M ATH F ELLOWS Meeting #1 October 27, 2015. A GENDA Activator Overview Fellows Plan Part A Anchor Rationale Activity Principles to Action Number Talk.

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

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Pre Content Post Content

NUMBER OF SCORES ON PRE AND POST ASSESSMENT FOR PRACTICE STANDARD

0 1 2 3 40

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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