Discuss your pacing guides in your grade level groupsWhat topics have you taught?What are you teaching before Christmas break?

What will you be teaching in January and February?

Decide on one big idea that will be a focus in JanuaryYou will either have taught by or will be teaching this concept in February.

PACING

BIG IDEA

Fill this out and turn it in.

GRADE BAND ACTIVITIES

TASK FROM NCSM

Work as a group to answer the Bridge Problem.

As a team, show the mathematics that Ted and Sam used to find the weight that the bridge could hold.

As a team write a few sentences that you would say to the City Council to defend your position.

THE BRIDGE PROBLEM

TED – Construction Engineer – 5 tons

SAM - Construction Contractor – 1000 tons

THE BRIDGE COLLAPSED

Think about this task:

What Standards for Mathematical Practice were embedded? How?

Understanding?

MATHEMATICAL PRACTICES

Table groups will be assigned the following tasks from Ch 4:

Around Pi task - Alg.2Around the World task - Geom.A Model Idea task - Alg.1 

CHAPTER 4 RSM: NUMBER & MEASUREMENT

As you analyze the task, answer the following questions using your Common Core Standards and the Rigor and Relevance Template provided.

How does this task promote reasoning and sense making?

Which standards from CCSSM/KCASM and Quality Core does this task address?

How does this task show Rigor & Relevance?

CHAPTER 4 RSM: NUMBER & MEASUREMENT

GOOD QUESTIONS

OVERVIEW

2 core strategies for differentiating math instructionOpen QuestionsParallel Tasks

Aligned to the NCTM Standards.Quick strategies to engineer questions.Supports the Mathematical Practices by

focusing on questioning.How does this connect to Five

Strategies of Formative Assessment?

OPEN QUESTIONS

A question is open when it is framed in such a way that a variety of responses or approaches are possible.

How might a student answer the following question?

Example: Describe the picture using a mathematical equation:

X X X XX X X XX X X X

What is the big idea?How is this “open”?How does this provide for differentiation?

WHY IS THIS AN OPEN QUESTION?

Teacher asks whole class.Purpose and Outcomes:

Question is designed to allow for differentiation of response based on each student’s understanding.

All students can participate fully.Increases student confidence.Students gain from discussion in classroom learning community.

STRATEGIES FOR CONVERTING CONVENTIONAL QUESTIONS TO BE “OPEN”

Turning around a questionAsking for similarities and differencesReplacing a

number with a blank (Pre-K-5)number, shape, measurement unit, and so forth with a blank

Asking for a number sentenceChanging the question (Pre-K-5)

YOU TRY ONE!

Take a conventional question and “engineer” an Open Question using one of the strategies in your Good Questions book

PARALLEL TASKS

Two or three tasks “engineered” to meet the needs of students at different developmental levels but get a the same big idea and are close enough in context to be discussed simultaneously.

WHY IS THIS A SET OF PARALLEL TASKS?

Example of Parallel Tasks:Create a word problem that can be solved by multiplying two 1-digit numbers.

Create a word problem that can be solved by multiplying two numbers between 10 and 100.

What is the big idea?How are the tasks parallel?How do these tasks provide for

differentiation?

YOU TRY ONE!

“Engineer” a set of Parallel Tasks.

SO WHAT?

How does this connect to Five Strategies of Formative

Assessment?

FOR NEXT TIME?

Peruse/skim Chapter 1Pay attention to the examples provided

BREAK

Make sure to pick up your new book during break!

Participants can select appropriate formative assessment strategies to positively impact student learning.

TARGET

75 MATH FACTSI can select appropriate

formative assessment strategies to positively

impact student learning.

MATHEMATICS FORMATIVE ASSESSMENT75 PRACTICAL STRATEGIES FOR LINKING

ASSESSMENT, INSTRUCTION, AND LEARNING

Considerations for Selecting FACTs to Improve Teaching

• Which aspects of instruction and assessment do I need to improve upon?

• Which teaching goal will I focus on to advance my students from where they are now to where they need to be in their conceptual and procedural understanding?

MATHEMATICS FORMATIVE ASSESSMENT

• What types of pedagogy embedded in the FACTs are the best match for the content students are learning?

• How will this FACT help me work smarter, not harder?

• Does the intended purpose of the FACT match my teaching purpose?

• Which FACTs are best used to produce the information I need to inform my teaching?

FIVE/SEVEN STRATEGIES

Grades K-2: Pg. 1 first paragraphGrades 3-5: Pg. 2 first paragraphMiddle School: Pg.2 second paragraph

High School: Pg. 2 third paragraph

PAGES TO CONSIDER

Pgs. 25 and 26How does this connect with our work with formative assessment?

Connections to short, medium, long cycle types of formative assessment

Feedback and QuestioningFAL processGood Questions, Van De Walle, and Reasoning and Sense Making

Current instructional practices/HETL

SELECTING AND USING FACTS TO STRENGTHEN THE LINK BETWEEN ASSESSMENT, INSTRUCTION, AND

LEARNING

• Pgs. 30 – 32•Make sense of problems and persevere in solving them•Reason abstractly and quantitatively•Construct viable arguments and critique the reasoning of the others•Model with mathematics•Use appropriate tools strategically•Attend to precision•Look for and make use of structure•Look for and express regularity in repeated reasoning

HOW DO THE FACTS COMPLEMENT THE STANDARDS FOR MATHEMATICAL

PRACTICE AND CONTENT?

• Concept Cartoons• Pg.77-80• Connections to 5 and 7 Strategies• Connections to the FAL process• Connections to KCAS for

Mathematics Content and Practices

LET’S LOOK AT A FACT TOGETHER

CONCEPT CARTOON

Feedback FACTs #6 Comments Only Marking Pgs. 66-67#15 Feedback to Feed-Forward Pgs. 89-92#38 Partner Speaks Pgs. 143-144#41 Peer to Peer Focused Feedback Pgs. 150-52#69 Two Stars and a Wish Pgs. 207-209

FACTS AND FEEDBACK AND QUESTIONING

Questioning FACTs#14 FACT-FIRST Questioning Pgs. 87-89#34 No Hands Questioning Pgs. 134-136#68 Two or Three Before Me Pgs. 205-206#71 Volleyball, Not Ping-Pong Pgs. 211-21#72 Wait Time Variations Pgs. 212-216

FACTS AND FEEDBACK AND QUESTIONING

Jigsaw-Groups of 4You will need Post-its

5 minutes read, 2 minute shareDo this twice

1.Feedback2.Questioning•Find 1 FACT you have used before•Find 1 FACT you would like to try in your class.

Share the FACT with your group.

FACTS AND FEEDBACK AND QUESTIONING

How is implementing a Formative Assessment Lesson like riding a bike?

OR

How is moving student’s learning forward like sluicing for gold in a river?

MATH METAPHOR

FAL

www.illustrativemathematics.org

RESOURCES

Our next meeting will be

January 24, 2012

CLOSING COMMENTS

Turn In:• Evaluations

Homework:• Implement a FAL (if

you haven’t already)• Read:• K-8 teachers: Ch 4 Van de

Walle • High School teachers: Ch 5

RSM• Everyone: Rigor on Trial

article• Skim Ch 1 of Good Questions

book• Choose one of the 75 FACTS and

try it.