Planning & Preparation

1. Welcome, Math Teachers! Planning & Preparation

2. What’s expected?

3. Knowing Your Students

4. What we already know • How Student’s Learn • Pre-/Mis-conceptions • Connecting to student’s experiences • Addressing metacognition • What can we do address this?

5. DATA

6. Things we can do to get to know our students • Learning Styles • Three C’s • Control • Competence • Connnectedness • Differentiate

7. Activity 1 • Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective. • Objective: Students will be able to solve multi-step equations by using inverse operations.

8. The Scenarios • Jimmy is hyperactive and likes to dance around the room when class is near the end. He is a visual learner, a solid mathematician, and enjoys excelling and being the “best.” He gets very excited to start new topics, but they don’t hold his attention for long. • Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong math skills, but does not always complete work. • Jack failed math three times. He likes to rap and play games and knows more about computers than anyone. He seems to learn best with hands-on activities. His reading, writing, and math skills have only slightly improved over the last 2 years. • Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her math skills are above grade level.

9. What are we tasked to do? • Designing daily lessons to meet learners’ unique needs • Presentation by 9th grade team

10. Looking at Data DATA

11. Ways to look at data • Frame a key idea or topic • What? • Why? • When? • How?

12. Methods to look at data • Research • Expert?

13. Next Steps • Develop and Refine a Plan of Action • Goals • Strategies • Measuring Success

14. Follow Through • Putting the Plan to work • What are we going to use as data (i.e. student work samples, CTBS, benchmarks, etc…)

15. Making Sense of it all • Analyzing Data • LASW • LATW

16. Putting it all together

17. What does this mean for me? • Co-planning schedule • Classroom walk-throughs • Common structures are in place • LASW • Common Tasks

18. Teaching

20. Student Engagement • Five Levels • Authentic Engagement • Ritual Engagement • Passive Compliance • Retreatism • Rebellion

21. Student Engagement • Three Types of Classrooms • The Highly Engaged Classroom • The Well-Managed Classroom • The Pathological Classroom

22. Student Engagement What is the present status of your classroom? Where would you like to be? How could you get there?

23. Talking Slips Share • Each person takes three sticky notes in his hand. Answer each question on a sticky with you personal thoughts/reflections. • Select a person to begin a discussion about the ideas relative to the personal reflection topic. • Sharing can go in any order, but as each person contributes to the discussion he places a sticky note in the center of the table. Each person contributes three times. • Stop and add new information to your personal written reflection.

24. Student Engagement • Factors that Influence Student Achievement • Teachers Can Control • Teachers Can Influence • Teachers Can’t Control • Increasing Student Engagement involves Motivation!

25. Student Engagement • Self System of Motivation • Relevance • Student success • Positive Interactions • Metacognitive System • Goals for student learning/personal goals • Consistent feedback in reference to goals • Teaching practical skills • Cognitive System • Input of Information • Constructing meaning • Storing in memory • Accessing from memory

26. Questioning Techniques • What do we see in the classroom? • Do you have an answer? • Darryl, do you an answer to question #2? • Do you have any questions? • Does everybody understand • Can someone explain…?

27. Activity What words, phrases, ideas, etc…, come to mind when you think of the word “Questions,” and how do they relate to students’ learning.

28. Ineffective Questioning Techniques • Yes/No • Calling out names • Misleading/Vague • Answering your own ? • Do you have…? • Does everybody…? • Can someone explain to me…? • Everyone, what is…? • Selective questioning • Monotone voice • Informing students he/she has the wrong answer • Asking the same ? over and over • Standing in the same location

29. What does High Level Questioning Look-Like/Sound Like?

30. The Original Bloom’s Taxonomy • Evaluation • All NOUNS for processes • One dimensional • Synthesis • Hierarchical • Degrees of difficulty as the basis for the difference between levels of the taxonomy • Analyzes • Application • Multiple types of Knowledge • Very cognitively ambiguous verbs • Comprehension • Failure for trained educators to recognize questions at higher levels as more difficult than at lower levels • Knowledge

32. Teaching • Checking for Understanding • Student Discourse (talk)

33. Student Discourse • What is it? • Classroom discourse refers to the written and oral ways of representing, thinking, communicating, agreeing, and disagreeing that teachers and students use to engage in those tasks. It also refers to the ways in which teachers orchestrate and promote talk and to the interplay of intellectual, social, and physical characteristics that shape the ways of knowing and working that are expected in the classroom. • 2012, National Council of Teachers of Mathematics

34. Student Discourse • How would you rate the mathematical conversations in your class? • Activity: • Make a T-chart • On one side label what “Is” considered student discourse, on the other side, label what it “Is Not.”

35. Student Discourse • Report out!

36. Extension • Norms and Expectations…how are those ideals communicated? • How do you know if that communication was successful?

37. Student Discourse • Read the article titled “Let’s Talk…” and highlight 5 big ideas that are of interest to you. • Use “The Final Word” strategy to facilitate the conversation • On the chart paper come up with a statement that best summarizes your groups thoughts on the article. • Post your chart in the designated area in the room.

38. Gallery Walk • Take some post-it notes to make any additional comments on the charts in the room. • You will move on the signal!

39. Student Discourse • What is the most difficult level to move? • Obstacles/Issues • How can you overcome those issues? How would your group revise your list?

40. Expert Groups • Group A – Making the Right (Discourse) Moves… • Group B – Making the Most of Mathematical… (While reading think about: the strategies shared in those articles, how will they increase discourse in your classroom, and how does implementing the strategy impact your role in the classroom?) • Record your ideas and present them (you decide).

41. Expert Groups • Reorganize into your second grouping. • Share ideas from your article with the other group members. • Next Steps!!!!!