welcome to agdd! group 4 mercado sandoval marroquin ma perez group 2 quon balbastro avilla chhan...
TRANSCRIPT
WELCOME TO AGDD!
GROUP 4MercadoSandoval MarroquinMaPerez
GROUP 2QuonBalbastroAvillaChhanSandoval (PE)
GROUP 1PhilpotAnzelmiFarooqVenturaWoodson
GROUP 6ContrerasGuthrieStrawhunReillyNabarrete
GROUP 3KrierWhiteMoffordWadaLeal
GROUP 5HutchinsonParkCottonMaciel Lee
Please sit with your group
“What’s Math got to do with it?”
Locke Academy C March 23,2015
Place your…
…it’s AUCTION time!
Time Agenda
8:00 – 8:30 Review & Preview
8:30 – 9:15 Math Practice Standards
9:15 – 9:45 Math Performance Task
10:00 – 11:00 Student Work Analysis
11:00-11:45 Planning Time
11:45 – 12:00 Closure: Exit Slips
• Teachers will be able to apply their understanding of math practice standards in analyzing student work to identify what specific supports students need in EVERY CLASSROOM to develop their critical thinking.
Adding to your toolkit• As we go through today’s presentation, we will
be using a variety of strategies to promote cognitive engagement.
• Each time you see a toolbox in the corner, that means there is a strategy write up in the strategy toolkit.
Review & PreviewMs. Anzelmi
ATTACK Literacy Planning RoutineA: What text?T: What vocabulary?T: What close reading strategies?A: What text dependent questions?C: What discussion, accountable talk strategies?K: What writing?
Inquiry Lesson(Use SEARCH)
Direct Instruction Lesson(Use of EEEI)
Plan with literacy in mind
Determine Instructional
Approach
Identify your objective and proving behavior (performance expectations)
THE Year of Planning1.1A & B
1.2 B
1.2 B
Direct Instruction Lesson – EEEI
You do
We do
I doRead
Discuss
Write
Questioning
Group Structures
Academic discourse
This follows the traditional lesson
cycle
Inquiry Lesson - SEARCH
You do
I do
We do
ExploreRead
Discuss
WriteRead
Discuss
DiscussReadWrite
Questioning
Group Structures
Academic discourse
This follows an inquiry based lesson cycle
You can still switch this
order
You do
Start with the End: What objective, proving behavior and practice activities will address the conceptual key points (KP’s)
that you want students to understand/discover? Illuminate places where common errors may occur in order to asses what students don’t get.
Explore the Concept: How will you help students investigate or explore the key points? Consider the prior knowledge
students will need and the anticipatory set, hook, examples and information students will need. Identify the methods/strategies that students may use.
Ask Facilitative Questions: What questions will you ask to help students see the key points? What misconceptions do
you predict students may have as they work? What questions/counterexamples will you present to students to illuminate these misconceptions? Where and when will each question be asked (on students’ handouts, on the PowerPoint, verbally during circulation, etc.)? How will you encourage students to ask each other facilitative questions?
Review and refine Conclusions: How will you facilitate whole class discussion to draw connections between
students’ different methods and conclusions? How will you correct potential student errors?
Clarify Conceptual Key Points: How will you provide direct instruction to teach and/or summarize the KPs?
Have students grouped strategically: Individuals, pairs, small groups, or whole-group for each section? How will
you use data to guide group structures? How will you differentiate the task and/or level of support to meet the needs of students with IEPs and ELLs? How will you ensure that all students are actively participating?
:An Inquiry Planning Routine
Review: The Six Literacy Shifts in Action
ATTACK: A Literacy Routine
Assign complex texts to teach content
Teach key academic and domain specific vocabulary
Teach and model reading and close reading strategies
Ask text-dependent questions during reading, discussion and writing
Create conversation using accountable talk with text-based answers
Keep writing focused on evidence-based answers and multiple sources.
Reading
Discussion
Writing
Shift 1, 2, 3
Shift 6
Shift 3
Shift 4, 5
Shift 4
Shift 5
We have to be comfortable being uncomfortable.
As a learning organization, we are committed to determining the right answers for us.
Team DiscussionThink/Write: When have you embraced being uncomfortable as a teacher this year? Why is important to be comfortable being uncomfortable?
Discuss: Share your responses to the prompt above with your team.
Report: Prepare to present the information you discussed with your team to the group.
Mr. Quon
Math Practice Standards
• Teachers will be able to apply their understanding of math practice standards in analyzing student work to identify what specific supports students need in EVERY CLASSROOM to develop their critical thinking.
Common Core Math Standards
Math Content
Standards
Standards for Math
Practice
Student Mastery of Mathemati
cs
WHAT? HOW?
• While math teachers have specific content standards for their subject, all math classes operate with the same set of Math Practice Standards.
• One could think of it as 8 skills they work on through their k-12 math education.
Math Practices
1
2
3
4
5
6
7
8
In Your Own Word, In Your Own Classroom• Read the group role card for your role and
summarize the role in your own words
• Whip around the group and explain to your group what your role will be in this process
Presenter Recorder Manager Time Keeper
In your own words, in your own classroom• Directions:– Using the chart on your handout, review
the math practice standards.– In your own words: write a one sentence
summary of the standard.– In your own classroom: consider how you
reinforce that specific thinking skill in your content.
• Select one MP that resonated with you for further discussion
* “What our students need regarding this practice:” will be completed later.
• Each person chooses one math practice standard he/ she would like to discuss further.– Teacher shares their initial reaction to their chosen MP
(1 min)– All participants discuss the MP further (3 mins)– Teacher concludes discussion by getting the last word
of the discussion (1 min)• Repeat for each person in the small group• Be prepared to share one a-ha! with the whole
group
• As you can see from the MPs, they outline specific thinking skills our students need when tackling a problem.
• Similar to embedding literacy in our content, we can reinforce these thinking skills in our classroom.
• Today we’re going to look at the math performance tasks to see how our students are assessed on the math practice standards.
Mr. Quon
Math Performance Task
CATCH • Silently read the Performance Task using CATCH
Annotation:• Circle any unfamiliar words• Acknowledge confusion by using a (?)• Talk with the text– What math concepts are covered?– How are students are to demonstrate proficiency of Math
Practice standards?• Capture the main idea• Highlight important details
Need Crash Course?!
With the support of a partner and google, spend 5 minutes to refresh your memory on the math concepts needed for the performance task.
Let’s get to work!Solve the math performance task INDEPENDENTLY.
Voice Level 0
REFLECTION…As you think about the performance task you just completed consider the following:
1. Which mathematical practice(s) were being assessed in the task? Where is it evident in the problem?
2. After seeing how the MPs are assessed, what might be some ways you could support those skills in your own classroom?
TURN AND TALK Partner AShare your response to Question # 1 (30 secs)
Partner BShare your response to Question # 2 (30 secs)
Whole group share out.
15 minutes
Place your…
…it’s AUCTION time!
Ms. Philpot
Analyzing Student Work
Analyze Student Work Groups
ANALYZING STUDENT WORK • Review the group role card
Presenter Recorder Manager Time Keeper
• Whip around the group and explain to your group what your role will be in this process
Analyzing Student Work with MP in Mind
• Create a Frayer model to summarize your learnings
• Begin by completing the definition and characteristics quadrants
• Review the student work and discuss examples or non examples of the math practice you are examining.
Math Practice
What characteristics exemplify this MP?
A definition in your own words
Examples from the student work
Non-examples from the student work
Gallery Walk• Walk around and read
other group’s Frayer models
• Leave post its with your notes and comments for the group– Ask probing and clarifying
questions– Praise strong examples that
are provided– Share differing points of view
GIST statement• In your group, review the comments left by other
participants during the gallery walk.
• Create a GIST statement in 30 words or less that answers the question
– Are students demonstrating mastery of the math practices? How can we support students to develop their mastery of these practices?
• Be prepared to share your GIST statement with the whole group
In your own words, in your own classroom
• Directions:– Return to your hand out and
complete the box “What our students need regarding this practice this practice:”
– This will be used to start your department planning time.
Ms. Philpot
Planning Time
Department Planning (45 mins)• Review the Math Practices and select 1-
2 MPs that can be supported in your content area.
• What specific practices will your
department implement to ensure that students’ critical thinking skills are strengthened?
Ms. AnzelmiClosure
Place your…
…it’s AUCTION time!
Reflection - Padlet• Click on the padlet link emailed to you.• Double click to create an entry. Type your
response the question below. Do not include your name. – What specific practice will you “double down on” in
your classroom to increase students’ critical thinking?
• Read other responses from your colleagues as they appear and feel free to comment on your colleagues comments.
• Select one response that resonates with you and discuss with a partner why you selected it.
Exit Slip and Next Steps• Exit Slip– Please complete the exit slip for the morning
session. The link to the exit slip should be in your email box.
• Next Steps– Review the strategies toolkit provided.– Arrive to your afternoon session by 1pm