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August 19, 2014 1:30 p.m. – 4:30 p.m. Glen Allen High School

Henrico County Public Schools New Mathematics Teachers General Math Session How to make your horse thirsty and other stuff you might want to know. August 19, 2014 1:30 p.m. – 4:30 p.m. Glen Allen High School. Introductions. Get into groups of 3-4.

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August 19, 2014 1:30 p.m. – 4:30 p.m. Glen Allen High School

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  1. Henrico County Public SchoolsNew Mathematics TeachersGeneral Math SessionHow to make your horse thirsty and other stuff you might want to know August 19, 2014 1:30 p.m. – 4:30 p.m. Glen Allen High School

  2. Introductions • Get into groups of 3-4. • Find 3 things your group has in common with each other. • Introduce another person in your group (name, school, teaching experience) and a common item.

  3. Objectives • To familiarize you with curriculum expectations. • To introduce you to the materials, places, people and processes that can help you do your best. • To teach you how to get what you want.

  4. How well do you know HCPS? • 12 Middle Schools and 9 High Schools • 2 Non-Traditional Programs • All high schools and one middle school have “centers” • 4 areas of focus in the district: • Academic Progress • Closing Gaps (Academic & Behavioral) • Relationships • Safety & Security • 2014-15 Math Focus: Good Teaching! • Instructional Planner • 21st Century Skills/Process Standards • 3 R’s: Rigor, Relevance, and Relationships • Engagement • Questioning

  5. Virtual Tour – HCPS Math Website HCPS Math Website: http://blogs.henrico.k12.va.us/math/ Here is the info!

  6. HCPS Secondary Math Courses One stop shopping for all your course needs! • Curriculum Guides • Pacing • Vertical Articulation • VDOE Enhanced Scope and Sequence Lessons • SOL and Curriculum Framework • Teacher Notes and Elaboration • Course websites • New website updates! • We’ll explore more later • Benchmark Blueprint • Breakdown of winter benchmark test

  7. Each SOL course contains… • Pacing guides • SOL tracker • Link to VDOE SOL • Link to VDOE mathematics website

  8. Rigor has been increased • Repetition has been decreased • Retention and application of content from previous years required • Vertical alignment has been improved • Again, the textbooks are a resource and should not be relied upon for instruction. 2009 Mathematics Standards of Learning

  9. Planning VDOE Website: http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml • Curriculum Framework • SOL Test Blueprints • Keep in mind, SOLs are the MINIMUM standard. • Our textbooks are outdated and do not reflect the new rigor! They should not be your first resource!

  10. Pay attention to details! http://teachers.henrico.k12.va.us/math/Teacher/Downloads/NTA/DANCING_BEAR_MOONWALKING_BEAR_CYCLIST_AWARE.wmv

  11. Unpacking the Standards

  12. SOL Tracker • SOL are broken down into a teacher checklist • Shaded rows are SOL bullets • Non-shaded rows are broken down SOL paragraphs

  13. Activity: Unpacking the Standards Unpack Algebra 1 Standard A.9 Scavenger Hunt! • What information do I need? • Where is it located? • How do I get there?

  14. If you teach to the SOL test…

  15. Instructional Planner New to 2014-15! • All teachers have to submit 1 Instructional Planner each nine weeks • You can collaborate with colleagues • Content/Topic may be determined by school based upon data

  16. Put the following Instructional Design components in the appropriate order. (A)Write Performance Objectives (E)Develop Instructional Materials (N) Develop Summative Assessments (L)Identify Instructional Goals (N) Develop Instructional Strategies (P) Unpacking the Standards (Q) Reflect and Revise (R) Design/Conduct Formative Assessments

  17. Solution! (A)Write Performance Objectives (E)Develop Instructional Materials (L)Identify Instructional Goals (N) Develop Summative Assessments (N) Develop Instructional Strategies (P) Unpacking the Standards (Q) Reflect and Revise (R) Design/Conduct Formative Assessments

  18. Instructional Planner Resources Instructional Planner Video Part 1 Instructional Planner Video Part 2 Instructional Planner Resources Overview IP Components IP FAQ’s IP Checklist IP Timeline IP Blank Template Submitted Instructional Planners Revised Blooms Teacher Planner Kit Exemplars HCPS Leadership Blog: PD Resources blogs.henrico.k12.va.us/leadership

  19. View the training template

  20. Instructional Focus To address the increased rigor of the SOL, Henrico County’s instructional focus will be the centered around the NCTM Process Standards. • Problem Solving • Reasoning • Representations • Communication • Connections The observational focus will be rigor and engagement.

  21. Process Standards/Goals for Students

  22. What if cupcakes are the discipline?

  23. Is 15 a prime number? Students can answer with a simple Yes or No. What does the student’s response inform the teacher about the pupil’s knowledge about prime numbers? Why is 7an example of a prime number? Not a one-word answer. This requires a student to recall prior knowledge to explain and justify their reasoning. Effective Questioning

  24. HCPS Teacher Resource Page A lot of links to important documents! http://teachers.henrico.k12.va.us/math/teacher.html • ExamView test banks • Online textbooks • Software files (TTM, ExploreLearning, Reflex, etc.) • CASIO Graphing calculator instructions • NTA PowerPoint and files

  25. STEM Teacher Recruitment and Retention Incentive Awards • Hold an active five-year Virginia teaching license (Collegiate Professional or Postgraduate Professional License) with an endorsement in Middle Education 6-8:  Mathematics; Mathematics:  Algebra I; Mathematics; and be assigned to a teaching position in a corresponding subject area. • Teachers Reassigned from a Fully Accredited School to a Hard-to-Staff School or School Not Fully Accredited • Regardless of teaching experience, be a teacher who is reassigned from a fully accredited school in a Virginia school division to a hard-to-staff school or a school that is not fully accredited in the 2013-2014 school year. • Teachers New to the Profession or Teachers With Up to Three Years’ Teaching Experience [Applicants must have less than three years’ teaching experience.] • Be a teacher new to the profession (no teaching experience) or a teacher with up to three years of teaching experience (less than three years’ teaching experience); • Successful teachers selected to participate in the pilot program under this criteria will be eligible to receive a $5,000 initial incentive award after the completion of the first, second, or third year of teaching with a satisfactory performance evaluation and a signed contract in the same school division for the following school year.  • MEMO #211-14 - Science, Technology, Engineering, and Mathematics (STEM) Teacher Recruitment and Retention Incentive Awards

  26. Speaking of calculators… • Make sure that the calculator is a TOOL used for instruction! • It has become a crutch for many students and teachers. • Be accountable for them and have a system for storing and collecting them.

  27. Observations/Evaluations • Teacher Evaluation Process – focus on process skills • Walkthrough “Snapshot” observations • Teacher requested observations • Students must show growthin 2 areas: • Content – SOL multiple choice • Skills/Tasks – Communication focus Teacher Evaluation Process

  28. Instruction: Why focus on tasks? • Classroom instruction is generally organized and orchestrated around mathematical tasks • The tasks with which students engage determines what they learn about mathematics and how they learn it • “There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics”. Lappan & Briars, 1995

  29. Problem Based Learning TheDie Hard with a Vengeance version of teaching Polya'sfour-step problem solving process http://teachers.henrico.k12.va.us/math/Teacher/downloads/nta/die_hard_jugs.mov.wmv

  30. Was this a worthwhile task? • Does the problem challenge students to use higher-level critical thinking skills? • Are there multiple ways to solve this problem? • Is it accessible to all students? • What process standards were utilized?

  31. Martha’s Carpeting Task Martha was re-carpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase? Fencing Task Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen in which to keep the rabbits. If Ms. Brown's students want their rabbits to have as much room as possible, how long would each of the sides of the pen be? How long would each of the sides of the pen be if they had only 16 feet of fencing? How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it. Instruction: Two tasks.

  32. Similarities Both require prior knowledge of area Area problems Differences Way in which the area formula is used The need to generalize The amount of thinking and reasoning required The number of ways the problem can be solved The range of ways to enter the problem Instruction: Tasks - Comparison

  33. Task Characteristics • High cognitive demand • Significant content (i.e., they have the potential to leave behind important residue) • Require justification or explanation • Make connections between two or more representations • Open-ended • Allow entry to students with a range of skills and abilities • Multiple ways to show competence

  34. Instruction: Tasks Not all tasks are created equal, anddifferent tasks will provoke different levels and kinds of student thinking. Stein, Smith, Henningsen, & Silver, 2000 The level and kind of thinking in which students engage determines what they will learn. Hiebert, Carpenter, Fennema, Fuson, Wearne, Murray, Oliver, & Human, 1997 If we want students to develop the capacity to think, reason, and problem solve then we need to start with high-level, cognitively complex tasks. Stein & Lane, 1996

  35. People who can help you!

  36. You can lead a horse to water, but you can’t make him drink In the past, an acceptable philosophy for educators was:

  37. If you lead a horse to water and he doesn’t want to drink, it’s your job to make him thirsty. The present philosophy for educators goes something like this:

  38. Questions? • Please contact me about anything! • Skip Tyler • estyler@henrico.k12.va.us • 652-3753

  39. http://blogs.henrico.k12.va.us/math Examine the HCPS Curriculum Guides Examine the HCPS online courses • http://blogs.henrico.k12.va.us/math/courses/ Examine the HCPS teacher resource page. • http://teachers.henrico.k12.va.us/math/teacher.html

  40. Breakout options • Changing Instruction Video – Dan Meyer (slide 44) • What Can You Do With This (WCYDWT) Video (slide 45) • WordleActivity – wordle.net – copy/paste standards to create a graphic (slides 36-42) • Examine curriculum guide, websites, teacher resource page (slide 43) • Four scenarios (slides 47-51) • NCTM process standards & Blooms Taxonomy (slides 52-60) • Vertical articulation (slide 61) • Breaking down the standards wordle (slides 62-70) • Teacher Evaluation – complete a skills problem and grade on a rubric • Other options?

  41. Changing Instruction • Dan Meyer – Math class needs a makeover • Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. At TEDxNYED, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think. • http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

  42. WCYDWT Video • (What Can You Do With This) • The best motivator of all is connecting math to the real world. http://teachers.henrico.k12.va.us/math/Teacher/downloads/nta/ESPN_RichEisen.mov

  43. A critical point …a teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a task for, and some means of, independent thinking.” Polya, 1973/1945

  44. Four Scenarios!!! Read the scenario presented Think through and jot down answers Share ideas/Ask Questions

  45. Scenario #1 You want to experiment with a new teaching method and would like to incorporate manipulatives into your lessons, but you are unsure if it will go over well with your students. • What can you do? • What are some possible solutions? • Who can assist you with this situation?

  46. Scenario #2 As a new mathematics teacher, you are assigned a mentor/buddy and are somewhat nervous about your teaching assignment. You are surprised to learn that your mentor, though very nice, does not teach your content. You also learn that the only other teacher who teaches your content is an old grouch who does nothing but complain. • What can you do? • What are some possible solutions? • Who can assist you with this situation?

  47. Scenario #3 You and your collaborative partner are not seeing eye-to-eye on classroom management and instruction. The kids are beginning to notice that the two of you are not working as a team. • What can you do? • What are some possible solutions? • Who can assist you with this situation?

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