welcome! svmi follow up days oakland november 2013 tracy lewis, priscilla solberg, tracy sola, and...

Welcome!SVMI FOLLOW UP DAYS

Oakland November 2013

Tracy Lewis, Priscilla Solberg,

Tracy Sola, and Jeff Trubey

TASKS,TOOLS,& TALK

FOR INQUIRY AND RE-ENGAGEMENT

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SMPs&

SBAC

LESSONSVS

UNITS

DISCOURSEQUESTIONS

RE-ENGAGEMENT

TASKS, TOOLS,

TALK

FORMATIVEASSESSMENT

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Goals for the Follow Up Days• deepen our mathematics Content

Knowledge• refine our Pedagogical Content Knowledge• plan for continuous improvement (day by

day, minute by minute)• understand better the different SVMI tools

(i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons)

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Goals for the Follow Up Days • understand the different kinds of lessons

(e.g., conceptual understanding, problem solving, procedural fluency, re-engagement, etc.)

• understand the difference between lessons and units

• understand the value of Learning groups

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Math Talk – Which 2 are closer to each other in value?

¼ ½ 3/5

0.03 0.16 0.111

1 7/8 2 1/5 1 3/8

-4.4 2.1 -1.3 __

32 23 √72

66.6% 2/3 0.67

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TODAY’S SESSIONS:

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Enjoy your day!SVMI FOLLOW UP DAYS

BeliefsDrive our assumptions and decisions

What is your reaction to the

following scenario?

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• You are driving down the road at a sedate 40 miles per hour in fairly heavy traffic. A small, beat up sedan comes up from behind you, zigzagging in and out of traffic, traveling far too fast for conditions. He cuts in front of you, almost taking off your front bumper. Hanging his head out the driver's side window, he shouts something at you, and speeds away, continuing to quickly weave through traffic.

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Share your reactions

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• By the way, in case you are curious, the fellow driving the beat up sedan was on the way to the hospital with his wife who was seven months pregnant. Her labor started unexpectedly in the car. The hospital was only 2 blocks away. The life of both the mother and the baby were at risk. What he shouted out of his window was "I am so sorry, please excuse me.”

• What did you think he said?

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Our beliefs drive the assumptions we make.

What are beliefs?

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• beliefs cannot be directly observed or measured but must be inferred from what people say, intend, and do.

• (Pajares, 1992, p. 207)

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Turn and Talk:

Purpose: Define “beliefs”

Product: Write on one side of an index card a list of three statements that define beliefs.

Whole group:Share definitions

of beliefs?

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SHARE YOUR IDEAS• In your table groups share the set of index

cards• Rotate Index Cards• Share the new set• Note any “stand out” words or phrases

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• the lenses through which an individual looks when interpreting the world and as such affects the way one interacts with the world

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Turn and Talk:

Purpose: Share your beliefs about learning mathematics.Product: On the reverse of the index card write a list of 3 statements that define your beliefs about learning math.

Whole group:Share definitions of beliefs about

learning mathematics?

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Share index cards & rotate• Focus questions

• What patterns do you find?• Are these pattern across grade spans or not?

• How do these statement affect teaching math?

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Break

TASKS,TOOLS,& TALK

FOR INQUIRY AND RE-ENGAGEMENT

Re-engagement

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IN THIS SESSION:

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Context

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Standards for Mathematical Practice

Administer Tasks

Examine Student Work

Inform Teacher Knowledge

Inform Instruction

Formative Assessment

Cycle

MARS Tasks

Tools for Teachers and PD Materials

Re-engagement Lessons

Common Core

Standards

Scoring and Student Works Protocols

The design of scaffolded performance assessment tasks

Core

RampAccess

Top

Core

How old are they?THE TASK

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Mathematics

What are the big mathematical ideas of the task?

How old are they?THE RUBRIC

How old are they?RE-ENGAGEMENT

How old are they?THE RE-ENGAGEMENT TOOLKIT

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Informing Instruction

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more Tools for Teachers

How old are they?A RE-ENGAGEMENT LESSON

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How Old Are They? clip

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How was the re-engagement activity designed to provide access to all students in class?

What were the core concepts the students needed to learn and understand?

Discussion Prompts

What did the students communicate?

How was the student’s work used to deepen the understanding of the core mathematical concepts?

Describe the components of the activity that supported students to work at higher cognitive levels?

What did the teachers do to facilitate deeper student thinking?

Re-teaching vs. Re-engagement

• Cognitive level is usually lower.

• Revisit student thinking.• Teach the unit again.

• Address basic skills that are missing.

• Do the same or similar problems over.

• Practice more to make sure student learn the procedures.

• Focus mostly on underachievers.

• Address conceptual understanding.

• Examine task from different perspective.

• Critique student approaches/solutions to make connections.

• The entire class is engaged in the math.

• Cognitive level is usually higher.

Pizza CrustPLANNING A

RE-ENGAGEMENT LESSON

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Pizza Crust• Begin by working the task.• What are the big mathematical ideas?• Where might students struggle?

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Pizza Crust rubric

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Tools for Teachers

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Pizza Crust analysis

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Planning moviePizza Crusts

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As you watch the video pay attention to…

• How does Antoinette describe re-engagement?• What did the teachers look for in the student work?• What were their findings?• What did the teachers decide to front load in the re-

engagement lesson? Why do you think they made that decision?

• What was the primary focus of the lesson that they were planning?

• What did the teachers find was most difficult for the students?

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As you watch the video pay attention to…

• How does Antoinette describe re-engagement?• What did the teachers look for in the student work?• What were their findings?• What did the teachers decide to front load in the re-

engagement lesson? Why do you think they made that decision?

• What was the primary focus of the lesson that they were planning?

• What did the teachers find was most difficult for the students?

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Break-out Groups• K-2• 3-5 - auditorium• 6-8• Algebra – H.S

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Re-engagement• Work the task• Learn the rubric • Score student work• Make a line plot to display results.• Use Tools for Teachers to analyze work.• Select student work for re-engagement.• Write re-engagement prompts.

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The Task• Work the task• Jot down the big mathematical ideas.

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Rubric• Discuss the rubric, coming to agreement

as how to interpret it.

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Score• Score your student’s work.• Make a line plot of the results.• Discuss your findings.

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Tools for Teachers• Use the pages provided by Linda to

analyze the responses.

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Student work• Select student work for re-engagement• Use form to justify your selection

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Re-engagement• Write a re-engagement task.

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Next steps• This afternoon you will have a chance to look at your

own student work and plan a re-engagement task to take back and use.

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Lunch

ReflectShare

Practice

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Learning is both an active and reflective process. Though we learn by doing, constructing, building, talking and writing, we also learn by thinking about events, activities and experiences. This confluence of experiences and thought combines to create new knowledge. Both action and reflection are essential ingredients in the construction of knowledge. Indeed it is difficult to extricate one from the other since we are often “parallel processing”

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– reflecting upon activities even as we are in the midst of doing or experiencing them. Because learning is so often subconscious, we don’t realize we’ve actually gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then is the vehicle for critical analysis, problem-solving, synthesis of opposing ideas, evaluation…and creating meaning – in short many of the higher order thinking skills we strive to foster in our students.

Making Connections, Caine,R.&Caine,G.

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Your Turn…during this session:

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Reflection• Take five minutes to write and reflect on

something new you learned today:• Math talk, reengagement, tools, lesson study, sharing

protocols, etc.

• With colleagues, brainstorm how you can assure your conversation will be equitable.

• Utilize the remaining time to share and explore what you have learned today.

• End your reflection time with five minutes to write about or share what questions remain for you and what you would like to try in your classroom.

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Reflection• Take five minutes to write and reflect on

something new you learned today.• With colleagues, brainstorm how you can

assure your conversation will be equitable.• Utilize the remaining time to share and

explore what you have learned today.• End your reflection time with five minutes to

write about or share what questions remain for you.

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Break-out Groups• K-2• 3-5 - auditorium• 6-8• Algebra – H.S

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Re-engagement• Work the task• Learn the rubric • Score student work• Make a line plot to display results.• Use Tools for Teachers to analyze work.• Select student work for re-engagement.• Write re-engagement prompts.

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The Task• Work the task• Jot down the big mathematical ideas.

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Rubric• Discuss the rubric, coming to agreement

as how to interpret it.

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Score• Score your student’s work.• Make a line plot of the results.• Discuss your findings.

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Tools for Teachers• Use the pages provided by Linda to

analyze the responses.

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Student work• Select student work for re-engagement• Use form to justify your selection

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Re-engagement• Write a re-engagement task.

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