District PLC MeetingElementary

December 3, 2013

2:30 – 3:45pm

Agenda – 2nd Grade 2:30pm Welcome, Reminders, and Logistics2:35pm Mathematical Practice Standard #1“I am excited about the practice standards!”“It was challenging because we did not have enough time to dig deeper.”3:15pm Social Studies: Communities3:40pm Wrap-Up and Exit Slip3:45pm Dismissal

REMINDERS AND LOGISTICS

The Purpose of the District PLCs

• Support the implementation of our common district initiatives

• Provide teachers with an opportunity to share ideas and collaborate with colleagues from around the district

Questions?

• We want to make an effort to deliver deep, meaningful professional development to you each and every session.

• Time is limited and we want to make good use of the 75 minutes.

• Today – If you have questions about what is presented – please write them on a notecard. If you would like a personal response – please write down your name and school.

Norms

• Be on time – every time• Be prepared – bring back requested materials• Be present – No side conversations– Avoid using your computer or cell phone– Avoid working on other tasks – stay focused on

the topic at hand• Be respectful of your peers and the facilitator• Participate!

MATHEMATICAL PRACTICE STANDARD

#1:MAKE SENSE OF PROBLEMS AND

PERSEVERE IN SOLVING THEM

Problem SolvingFeedback: “I would like more information on solving open-ended

problems.”

Problem solving is not an algorithm to be practiced or a fact to be memorized. Effective problem solvers decide…

1. What is the problem asking?2. How should I begin?3. Where is the necessary data?4. What should I do with the data?5. Did my plan work?6. Does my answer make sense?7. Do I need to go back and try a

different strategy?

Practice with Problem Solving – 2nd GradeFeedback: “I would like more information on how to match MPS with our current

unit.”

Unit 3 – Multi-Digit Addition and Subtraction + Place ValueLuz has some comics. She gave 8 away. Now she has 9 comics. How many comics did Luz start with?

1. What is the problem asking?2. How should I begin?3. Where is the necessary data?4. What should I do with the data?5. Did my plan work?6. Does my answer make sense?7. Do I need to go back and try a different

strategy?

2 min. – Independent Work5 min. – Group Discussion

*Attempt to solve multiple times using different strategies.

Solve in the way your students would solve this problem.

Problem Solving – Strategies

To support our students: we identify, we discuss, and we move toward making the process automatic.

Students need

strateg

ies in

their back

pockets.

• Choose an operation• Draw a picture• Find a pattern• Make a table• Use manipulatives• Guess and Check• Make an Organized List• Use Logical Reasoning• Work Backward• Use a Formula• Eliminate Possibilities• Use a number line• Write an equation

Problem Solving – Strategies“I would like more information on how to align my teaching

with problem solving.”• Choose an operation• Draw a picture• Find a pattern• Make a table• Use manipulatives• Guess and Check• Make an Organized

List• Use Logical

Reasoning• Work Backward• Use a Formula• Eliminate

Possibilities• Use a number line• Write an equation

Strategy teaching is a blend of student exploration and direct teaching. • Highlight and discuss students’ approaches at every

opportunity.• It is also okay to introduce students strategies.• Students need ongoing experience in applying strategies.

Video: Persistence in Problem Solving

- The Teaching ChannelQuestions to consider:• How does the graphic organizer help scaffold problem solving for

students?• Why does Ms. Saul choose to have students work alone without

help?• How do “Heads Together Butts Up” and “Student-led Solutions”

contribute to the class culture around problem solving?• Do you do similar/different problem solving techniques in your

classroom? • Something you are interested in trying might be…

Building a Problem-Solving Disposition

Many students become easily frustrated with solving math problems. • Am I able to do this? • What if I get stuck? • What if it takes me too long to get the

answer?• What if my idea doesn’t work? • What if my answer is wrong? Believing it is possible to solve a problem, recognizing that

confusion is part of the process, and discovering that persistence pays off and are components of the positive

problem-solving disposition.

Math Practice Standard #1: Make sense of problems and persevere in

solving them.

Building a Problem-Solving DispositionFeedback: “It is fun talking to and learning from people from other

schools.”

Independently – read this article about Math Practice Standard #1 (3 minutes)

- Make notes- Underline- Highlight

Making Sense of Problems and Persevere in Solving Them

Feedback: “The wording in the math standards can be confusing!”

I Can Statement PostersFeedback: “I am excited about getting I Can Statements and not having to create them by myself!”Feedback: “I enjoyed writing I Can Statements.”Feedback: “I am excited about access to the MPS posters.”

Summing It UpTeaching problem solving is more than assigning problems to our students. It is a balance of guided experiences in which we support the development of our students’ thinking skills, as well as investigate experiences in which our students develop skills through trial-and error experiences.

Today we…• Practiced solving a problem collaboratively for our current

grade level unit.• Watched a video of elementary students working through the

problem-solving process and discussed with an elbow partner how this was similar or different from the problem solving in your classroom.

• Read an article about Practice Standard #1 and collaborated with a teacher from another school around your Aha’s and questions.

• Were provided with teacher action steps and probing questions to ask our students during the problem solving process.

Next Time We Will…• Take a self-assessment about problem solving in our individual

classrooms.• Make a list with a partner of what problem solving looks like

and sounds like.• Collaborate with multiple teachers outside of my school on how

they engage their students in solving problems. • Write a personal goal for implementing MPS #1 into my

classroom.

Elementary Math: Frequently Asked Questions

Are we receiving new math materials next school year?• Currently, there is a 19-member committee with teachers and

coaches from 17 schools around the district evaluating math materials that are highly aligned with the Iowa Core, rich in technology, supportive of an RTI structure, organized, and strong in problem solving strategies.

• If you would like more information about this process please visit the math website to view committee members and evaluation rubrics. • PD Resources > Instructional Materials Upgrade.

• Our current two finalists include:• Go Math – Houghton Mifflin• My Math – McGraw-HillFeedback: “I would like more information about the new math

materials for next year.”

Elementary Math: Frequently Asked Questions

What is Smarter Balanced Assessment and when do our students take this new assessment?• Smarter Balance Assessment is an assessment that the state has

informally began evaluating to replace the Iowa Assessment. • It is a balanced, high-quality assessment system to which

includes formative, interim, and summative components that are aligned to the Common Core.

• SBA is computerized and therefore schools, students, parents will receive results in weeks, rather than months.

• Smarter Balance assessments include:• Multiple Choice • Short Constructed Response• Extended Constructed Response• Performance Tasks

Feedback: “Smarter Balance is vague.”

Elementary Math: Frequently Asked Questions

What is Smarter Balanced Assessment and when do our students take this new assessment?• It is not official that Iowa will be implementing this

assessment. The very earliest we would be using this assessment is the 2015-2016 school year. We will keep you informed.

• We will continue to discuss performance tasks and problem-based instruction through our District PLC time in order to support our students in the area of problem solving.

• If you would like more information and/or to view sample items and tasks for grades 3 – 5, please visit the elementary math website. • PD Resources > Early Out PLC > Smarter Balanced

AssessmentFeedback: “I would like more information on how we are preparing for Smarter Balance.”

2ND GRADE SOCIAL STUDIES

SOCIAL STUDIES THEME: COMMUNITIES –

MEETING THEIR NEEDS AND WANTS

Current Reality• We are required to have

implementation of the Iowa Core

• Iowa Core in the Social Studies is grade-banded: K-2 and 3-5

• Standards are divided into the following categories: behavioral sciences, economics, geography, history and political science

• Since 2006-2007, curriculum guides have been tied to the adopted materials

• Materials from that adoption exist – to varying degrees in our schools. In some cases, there are no materials.

• We needed a way to help teachers with resources until the next adoption

Unit Guide Structure

Each unit guide includes the following support structures:– A unit theme

– “I Can” statements organized by topicThese are what students are expected to know and be able to do as a result of your instruction

- Suggested Pacing by Week

- Suggested Resources

The “What” vs. the “How”• The “what” of Social Studies is non-negotiable.

–The learner objectives or “I can” statements

• The “how” of Social Studies is up to your team.–Teacher teams can get creative with the units they design and the instructional strategies they select.

• For example, all 5th graders will explore multiculturalism in the early U.S. using the learner objectives in the middle column

• But how students learn is up to the teacher teams (they could write an ABC book, they could role play, they could do a gallery walk, a simulation, etc.)

Unit OutlineWeek 1: Community Economics (CE)Week 2: Community Economics (CE)Week 3: Community Economics (CE)

Week 4: People in the Community (P) Week 5: People in the Community (P)Week 6: People in the Community (P)

I Can Statements Economics/Economic Concepts• Understand that members of the community make choices among products

and services that have costs and benefits (CE)• Explain that goods sold in local stores are used by people living in the

community to meet their needs and wants (CE)• Categorize family purchases according to where they are bought (CE)• Assemble a toy using assembly-line techniques (CE)Economics/Economic Interdependence• Explain how maps of a local community can be used to describe where people

live and where businesses are located (CE)• Describe how people in communities are consumers of public safety services

that police officers and firefighters provide (P)• Analyze data by categorizing and quantifying service jobs in a picture graph (P)• Describe community jobs at a job fair (P)• Write descriptions of service workers and their jobs (P)• Conduct interviews with school service workers (P)

Resources• Social Studies Alive! My Community

Lesson 6: How are Goods Made and Brought to Us?Lesson 7: Who Provides Services in our Community?

• Junior Achievement: Our CommunityThis program explores the interdependent roles of

workers in a community, the work they perform, and how communities work. Five required, volunteer-led sessions. Email: brenda@jacentraliowa.org• Money Instructor http://www.moneyinstructor.com/skills.asp

*Early elementary economics lessons, ideas, and activitiesContact Amber Graeber if you need supportamber.graeber@dmschools.org socialstudies.dmschools.org

Reminder! Social Studies Alive! – TCI

• The company is providing us with two demo accounts for this year . . .–per grade level–per school

• Identify two “lead” teachers at each grade level in your school to create accounts–They will share access with others on the team–Username: work email address–Password: (make it easy; i.e. morris)

www.teachtci.com

What next?

Click on a Lesson

Top 3: Procedures, Materials, Presentations

1. Procedures

2. Materials

3. Presentations*

An example from one of

the TCI Lessons!

Collaboration Time!• Form small groups (3-4) and discuss how

you plan to teach community economics and people with your students, and integrate social studies concepts with literacy and math.

• Send your lesson ideas to Amber Graeber to share on the elementary social studies weebly: socialstudies.dmschools.org

WRAP UP & EXIT SLIP

Exit Slip

Use a notecard on your table to complete one of the following sentence starters:• I am excited about…• Something I find challenging…• I would like more information about…• I really enjoyed…