WELCOME TO OUR FINAL DAY OF
2015 CAMP SUMMER INSTITUTE
DAY 8
What’s golden?
Agenda
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Norms
• Daily Evaluation
Morning Jumpstart
MEA: Papa Bear’s bakery
Designing lesson #2
Lunch
Launch after Lunch
SEC
Discussing mathematics and
statistics lessons
• Reflecting on SMCs and SMPs
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.