Dev-TE@M Facilitator Orientationdevteam/files/tech/facilitator_orientation_fall2010.… · Dev-TE@M ¥ School of Education ¥ University of Michigan ¥ (734) 408-4461 ¥ [email protected]

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Developing Teaching Expertise @ Mathematics University of Michigan School of Education

Dev-TE@M"Facilitator Orientation

Fall 2010

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Overview of Orientation

1.  Welcome and introduction to the "Dev-TE@M fall 2010 pilot

2.  The module 3.  Supports for facilitators 4.  Technology 5.  Expectations for piloting 6.  Next steps 7.  Questions?

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1. Welcome and introduction to the Dev-TE@M fall 2010 pilot"

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Dev-TE@M • School of Education • University of Michigan • (734) 408-4461 • [email protected] For review only - Please do not circulate or cite without permission

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Dev-TE@M Fall 2010 Pilot

•  September 2010 – January 2011 •  ~13 pilot sites •  Selected sites include a diversity of

contexts •  Selected sites share a common

commitment to work together to offer and develop high quality learning opportunities for teachers

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2. The module

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Dev-TE@M Modules

•  Accessible online materials and resources •  Ten 1.5-hour sessions •  Facilitated in real-time (seminars or webinars) •  Content: Integrated attention to four core

elements of elementary mathematics teaching –  Mathematics geared to the demands of teaching –  Teaching practices for diverse classrooms and

contexts –  Student thinking about mathematics –  Learning-from-practice protocols for systematically

learning from and improving teaching

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Current Pilot Module:!Representing and Comparing Fractions in !

Elementary Mathematics Teaching

Content of module: •  Mathematics: fraction representation,

definition, equivalence, and equivalence •  Student thinking: students’ ideas about and

approaches to working with fractions •  Teaching practice: using representations in

classroom teaching •  Learning from practice: protocols for

learning from images of blackboards and other public recording space

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The Ten Sessions S1: Studying mathematics teaching with a focus on fractions S2: Understanding and using representations of fractions S3: Connecting representations and developing a working

definition of a fraction S4: The number line S5: Narrating representations and analyzing tasks S6: Using public recording space S7: Using tasks and public recording space to study elements

of mathematics teaching S8: Supporting students’ narrations; and using a “public-

recording-space checklist” S9: Strategies for comparing fractions S10: Supporting students’ understanding and use of

representations shared by classmates

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Inside the Sessions •  6 to 8 parts per session (preview, activities, wrap up) •  Records from a PD session taught by Deborah Ball "

(videos, participants’ work samples) –  Frame and set up activities –  Introduce or summarize key ideas –  Provide explanations or narrations to interpret and critique –  Raise ideas or examples that did not come up in session

*** not virtual participation in the PD in the video****

•  Records from elementary classrooms (videos, tasks, student work)

•  Classroom Connection Activities (i.e. between-session work)

**** Implementing the module will require some decisions about what records and CCAs to use ****

………………………………………………………………………………………………………………………

•  Records from participating teachers’ own classrooms (images the board and other public recording space)

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3. Supports for facilitators

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Supports for Facilitators

•  Facilitator guides •  Module overviews •  Study groups

•  Online resources and forums

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Facilitator Guides

•  Goals for session and its parts •  Overview of activities, videos, and

documents

•  Detailed descriptions of each activity •  Additional comments about the activities

(e.g., suggestions, anticipated responses or difficulties, “caution points”, connections to teaching, etc.)

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Module Overviews

•  Table of session activities!(i.e. Overview of all activities in each session)

•  Session planners "(i.e. Web pages for each session containing links to the resources – images, slides, handouts, etc. – needed for each part of a session)

•  Table of Classroom Connection Activities (CCAs)!(i.e. Overview of all between-session work)

•  Table of the development of core elements!(i.e. Overview of how the core elements of the module content – mathematics, student thinking, teaching practice, learning from practice -

are developed across the module )

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Study Groups

•  Small groups of facilitators and Dev-TE@M project members

•  Meetings roughly coordinated with implementation of module – Roughly 3 one-hour meetings per month – Schedule will be arranged by study group

members

•  Opportunity to: – Debrief, share ideas, and raise questions –  Look ahead to key aspects of the module

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Online Resources and Forums"(Moodlerooms)

•  Online course: –  Course materials for teachers and the facilitator –  Space for sharing records of practice from teachers’ own

classrooms –  Online communication tools for teachers and the facilitator to use •  Facilitator Support Network (FSN): –  Announcements –  Discussion forums –  Module resources –  Calendar –  Space for sharing records of practice –  Q & A pages –  Tech support

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4. Technology

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Technologies to be Used

•  Computing – Moodlerooms (or similar system)"

(module content & Facilitator Support Network) •  Conferencing technologies "

(for study group sessions and for remote or hybrid PD sessions by special arrangement)

– Online conferencing – Phone conferencing

•  Audio-visual – Display of video, slides, photos with groups – Handouts (pdfs) – Participants’ records of practice

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Moodlerooms Tour (optional)

•  “Walking tour” of Moodlerooms spaces •  Demo of conferencing technology use

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5. Expectations for piloting

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Expectations for Piloters

•  Use all ten sessions with one group of practicing elementary classroom teachers in facilitated seminars or webinars by January 31, 2011 –  Adhere to the materials use agreement

–  Make a good faith effort to use all the sessions in their entirety –  Prepare for the PD sessions to be ready to make decisions about

what to use and how to use the module content in response to your teachers’ needs

•  Participate in a study group –  Prepare for and participate in implementation study group (please

respond to the Doodle poll re: availability ASAP so you can be assigned to a group)

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Expectations for Piloters

•  Help us learn from you –  Provide feedback (e.g., complete an online survey) about the

materials to the Dev-TE@M project –  Administer pre-/post- implementation questionnaires (math for

teaching survey) to your participants –  Document a few selected sessions (i.e., video or audio

recordings and participant work samples) –  Be open to Dev-TE@M project members learning from your

implementation by observing your Moodle site (i.e., reading your exchanges with participants and listening, by arrangement in advance, to any scheduled online “real-time” sessions)

–  Send messages to [email protected] if you have any questions or concerns about the module or your Moodle site

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Expectations for Dev-TE@M

– Provide a Moodlerooms site for each facilitator – Support each facilitator substantively and

technologically* –  If needed, work with facilitators’ institutional tech

support to minimize and resolve technical issues – Assist facilitators in their efforts to support

teachers with Moodlerooms (or similar system)and their work in the module

– Organize the facilitator study group activities – Monitor and participate in the Facilitator Support

Network (FSN)

* In order to do this, we will be monitor and access informa@on shared on the Moodlerooms spaces

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6. Next steps

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Before Beginning the Pilot

•  Set up Moodlerooms space for each PD group"(Provide Terri with PD participant list as soon as possible)

•  Organize study groups"(Provide Terri with PD implementation schedule as soon as possible – - http://www.doodle.com/8ifpexkr9imycage

•  Study group kick-off (a.k.a. “Orientation, Part 2”)"(Provide Terri with your availability by responding to Doodle poll above) –  We will be sending you a follow up document with

activities to do by September 7.

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7. Questions?

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Dev-TE@M Facilitator Orientationdevteam/files/tech/facilitator_orientation_fall2010.… · Dev-TE@M ¥ School of Education ¥ University of Michigan ¥ (734) 408-4461 ¥ [email protected]

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