Welcome to OUR FINAL Day of 2015 CAMP SUMMER INSTITUTE

DAY 8

What’s golden?

Agenda

Evolving Norms for this PD• We will be ready for class and use our class time effectively. • We will keep our focus on learning and use technology for personal

reasons during breaks. • We will be respectful of each other’s time and space and work

efficiently. • We will actively participate by (a) listening to each other, (b) giving

others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class.

• If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused.

• We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

Evolving Norms for this PD• We will take advantage of opportunities to share ideas

and gather feedback through presentations. • We will encourage one another to share ideas. • We will show our appreciation to one another for their

ideas. • If we disagree with someone or are unclear about their ideas related to

mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused.

• We will ask questions when we do not understand something about mathematics content and pedagogy.

• We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

Evolving Norms for this PD• We will always look for another approach to solve

problems. • We will use pictures, graphs, tables, symbols, numbers,

manipulatives, and/or words to assist us while doing mathematics.

• We will persist with every problem and examine it from multiple perspectives.

• We will be mathematically precise whenever possible.• We will explain and justify our ideas in a way that

everyone can understand.

Reflecting on SMCs and SMPs• Today’s focus is on SMP #4 with supporting (lesser

emphasis to some degree) SMPs. There are multiple SMCs addressed by today’s activity. – Draft three aspects that describe students’ (our)

engagement in modeling with mathematics.– Offer three aspects that describe a teacher’s promotion

of modeling with mathematics.

Morning Jumpstart

Model Eliciting Activities (MEAs)• MEAs are slightly different from problem-solving

tasks. – The focus is on developing a model that can be applied

(with revisions) to various situations. The focus for problem-solving tasks is determining the/a solution.

– There are usually numerous solutions for MEAs; however, they must be adequately and appropriately justified.

– MEAs always include writing and speaking components.– MEA tasks are realistic and meaningful.

Model Eliciting Activities (MEAs)• MEAs are slightly different from problem-solving

tasks. – MEAs allows problem solvers criteria (think rubric) to

test and revise their thinking and assessing their models. – Modeling process is documented so problem solvers can

show how thinking progressed. – A working model/solution is expected.

• In sum, MEAs are the best examples of tasks that promote modeling with mathematics.

Model Eliciting Activities (MEAs)

Papa Bear’s Bakery

Model Eliciting Activities (MEAs)• Forms groups of 3 teachers with at least one special

education teacher in your group. • Your group must have at least one individual NOT

from your district.• Your group may decide to give each person a

specific task but EVERYONE is responsible for doing mathematics/statistics, which includes writing it up.

Model Eliciting Activities (MEAs)• Consider the SMPs and SMCs addressed in the way

you and your group completed this task. • After doing that, think about other ways to create a

model (which also happens to be a solution) of ways Papa Bear should dole out his money.

Designing Lesson #2

• Today is your final day to work on lessons. – Before you go off to work independently, your group

must convene.– Please share your progress on your two lessons,

including a general frame of what you’ve accomplished so far.

Designing Lesson #2

• When you are done, please save your work on the flash drive in the following way:– FOLDER: Lesson 1 include all necessary documents

including lesson, TTLP questions, ways to address diversity, any worksheets, handouts, and/or rubrics

– FOLDER: Lesson 2 include all necessary documents including lesson, TTLP questions, ways to address diversity, any worksheets, handouts, and/or rubrics

Lunch

Launch after Lunch

SEC administration

• Please complete all questions related to the SEC. This is required evaluation per our funding.

Examining Statistics Instruction• The goal of this summative activity is to use our

experiences to coach/critique this teacher’s instruction. You are encouraged to use one of the following frameworks to assist you craft your ideas. – TTLP, SMPs, and (Learning environment, worthwhile

task, and discourse).– After watching video #1 and video #2, outline what the

individual did well with a focus on SMPs. • Use your focus (students or teacher) to express what SMPs

were evidenced and how the lesson or teacher could improve. Communicate as if this is your neighboring teacher.

Examining Statistics Instruction• Now, share your ideas with a small group of

teachers from your district. • Collectively discuss the strengths and areas for

improvement. Construct a frame of ideas that your team would share with this teacher and her school district.

Final Summer Institute Debriefing

Let’s recap from Year 1.

Take Care• Our Fall 2015 meetings are August 10 – 11 (M/T).• Meeting location is Lima HS. • Our mathematical focus for 2015-2016 is geometry.

Thus, we encourage you to think about questions for Dr. Math.

• You will likely receive an email from Christy or me asking for input about what you want during the focus. (Think priorities!) Please respond before July 4.