Team Building and Nurturing

The Game

TRIANGLE

BOX

RECTANGLE

CIRCLE

SQUIGGLE

Which Shape Best Describes You as a Person?

Psycho Geometrics

Looking beyond the “I” in our rush to get

our job done

Based on the work of Susan Dellinger, Ph.D.

The Box Hard worker; Gets the job done Has a plan, left brain Does not like messy settings Loves working in corporations Creators of P&P Data collectors; Thorough analysis Needs it in writing Calendar, day planner, palm pilot Not really a team player Downside: Loner, hates meetings Usually married to same person, committed, most

loyal, tactical, most religious

Box’s Motto

If you want a job done right…….

DO IT YOURSELF

The Triangle The power shape Goes back 1000’s of years in history Focus to the sun, the pyramid Ambitious, high achiever, will reach the

apex – “eat my dust” Gets to the point, focuses on task Quick decision maker, smart Strategic thinker, to do list (handwritten) Males: delegate; Females: tend to do

themselves Political, competitive Every shape has a downside: egocentric,

status

Triangle’s MottoI did it my way……..

And you will do it my way, too

The RectangleA period in life, confusedPerson in a state of change, growthQuestion and redefineShape is usually temporaryAdolescence / Midlife crisisTrying new things; looking to grow as a

personFirst child, job change, retirementUnpredictableExamples: ___________________

Rectangle’s MottoI know you think that

what I said was what I meant but are you sure that I meant was what I

said

The Circle The lover; the people person; “Can’t we all just get

along?” Loves harmony Dates back thousands of years Nurturer Need to help others Hemispherically symmetrical Linear and nonlinear; intuition Reads people well Strength in communication Takes responsibility for the community Carries the weight of the world Cannot stand conflict The gossip

Circle’s MottoForget your troubles and just get happy. I’m gonna chase all

your cares away.

The Squiggle A pure right brainer Sex craved Creative, innovative, experimental Bored with routine and mundane Dreamer, futuristic Loves new challenges Difficult to communicate with squiggles Unorganized Likeable, spontaneous Squiggles don’t lie Usually have no money Never a dull moment

How Many Picked the Right Shape?

• 86% pick right the first time• Do you want to move shapes?• Can you identify with 2 shapes?• Rectangles and squiggles may be

all 5 shapes• Knowing your shape and others

is described by Dr. Dellinger as Flexing

So what does this mean for you as a teacher?

What does your shape say about you in terms of:

• Management• Planning• Structure• Student-Centered Instruction• Inquiry

How did we get here?• Teachers were using the 2003 NCSCOS.• North Carolina revised these standards in 2008.• These new Essential Standards were

implemented for K-2 in 2009.

• Around the same time, there was a movement to create a set of National Standards.

• In 2011, North Carolina, along with ____ other states adopted these National Common Core Standards.

• In CMS, K-5 will implement The Standards for Mathematical Practice 2011-2012

• K-2 will implement the Content Standards in 2011-2012.

• 3-5 will implement the Content Standards in 2012-2013.

Myths Vs. Facts• Myth: Adopting common standards will bring all

standards’ down to the lowest common denominator, so some states may be taking a step backward by adopting the standards.

• Fact: The Standards are designed to build upon the most advanced current thinking about preparing all students for success in college and their careers. There has been an explicit agreement that no state would lower its standards.

Myths Vs. Facts• Myth: Key math topics are missing or appear in

the wrong grade.

• Fact: The mathematical progression in the common core are coherent and based on evidence. This will lead to college and career readiness at an internationally competitive level.

Myths Vs. Facts• Myth: The Standards amount to a national

curriculum for our schools.

• Fact: The Standards are not a curriculum. They are a cleared set of shared goals and expectations for what knowledge and skills will help our students succeed. Teachers will continue to devise lesson plans and tailor instruction to the instruction to the individual needs of the students in their classrooms.

Why Common Core?“The common core standards finally make

real the promise of American public education to expect the best of all our schoolchildren.”- Michael Casserly, Executive Director, Council of the Great City Schools

Unwrapping Boxes Activity

What could it be?

To get to the meat of what is in the standards

To clarify for a large group of people- as a collective group understand what’s in this large documents

We all had the same gift- Common Core means we all get the same

Why unwrap Standards?

One more box…

What’s in the last box?

Hmmm, listen to what Phil Daro (Common Core writer) has to say about this…

Phil Daro-Boxes But as well designed as these standards may be, it’s just the easy part to design and write something downThe hard part comes… with putting them to workAnd the users have ultimate control over how they’re usedSo no matter how well designed the tool is – the user has

controlAnd there you see my granddaughter Sadie using a well-designed crayonSo …………… if all people do, is take out their old state standards, toss them outAnd replace these common core state standards into those old boxesNOTHING IS REALLY GOING TO CHANGEWe designed these as a platform for new kinds of

instructional systemsWe didn’t design these to be thrown into the old boxesThe old boxes in fact, are the infrastructure for making

things a mile wide, inch deep

What can we do to overcome

these barriers?

What are our Boxes?What

structures/boxes/instructional systems may

prevent us from making a change?

In a few words…• Look at your Standards for

Practice• Read the first 3 words of each

practice• What do you notice?

Let’s Take a Look…

Read the first four Standards for Practice.

On a post-it, write a short phrase or picture that represents each standard for practice “in a nutshell”

As you finish- place your sticky on one of the posters around the room.

Gallery Walk

Walk around the room and look at the what others wrote about the Standards for Practice.

Take your Recording Sheet

Record a phrase/picture that helps you remember what this standard is about “in a nutshell”.

Close ReadReread Standards for

Mathematical Practice # 1:Making sense of problems and

persevere in solving them.AND

Standards for Mathematical Practice #4:

Model with Mathematics.

Practice Standard #1

Mathematically _____________ students start by _______ to themselves the meaning of a __________ and looking for __________ points to its solution. They _________ givens, constraints, relationships and goals. They make __________ about the form and meaning of the solution and plan a solution _______ rather than simply jumping into a solution attempt.

Practice Standard #4

Mathematically proficient students can _____ the mathematics they know to _______ problems arising in everyday ________, society, and the workplace. In early grades, this might be as _________ as writing an addition equation to __________ a situation. In middle grades, a student might apply ___________ reasoning to plan a school event or analyze a problem in _______ community.

What does it mean to model mathematically?

Modeling

Modeling

How could you encourage this student to model with mathematics?

Interpreting the Common CoreHow to encourage students to model with mathematicsNow this is one of the mathematical practices that is often

misinterpreted particularly by elementary teachers because when they see the word

model, they immediately think of, how we’ve previously used the word model which is to… get out the stuff.

And we use Cuisenaire rods and blocks and all different kinds of things,

but this mathematical practice is particularly about using symbols in mathematical representations to model a real situation. Kind of the reverse of what we’re usually trying to think about doing.

But they are important partners, I mean the reason that we use concrete manipulatives to help us understand the mathematics is so that when we see something in the real world, we can then apply our mathematics to it appropriately.

So we want to ask questions like… “how could we use symbols to represent what’s happening here?

Interpreting the Common Core

Revisit our Gallery

After your close read, is there anything you want to change

or add to the poster for Practice Standards #1 and #4?

What did you learn?

How can you use what you learned from this activity as a

leader in your school?

Another Close Read

Reread Practice Standards #2 and #3.

Make any changes or additions to the posters when you’re

finished.

Take a look…

Read the last four Standards for Practice.

On a post-it, write a short phrase or picture that represents each standard for practice “in a nutshell”

As you finish- place your sticky on one of the posters around the room.

Gallery Walk

Walk around the room and look at the what others wrote about the Standards for Practice.

Take your Recording Sheet

Record a phrase/picture that helps you remember what this standard is about “in a nutshell”.

Perimeter TaskWhat rectangles can be made with a

perimeter of 18?Feel free to use any of the tools provided

to solve this problem.

Which rectangle gives you the greatest area?How do you know?

What do you notice about the relationship between area and perimeter?

Perimeter TaskWhat practices were at play here?

Perimeter TaskThe Standards for Practice are

VITAL

What are some strategies we can use in our schools to help teachers

see the importance of the Standards for Mathematical Practice?

So what does it all mean?

After looking at the Standards for Mathematical Practice, consider the following:– Who is the audience?– What is the purpose?– Who will benefit?– How is this different from our old

standards?– How will this change the way students

learn in your classroom?