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Facilitating Effective Professional Learning Communities Welcome! Region 11 Math and Science Partnership K2 Number Sense Anne Bartel & Nancy Nutting

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Facilitating Effective Professional Learning Communities. Welcome! Region 11 Math and Science Partnership  K2 Number Sense Anne Bartel & Nancy Nutting. Today’s Agenda. PM Overview of training & responsibilities PLC dress rehearsal Focus on adult learners Tools: Power and rapport. AM - PowerPoint PPT Presentation

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Page 1: Facilitating Effective Professional Learning Communities

Facilitating Effective Professional Learning Communities

Welcome!

Region 11 Math and Science Partnership K2 Number Sense

Anne Bartel & Nancy Nutting

Page 2: Facilitating Effective Professional Learning Communities

Today’s Agenda

AM•Get acquainted•Set norms•Focus on # Sense•Focus on PLCs

PM•Overview of training & responsibilities•PLC dress rehearsal•Focus on adult learners•Tools: Power and rapport

Page 3: Facilitating Effective Professional Learning Communities

Parking Lot & Logistics

• Timeframe• Lunch• Restrooms• Next 2 meetings: Oct. 24th & Feb. 19th

• Parking Lot concerns/questions• “Misery is optional”

Page 4: Facilitating Effective Professional Learning Communities

Step In – Step Out

• Form a large circle around all the tables and face each other. Step to the inside of the circle if the statement is true for you.

Page 5: Facilitating Effective Professional Learning Communities

Step In – Step Out

• I went to the MN State Fair this year.• I drove more than 10 miles this morning to get

here.• I exercised before I came this morning.• I speak a second language.• I know what CGI in math education stands for.• I was in a PLC last year.• I have previously facilitated a PLC group.

Page 6: Facilitating Effective Professional Learning Communities

Share at Your Table

What is the most positive experience you have had in learning or teaching mathematics?

Debrief: Grounding conversation

Page 7: Facilitating Effective Professional Learning Communities

Strategy Name

Description This is how I might use it

  

   

  

   

  

   

Strategy Recording Sheet

Grounding conversation

Ask a low-stress question and whip around for responses

Plan a Q to start each meeting; ‘whip’ to keep it fun but short.

Page 8: Facilitating Effective Professional Learning Communities

Establishing Norms for PLCs

• Think: What do you need in a group or from a group to make it a valuable learning experience for you?

• Record: Write one idea to a small post-it.

• Compare and sort: Place similar needs in a group; label that group with a large post-it.

Page 9: Facilitating Effective Professional Learning Communities

Establishing Norms for PLCs

• Summarize: Write 1-3 positively stated norms for each label

• Discuss & reach consensus: What’s missing? What needs editing? What norms can everyone commit to?

• Debrief

Page 10: Facilitating Effective Professional Learning Communities

What do you see ?

Page 11: Facilitating Effective Professional Learning Communities

Assume . . .a = b = c = d = e =What letters belong in the following boxes?

c + e = d + e=

d + f = b + g=

Page 12: Facilitating Effective Professional Learning Communities

Try these e =

e + g = g – b =

h – e = d + b =

Page 13: Facilitating Effective Professional Learning Communities

Try these e = How many more is i than c?

Which is more: c + f or b + h?

If you have g people at a party, will s cookies be enough, too many, or just about right? How many will each person get?

About how many grapes could you hold in one hand: h or m?

Why these activities?

Page 14: Facilitating Effective Professional Learning Communities

Our Goals

• To help teachers get better at observing and listening to students’ mathematical ideas and understandings

• To help teachers determine instruction based on what they see and hear from students

Page 15: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight [Number Sense] is an awareness and understanding about what numbers are, their relationships, their magnitude, the relative effect of operating on numbers, including the use of mental mathematics and estimation.

Fennell and Landis (1994) Windows of Opportunity in Sherry (2010) Number Talks, www.mathsolutions.com

Page 16: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight

Number sense is not a finite entity that a student either has or does not have but rather a process that develops and matures with experience and knowledge.

McIntosh, Reys and Reys. (1992). “A proposed framework for examining basic number sense.” For the Learning of Mathematics. 12(3), p. 2-8, 44.

Page 17: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight

The Cockcroft Report (Cockcroft, 1982) uses the phrase “at-homeness with numbers” to describe one aspect of number sense.

SciMathMN. (1993). Minnesota K-12 Mathematics Framework. St. Paul, MN.

Page 18: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight

Communication in the classroom also can help make implicit ideas explicit. Often students come to school with intuitive ideas about how things work, and intuitive strategies for solving problems.. . . When students’ intuitive strategies are made public, they can be analyzed more deeply and everyone can learn from them.James Heibert, et. al. ( 1997). Making Sense: Teaching and Learning Mathematics for Understanding. Portsmouth, NH: Heinemann, p 45.

Page 19: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight There is no meaning inherent in symbols. Symbols always stand for something else . . . Symbols become meaningful when they are used to describe numbers and relationships that children know and understand . . . The key is that the symbols represent a real experience that can be written down . . . Kathy Richardson. How Children Learn Number Concepts: A Guide to Critical Learning Phases. Bellingham, WA: Math Perspectives Teacher Development Center. 2012 pp. 68-70.

Page 20: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight . . . in the eyes of children, not all addition and subtraction problems are alike. There are important distinctions between different types of . . . problems, which are reflected in the way that children think about and solve them . . . The actions and relationships in a problem tend to influence the strategies that children use for an extended period of time . . .

Thomas P. Carpenter, et. Al. Children’s Mathematics: Cognitively Guided Instruction. Portsmouth, NH: Heinemann. 1999. pp. 2-3

Page 21: Facilitating Effective Professional Learning Communities

Research/Professional Literature Spotlight Messages to give to students:•Everyone can learn math to the highest levels•Mistakes are valuable•Questions are really important•Math is about creativity and making sense•Math is about connections and communicating•Math class is about learning not performing•Depth is more important than speed

Jo Boaler, Setting up Positive Norms in Math Class http://youcubed.org/teachers/2014/back-to-school-messages/#more-221, retreived 9/7/14

Page 22: Facilitating Effective Professional Learning Communities

Take a Break

Page 23: Facilitating Effective Professional Learning Communities

Evolution of a PLC

• Read the article

• In small groups, share your reactions to the article using Talking Chips.

• Create a graphic organizer to record the differences and share with the whole group.

Page 24: Facilitating Effective Professional Learning Communities

Read the Article

! Statements that cause an “ah-ha” or ideas that excite you in the reading.

. Places where you paused because you agree with the statement, it interests you, or it stands out.

? Something that is circling in your mind – it causes some questions.

Use “talking chips” to provide equal opportunities to participate.

Page 25: Facilitating Effective Professional Learning Communities

Evolution of a PLC

TextbooksCurriculum

SuppliesField TripsSpeakers

AssembliesRubrics

Parent Comm.Student Issues

Staff Issues

NEW8:05-8:10 review group norms

8:10-8:30 examine & discuss student work/data, common assessments, instructional strategies

8:30-9:00 reflect, problem solve, and set goals

OLD8:05-8:15 complain about staff8:15-8:25 complain about Admin.8:25-8:35 complain about parents8:35-8:45 complain about students8:45-8:55 complain about NCLB8:55-9:00 complain about lack of collaboration time

Page 26: Facilitating Effective Professional Learning Communities

6 Characteristics of a PLC

• Shared mission, vision, values and goals• Collaborative teams focused on learning• Collective inquiry into best practice• Action orientation and experimentation• Commitment to continuous improvement• Results orientation

DuFour, R., DuFour, R., & Eaker, R. (2008).

Page 27: Facilitating Effective Professional Learning Communities

Evolution of a PLC

Something we are not…something we do.

Muhammad, A. (2009).

Page 28: Facilitating Effective Professional Learning Communities

Evolution of a PLC

Learning is …

•Incremental•Job-embedded•Ongoing

Page 29: Facilitating Effective Professional Learning Communities

4 Questions for a PLC

•What is it we expect the students to learn?•How will we know when they have learned it?•How will we respond when they don’t learn?•How will we respond when they already know it?DuFour, R., DuFour, R., & Eaker, R. (2008).

Page 30: Facilitating Effective Professional Learning Communities

Group Process Facilitation

30

A way of providing leadership without taking the reins. A facilitator’s job is to get others to assume responsibility, to take the lead, and engage in meaningful collaboration.

- Bens, 2002

Page 31: Facilitating Effective Professional Learning Communities

Group Process Facilitator

31

One who contributes structure and process to interactions so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance.

- Bens, 2002

Page 32: Facilitating Effective Professional Learning Communities

Lunch – OK to bring it back

Page 33: Facilitating Effective Professional Learning Communities

Roving Number Posters for Sept. 11th

Work with people at your table. Write in as many expressions for 11 as you can

on your poster paper.

11

Page 34: Facilitating Effective Professional Learning Communities

2014

2015

Day 1NUMBER

SENSE(Sept)

Day 2ADDITION

(Nov)

Day 3SUB-

TRACTION(Jan)

Day 4MULT

DIVISION(Feb/Mar)

Day 5PLACE VALUE(May)

PLC

PLC

PLC

PLC

PLC

PLC

PLC

PLC

PLC

PLC

PLC

PLC

Page 35: Facilitating Effective Professional Learning Communities

3 PLCsClassroom Conversation #1

– Use Region 11 word problem sets– Use dot cards, strings of related

equations, own word problems Interview

– Work with 2 students, individually or as a pair

– Possibly follow same 2 students all year

Classroom Conversation #2– Use Region 11 word problem sets– Use dot cards, strings of related

equations, own word problems Prof

essi

onal

Rea

ding

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Page 36: Facilitating Effective Professional Learning Communities

Classroom ConversationsShort, frequent number talks, 5 – 15 minutes

• Students work mentally with mathematics• Dot cards, number strings, types of word problems• Focus on developing number sense

Orchestrating classroom discussions, time varies• Anticipate, monitor, select and sequence student work for

sharing; focus on a particular mathematical goal• Compare and contrast student work/ideas/strategies• Look for relationships and connections among problems

• Check out problem sets for classroom conversations

Page 37: Facilitating Effective Professional Learning Communities

Artifacts – Bringing Experiences to a PLC Group for Reflection

• Teacher notes, photos, or videos from a verbal discussion, students acting out problems, or using manipulatives

• Chart paper, photo or video showing a record of student thinking & strategies

• Written student work

Page 38: Facilitating Effective Professional Learning Communities

PLC Record KeepingAfter each PLC submit the recording sheet for that session. Region 11 Website:http://www.region11mathandscience.org/

PLC Online Reporting FormsTraining Day 1: Classroom Conversations ITraining Day 1: Student InterviewTraining Day 1: Classroom Conversations II

Page 39: Facilitating Effective Professional Learning Communities

Watch a Number Talk in Kindergarten with Dot Cards and Ten Frames

• Clip K1 5:31• Whole group classroom conversation• “Me too” strategy • Artifact to bring would be teacher notes or video

Take a few notes in your power point handout:• Characteristics of students who have emerging number

sense• Characteristics of students with strong number sense • What dot cards or ten frames would you use next and why?

Page 40: Facilitating Effective Professional Learning Communities

Watch Grade 2 – Use of Ten Frames and Recording Thinking about 8 + 6

• Clip 2.1, 4:40• Artifact to bring to PLC would be the class

recording chart• How does the ten-frame support student

thinking?• How can number talks help build basic fact

knowledge?

Page 41: Facilitating Effective Professional Learning Communities

Check out: Number Talks, K-5

• Facilitator’s Guide for Number Talks, p. 301ff + pages in earlier chapters about the clips, e.g. Kgn. see p. 36; grade 2 see p. 43ff

• Designing Purposeful Number Talks, chapter 4, p. 67ff – be aware of design vs. reality

7 + 7 = ?7 + 8 = ?7 + 9 = ?

Your resource

Page 42: Facilitating Effective Professional Learning Communities

What do you hear from your students?

When assessing mathematical understanding . . . a teacher is trying to get a picture of the student’s own thinking rather than whether the student can provide the “correct” answer that the adult has in mind.

Assessment Alternatives in Mathematics, California Mathematics Council and Project Equals, 1989

Page 43: Facilitating Effective Professional Learning Communities

Different Types of Word Problems

Investigate strategies students use•What characterizes students with the least sophisticated strategies?•What characterizes students with sophisticated strategies?

Page 44: Facilitating Effective Professional Learning Communities

Processing a Classroom Conversation with Artifacts

Continuum of Strategies (least to most sophisticated)

1 2 3Characteristics

Students

Page 45: Facilitating Effective Professional Learning Communities

PLC Record KeepingAfter each PLC submit the recording sheet for that session. Region 11 Website:http://www.region11mathandscience.org/

PLC Online Reporting FormsTraining Day 1: Classroom Conversations ITraining Day 1: Student InterviewTraining Day 1: Classroom Conversations II

Page 46: Facilitating Effective Professional Learning Communities

Continuum of Strategies (least to most sophisticated)

1 DMDirect

ModelingSee, touch,

count all

2 CCounting

Count on or count by chunks

3 DF or FRDerived Facts or

Fact RecallWorking with

equations, decomposing &

composing numbers

Page 47: Facilitating Effective Professional Learning Communities

3 PLCsClassroom Conversation #1

– Use Region 11 word problem sets– Use dot cards, strings of related

equations, own word problems Interview

– Work with 2 students, individually or as a pair

– Possibly follow same 2 students all year

Classroom Conversation #2– Use Region 11 word problem sets– Use dot cards, strings of related

equations, own word problems Prof

essi

onal

Rea

ding

– a

rticl

es &

boo

ksD

evel

opin

g M

enta

l Mat

h N

umbe

r Tal

ksD

evel

opin

g W

ord

Prob

lem

s H

ow to

fit w

ith c

urric

ulum

& D

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ict I

nitia

tives

Page 48: Facilitating Effective Professional Learning Communities

Take a Break

Page 49: Facilitating Effective Professional Learning Communities

Situational Leadershipby Hersey & Blanchard

• You are in a new situation • With a new group• And being asked to lead

• Here’s what you need to understand.

Page 50: Facilitating Effective Professional Learning Communities

Power & Rapport

Page 51: Facilitating Effective Professional Learning Communities

Power 101• Compliant Powers

– Coercive: based on the threat of punishment– Connection: based on the connections to influential others– Reward: based on your ability to provide reinforcements

or rewards

• Influence Powers– Referent: based on your personal traits– Information: based on your possession of valuable

information– Expert: based on your possession of expertise, skill &

knowledge, which gain the respect of others

Page 52: Facilitating Effective Professional Learning Communities
Page 53: Facilitating Effective Professional Learning Communities

Working with Students v. Adults

Students•You can use your compliant power•You have time to build relationships•Often, with students, relationships break down over time

Adults•You have only influence power•You have much less time to build relationships•It only takes a minute to break trust & damage relationships

Page 54: Facilitating Effective Professional Learning Communities

Behaviors that Influence Teacher Thinking

• Applying Rapport Skills – matching body, tone, language

• Structuring – time, space, purposes

• Reflective Questioning - positive presuppositions

• Using Silence – wait-time, listening

• Paraphrasing – restate, summarize

• Accepting – both nonverbally & verbally

• Clarifying – probing for details, values, meaning

• Providing – data, resources

Page 55: Facilitating Effective Professional Learning Communities

Behaviors that Influence Teacher Thinking

• Applying Rapport Skills – matching body, tone, language

• Structuring – time, space, purposes

• Reflective Questioning - positive presuppositions

• Using Silence – wait-time, listening

• Paraphrasing – restate, summarize

• Accepting – both nonverbally & verbally

• Clarifying – probing for details, values, meaning

• Providing – data, resources

Page 56: Facilitating Effective Professional Learning Communities

Behaviors that Influence Teacher Thinking

• Applying Rapport Skills – matching body, tone, language

• Structuring – time, space, purposes

• Reflective Questioning - positive presuppositions

• Using Silence – wait-time, listening

• Paraphrasing – restate, summarize

• Accepting – both nonverbally & verbally

• Clarifying – probing for details, values, meaning

• Providing – data, resources

Page 57: Facilitating Effective Professional Learning Communities

Importance of Rapport

Page 58: Facilitating Effective Professional Learning Communities

Elements of Rapport

• Elements– Posture

– Gesture

– Tonality

– Language

– Breathing

Page 59: Facilitating Effective Professional Learning Communities

Practicing Rapport

• Form groups of 3• Person 1: Talk about an issue related to the start

of school• Person 2: Get into rapport and actively listen

(posture, gesture, tone, language, breathing)

• Person 3: Observe• Debrief as a group – What did you see? hear?

What did it feel like?• Switch roles and repeat

Page 60: Facilitating Effective Professional Learning Communities

Rapport

When to Consciously Apply Rapport Tools:

When I anticipate tension or anxiety in another.

When tension or anxiety emerges during a conversation.

When I can’t understand another person or when I’m having difficulty paying attention to another.

Page 61: Facilitating Effective Professional Learning Communities

Adults learn best not merely by listening, reading or doing but by reflecting on what they hear, read or do. York-Barr, Sommers, Ghere, Montie. Reflective Practice to Improve Schools: An Action Guide for Educators. Thousand Oaks, CA: Corwin Press. 2001.

Page 62: Facilitating Effective Professional Learning Communities

Strategy Name

Description This is how I might use it

  

   

  

   

  

   

Strategy Recording Sheet

Page 63: Facilitating Effective Professional Learning Communities

CAPS & Exit Slip

Something that CONFIRMS my thinking . .

A question that was ANSWERED . . .

I am still PONDERING . . .

Something that SURPRISED me . . .

Exit Slip – 3 key points from today’s work

Page 64: Facilitating Effective Professional Learning Communities

Our Next Two MeetingsFriday, Oct. 24th

Thursday, Feb. 19th 8:30-3:30 at District 287, Plymouth

Remember to SUBMIT the recording form for each of your 3 PLC sessions.

Page 65: Facilitating Effective Professional Learning Communities
Page 66: Facilitating Effective Professional Learning Communities

“Orchestrating” Classroom Conversations

• Anticipate• Monitor• Select• Sequence• Connect

Five Practices for Orchestrating Productive Mathematical Discussions, Margaret S. Smith & Mary Kay Stein, NCTM& Corwin Press, 2011 www.nctm.org