Using 1-3 words, please share what you hope for your child in middle school math at Upper Devotion? Please enter 1-3 words. Use the following link: .

Using 1-3 words, please share what you hope for your child in middle school math at Upper Devotion? Please enter 1-3 words.

Use the following link:http://goo.gl/forms/gtc6wLDLnKWireless Information: Account: PSBUser: Devotion Guest Passcode: 6178794400

What are the essential conditions for students to reach their full potential

in mathematics?engaging and rigorous content

community of learnerstime

growth mindsetclear goals and expectations

teachers as “designers of learning”

Agenda: 6:00-7:30pm

• Guiding Principles of Upper Devotion

• Why? Shifts in Mathematics Education

• What? Math Teaching and Learning

• How? Visualizing the mathematics classroom

• Questions

• Next steps

Guiding Principles of Upper Devotion

• Targeted, individualized instruction to support students reaching their potential and increase autonomy for students to own their learning

• Increased use of online resources• Increased use of data to inform instruction• Foster and build relationships to strengthen active

engagement and bolster investment in learning• Application of knowledge to real world

problems/projects

2010

2011

2012

Common Core State Standards

2011 MA Curriculum Frameworks for Mathematics

Brookline began process of shifting standards

Summary of Recent Shifts in Math Education

Summary of Recent Shifts in Math Education

Brookline2011: Began review of MA Curriculum Frameworks. Aligning our work through outlining the shifts in content and investigating the Standards of Mathematical Practice.

2012: Vertical articulation with the BHS. Creation of essential questions to guide the mathematical learning of students and to help make connections between content.

2013: Began implementation of new standards

What is new within the standards?• Standards for Mathematical Content and

Standards for Mathematical Practice• No longer “a mile wide and an inch deep”• More focus, greater depth, increased rigor

Which requires a shift in instruction

What is rigor?Learning experiences and educational expectations that are:

academically, intellectually, and

personally challenging

Rigorous learning experiences, for example, help students understand knowledge and concepts that are complex… and they help students acquire skills that can be applied in a variety of educational, career, and civic contexts throughout their lives. (http://edglossary.org/rigor/)

Standards of Mathematical Practice “The mathematical practice standards of the Common Core do not introduce new knowledge to be learned but the mathematical actions used by mathematicians and that are needed for successful work and living in the new technological age” (Boaler, 2013b; RAND, 2002, October).

These include:problem solving, making sense of mathematics, persevering, reasoning and communicating about different ways of doing mathematics

At the same time, changes in the world...

The world is not the same as when we were in school.http://pennystocks.la/internet-in-real-time/

Mathematical thinking is more important than ever.

What does this mean for mathematics in school?

Guiding Principles for School MathematicsTeaching and Learning Principle from National Council of Teachers of Mathematics Principles to Actions

“An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.”

Highly Effective Mathematics Teaching Practices• Establish mathematics goals to focus learning

• Implement tasks that promote reasoning and problem solving

• Use and connect mathematical representations

• Facilitate meaningful mathematical discourse

• Pose purposeful questions

• Build procedural fluency from conceptual understanding

• Support productive struggle in learning mathematics

• Elicit and use evidence of student thinking(Principles to Actions, p.10)

“Mathematics will help them in their lives, not because they will see the same types of problems in the real world but because they are learning to think quantitatively and abstractly and developing in inquiry relationship with math.”

Jo Boaler, Professor of Mathematics Education, Stanford University

How Students Should be Taught Mathematics: Reflections from Research and Practice

How do we grow as educators?Teachers have engaged in continual learning, professional development experiences, and are preparing to expand their mathematical thinking/planning team to include additional support

•High Tech High•Project-based Learning with the Buck Institute•NCTM Conference (National Council of Teachers of Mathematics)•Coding Conference (this summer)•New England Summit for Google in Education

How do we grow as educators?

Ongoing•Collaboration within Mathematics Department•Beginning in 2015-16:

• Additional staffing of .5 Math Specialist • .2 ECS Resource Teacher (Ms. Miller) • 1.0 Education Technology/Librarian Specialist

co-plan, co-teach, identify resources, integrate technology

Middle Grades Math: The student experience• instructing through a brief mini-lesson• engaged in differentiated structured problems (teacher providing

scaffolding and extensions as needed) coaching students, asking questions, pushing their thinking,

checking in, students persevering through problem solving• working in pairs, clusters of small groups with academic peers

(flexible groupings) collaborating, talking about the mathematics, asking questionsevaluating the mathematical process, listening to each other,

critiquing peers, providing counter-examples• taking online assessment as one data point for skill development

Middle Grades Math: The student experience• showing multiple representations to demonstrate thinking explaining their thinking, making thinking visible• using technology to show mathematical reasoning and sense

making• setting goals, self-reflection, and teacher check-ins reflecting on successes and struggles; students finding “the edge”

of their learning zone with coaching from the teachers to choose appropriate challenges through growth mindset

• Math Specialist and/or ECS Resource Teacher working directly with classroom teacher

Students will be engaged in...

Extensions

How many different pairs of points can you create (using four different digits, from 2-9) with the same slope?

Use six different digits (from 0-9) to create three points which lie on the same line.

Is it possible to create two points which determine a line with slope zero? Undefined slope? Explain.

Online Practice/Review

Real-time, Personalized Data

How can I systematically obtain and record information related to a problem so I can look for a pattern?

How can I best communicate my thinking? How can I justify my answer?

Mathematics classrooms should be places where students:

• Develop an inquiry relationship with mathematics, approaching math with curiosity, courage, confidence & intuition.

• Talk to each other and the teachers about ideas – Why did I choose this method? Does it work with other cases? How is the method similar or different to methods other people used?

• Work on mathematics tasks that can be solved in different ways and/or with different

solutions.

• Work on mathematics tasks with a low entry point but a very high ceiling – so that students

are constantly challenged and working at the highest and most appropriate level for them.

• Work on mathematics tasks that are complex, involve more than one method or area of

mathematics, and that often, but not always, represent real world problems and applications.

How Students Should be Taught Mathematics:Reflections from Research and PracticeJo Boaler, Professor of Mathematics Education, Stanford University

Your Hopes Wordle

What are the essential conditions for students to reach their full potential

in mathematics?engaging and rigorous content

community of learnerstime

growth mindsetclear goals and expectations

teachers as “designers of learning”

What are the essential conditions for students to reach their full potential

in mathematics?Teaching and Learning

Access and EquityCurriculum

Tools and TechnologyAssessment

Professionalism

http://www.nctm.org/uploadedFiles/Standards_and_Positions/PtAExecutiveSummary.pdf

Next Year at Upper DevotionResources to support learning•.5 Math Specialist •.2 ECS Resource Teacher (Ms. Miller-Current Devotion ECS Teacher)•Library Tech Specialist (Ms. Lauchlan-Recently hired from Maryland)•Devices (thank you, PTO!)

Schedule•Long blocks for deeper learning•Additional blocks for Intervention and Extension opportunities•Collaboration and planning time for math teachers, new math specialist, and ECS teacher

Next Year at Upper DevotionInstructional Practices•Teacher as designer and facilitator of learning•Student Clustering/Flexible Grouping•Lessons designed with multiple entry points •Online learning and data collection•Scaffolded homework assignments•Co-teaching

Evaluation of Program•Feedback from students and parents•Ongoing teacher reflection and evaluation•Ongoing review of student learning data (e.g., MCAS performance & growth)•Additional data to be determined with Director of Research; shared with parent community

Questions?

We would like to hear from youWe began the evening asking you about your hopes for your child in middle school mathematics. In thinking about your response and what we’ve discussed tonight, we invite you to answer the questions below.

-What resonates with you?-What are you wondering about?-What questions do you have? http://goo.gl/forms/PMLPONXzBs

Boaler, J. (2013). “Ability and Mathematics: The Mindset Revolution That is Reshaping Education”. FORUM, Volume 55, p. 143-152.

Flores, Alfinio (2007). “Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap”. The University of North Carolina Press.

Heiten, Liana. “Project-Based Learning Helps At-Risk Students”. Education Week. Volume 31, p. 8-9, April 25, 2012.

Massachusetts Curriculum Frameworks for Mathematics (2011).

National Association for Gifted Children, www.nagc.org.

National Council of Teachers of Mathematics (2014). “Principles to Actions: Ensuring Mathematical Success for All”, www.nctm.org.

Project Based Learning, www.bie.org.

Sample List of Resources and Review of Literature

Sample List of resources and Review of Literature

Saavedra, A. R. and V. D. Opfer (2012). “Learning 21st-Century Skills requires 21st-Century Teaching”. Kappan. October 2012.

Sparks, S. (2013). “Studies Probe How Students Can Apply Math More Widely”. Education Week, Volume 34, p. 14-15, www.edweek.org.

Swicord, B. “The Puzzle of Differentiating Learning for Gifted Students”. National Society for the Gifted & Talented, www.nsgt.org.

Swicord, B. “Problem-Based Learning: A Promising Strategy for Gifted Students”. National Society for the Gifted & Talented, www.nsgt.org.

Yetkiner, Z. E., Anderoglu, H., & Capraro, R. M. (2008). “Research Summary: Project-Based Learning in Middle Grades Mathematics”, www.nmsa.org/Research/ResearchSummaries/ProjectBasedLearninginMath/