Download
1 / 44
440 likes | 606 Vues
CCSS Mathematics Fellows. ESD 105 Dawn Sparks. Doing Math Together— Leadership of Self. Select and complete a task that you are not familiar with at your grade band. Think about multiple ways that you might complete this task. Larger context . Advocate and Systematize.
E N D
CCSS Mathematics Fellows ESD 105 Dawn Sparks
Doing Math Together—Leadership of Self • Select and complete a task that you are not familiar with at your grade band. • Think about multiple ways that you might complete this task.
Larger context Advocate and Systematize Leadership in the Extended Community Collaborate and Implement Leadership of Others Leadership of Self Know and Model
Purpose of the Fellows • To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community • 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 • 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
Why Do Americans Stink at Math • Assumptions-What assumptions does the author of the text hold? • Agreements-What pieces of the text do you agree with? • Aspirations-What pieces of the text do you aspire to or act upon for yourself and your colleagues?
Considering our StudentsSetting Baseline Tasks PURPOSE: 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
Considering our StudentsSetting Baseline Tasks In order to understand where we are in our practice, we will use a baseline task to examine student ideas through the lens of the standards. • This will be operationalized through the content clusters and Standard for Mathematical Practice 3 and 6 (SBAC Claim 3) • This task will be re-examined at the end of the year to explore student growth
“Students can demonstrate progress toward college and career readiness in mathematics.” Assessment Claims for Mathematics • “Students can demonstrate college and career readiness in mathematics.” Overall Claim (Gr. 3-8) • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Overall Claim (High School) • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim 1 Concepts and Procedures • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim 2 Problem Solving • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim 3 Communicating Reasoning Claim 4 Modeling and Data Analysis
Claim 3 – Communicating Reason Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Test propositions or conjectures with specific examples. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures. State logical assumptions being used. Use the technique of breaking an argument into cases. Distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in the argument—explain what it is. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. Determine conditions under which an argument does and does not apply.
Making Sense of the Task • Look at the task as though you are a student so that you can think about misconceptions that might arise. Discuss: • What knowledge do your students need to have to be successful on this task?
Connecting it to the rubrics • Content Cluster Rubric • Focuses on a specific cluster for the task • SBAC Achievement Level Descriptor Rubric • Focuses on Claim 3 broadly • Review the rubrics and consider what a response might look like based on the task you completed.
Anchoring Yourself in Student Work • Look at the 3 anchor papers associated with your task. Discuss as a group: • What Content Cluster score does this student demonstrate? • What SBAC ALD score does this student demonstrate? • What considerations does this illuminate for your students? • Review the official scores for your papers and annotated notes. • What further clarification do you need?
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” • Track student Content Cluster and SBAC ALD rubric results • Bring back a few examples of student work • Consider the Implications for teaching • Data Collection for REL… • Your students scores in Content and Claim 3 • Your implications for teaching
Module 1 – Teacher Leadership FrameworkESD 105September 23, 2014
CSTP Teacher Leadership Framework • The Teacher Leadership Framework was developed in 2009 by Washington teachers. • It created a foundational definition of teacher leadership that includes five areas – adult learning, communication, collaboration, knowledge of content & pedagogy, and systems thinking. • Take a few minutes to review and orient yourself to one area of the Framework.
Objectives Fellows will be digging into this Framework over the course of the year to further develop their leadership. • Introduce the Framework and its 5 areas. • Complete the Framework’s self-assessment
Teacher Leadership Self-Assessment • The Self-Assessment is an opportunity to do some individual reflecting about your leadership skills and where you are in each of the 5 areas. • Individual results will be given back to you the next time we meet. The aggregate results by region will used to inform the Coordinators’ work with Fellows and OSPI, so please be thoughtful and take your time. • Here is the link to the online self-assessment: https://www.surveymonkey.com/s/X7VRWTJ
Teacher Leadership: Reflective Discussion • How does your work as Fellows connect to the Knowledge, Skills and Dispositions outlined in the Framework? Where did you find yourself thinking about your Fellows role as you were taking the self assessment? • What did you realize about your own Knowledge, Skills and Dispositions as you took the self assessment? • What do you think the group should concentrate on in terms of building our leadership capacity as defined in the self-assessment?
Teacher Leadership: Next Steps 4 Modules designed for Fellows: • Introduction to Teacher Leadership • Adult Learning and Group Dynamics • Systems Thinking • Case Study Dilemmas
Extension Activity or Homework • Take out the Knowledge of Content and Pedagogy page. • Connect – what specific bullet points or phrases connect to the work you do as a Fellow? • Extend – what areas on this page do you think you think you could do as an extension of the work you are currently doing? • Challenge – what on this page would represent a challenge for you?
Fellows Plan Document • Review the document • Highlight something that squares with your thinking (you expected to do this as part of your fellows work) • Put a question mark over something that you are not sure about
Creating your plan • Review sample plans from last year • Reflect: • When will be a good time to meet with your administrator? • What are some initial ideas you have about your Common Core work this year? • What implications does the NY times article have on your plan? • Are there any potential barriers you foresee in beginning this work? • How can I support you?
Deep Dive into SMP 3 & 6
Improving Student Learning • What do students need to know and do? • How do we know if they know it? • How are we going to help get them there?
Stage One: Generating a Question and Beginning the Task • Everything I ever learned about soup came from Seinfeld!
Selling Soup • Martha wants to set up a soup stall at a Farmer’s Market and raise money for charity. • What questions do you have for Martha?
Selling Soup • Martha wants to set up a soup stall at a Farmer’s Market. • She hopes to sell 500 mugs of soup, each with a white or brown bread roll. • She wants to make as much profit as she can. • She doesn'twant to waste food at the end. • She needs to know how much of each flavor soup to buy and how many of each kind of bread roll to buy.
Stage 2: The Generation of a Tentative Argument • Take turns to explain your idea of how to respond to Martha’s Soup Question. • Listen carefully to each other and ask questions if you don’t understand. • Once you understand each other’s work, agree together in your group on the best approach for completing the problem. • Outline on your large sheet of paper the approach you are going to use.
Stage 2: Generation of a Tentative Argument Claim: The answer to Martha’s question. Evidence: Data to support your answer. (data charts, equations, graphs, tables, explanations, etc.) Justification: A rationale that explains why the evidence you use is relevant or important, along with any assumptions you have made regarding the problem.
Stage 3: The Argumentation Session Students are given an opportunity to share, evaluate and revise the products or process of their investigation with their classmates. • Visit other groups. • Use the Gallery Walk Interview Questions to guide your discourse. • Give feedback and be ready to take back ideas to your group.
Stage 4: A Reflective Discussion • Meet with your group • Discuss anything you learned from other groups • Discuss feedback on your group’s ideas • Modify/Revise original ideas based on feedback • Teacher facilitates whole class discussion • Encouraging students to share what they learned • Common challenges faced by groups
Stage 5: The Production of a Final Argument Each student makes sense of their experiences by producing a final argument • State the question and claim you are trying to support • Include evidence (data + analysis + interpretation) • Provide a justification of your evidence • Organize your argument in a way that enhances readability • Correct grammar, punctuation, and spelling errors
Reviewing the Stages of the Generate an Argument Instructional Model
Next Steps… • How does the process of the Argument Instructional Model assist with student mathematical discourse? • How could you use a process like this in your classroom? • How does this instructional model help students develop skills to meet the intent of Mathematical Practice 3 and 6?
Productive vs. Unproductive Beliefs
Beliefs • “Teachers’ beliefs influence the decisions that they make about the manner in which they teach mathematics… Students’ beliefs influence their perception of what it means to learn mathematics and their dispositions toward the subject.” (NCTM, 2014)
Productive and Unproductive Beliefs • On a 3x5 card, individually brainstorm Productive and UnproductiveBeliefs teachers have about mathematics. Practice Mathematics Beliefs
Homework • Baseline Tasks due before 11/10 • Meet with Admin and fill out Section A of the Fellows Plan before 11/10 • Principles to Action… • Read Pgs. 29 to 35 by our next meeting. • Mark or note 3 instances of your current practice • Mark or note 2 areas you would like to insert into your current practice • Mark or note 1 question you have about the reading
