Overarching Objectives of this October 2014 Network Team Institute
 Participants will be able to identify, practice, and use best instructional moves and scaffolds for chosen common core standards.
High-Level Purpose of this Session
 Participants will examine the use of the Switch framework as a guide for achieving change in mathematics instruction.

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Participants will examine a protocol that teachers can use to develop a cycle of plan → teach → assess → analyze in order to develop extended interventions for students in grades 6-9.
Related Learning Experiences
This session is part of a sequence of sessions designed for principals and other school leaders. Earlier sessions (available on
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EngageNY.org) have examined scaffolding to support student learning and the development of instant and extended interventions.
The planning protocol described in this session is more fully illustrated and practiced in The Number System: Crafting
Teaching Sequences for Extended Interventions for Grades 6-9, a related learning experiences for teachers.
● Prioritizing short-term and long-term goals for secondary mathematics can support teacher professional development and student learning outcomes.
● The Switch framework can be useful to facilitate change in the secondary mathematics classroom.
● A planning protocol (plan → teach → assess → analyze ) is a useful tool in the development of extended teaching sequences.

What do we want participants to be able to do as a result of this
session?
How will we know that they are able to do this?


Participants will be able to articulate key elements of the
Switch framework and apply them in the context of leading change in mathematics instruction.
Participants will be able to guide teachers through the protocol for use in developing a cycle of plan → teach → assess → analyze in order to develop extended interventions for students in grades 6-9.
Participants will be able to articulate the key points listed above and guide teachers through the planning protocol.
Section
Introduction
Switch and The
Time
60 min
84 min
Overview
Introduces the session beginning with an icebreaker and encouraging participants to focus on developing their Workshop
Essential Question that they will focus on during the session.
Discusses the crucial factors in
Prepared Resources Facilitator Preparation
 Supporting Change in the
Secondary Mathematics
Classroom PPT
 Supporting Change in the
Secondary Mathematics
Classroom Facilitators Guide
Review People Bingo Icebreaker
 Supporting Change in the Review Switch by Chip Heath and

Happiness
Hypothesis
Crafting Teaching
Sequences for a
Short-Term
Intervention
Crafting Teaching
Sequences for
Extended
Interventions
Reflection and
Closing
92 min
148 min
85 min effecting lasting change as introduced in the novel “Switch.”
Explores how to craft teaching sequences for a short-term intervention.
Explores how to craft teaching sequences for extended interventions.
Reflects upon how studying teaching materials can help educators improve their performance and how extended teaching sequences support educators in a deeper understanding of mathematics.
Secondary Mathematics
Classroom PPT
 Supporting Change in the
Secondary Mathematics
Classroom Facilitators Guide
Dan Heath
 Supporting Change in the
Secondary Mathematics
Classroom PPT
 Supporting Change in the
Secondary Mathematics
Classroom Facilitators Guide
Review Grade 8 Module 7 Mid-
Module Assessment
 Supporting Change in the
Secondary Mathematics
Classroom PPT
 Supporting Change in the
Secondary Mathematics
Classroom Facilitators Guide
Review Grade 4 Module 3
 Supporting Change in the
Secondary Mathematics
Classroom PPT
 Supporting Change in the
Secondary Mathematics
Classroom Facilitators Guide
 Switch by Chip Heath and Dan
Heath
Review Switch by Chip Heath and
Dan Heath
In this section, you will be introduced to the session beginning with an icebreaker and encouraging participants to focus on developing their Workshop Essential Question that they will focus on during
Materials used include:
 Supporting Change in the Secondary Mathematics
Classroom PPT

the session.
Time Slide # Slide #/ Pic of Slide
1.
 Supporting Change in the Secondary Mathematics
Classroom Facilitators Guide
Script/ Activity directions GROUP
20 min
2.
Welcome: Share logistical information about restroom locations and the times of breaks and lunch.
People bingo
(20 min)
A flexible and gentle icebreaker. Write down a list of questions you would like each person in the group to find answers to from other people in the group. The question can be specific to the session e.g. “What qualities do you have that makes you a good trainer?” or generic “How are you feeling today?” It is useful for everyone to have questions on sheet of paper to carry around and fill in answers as they get them. Each person should only ask one question to one person then find somebody else to introduce themselves to and ask another question. When they have found answers to all their questions they shout bingo and have finished. Ten questions gets people well mixed and a lot of information shared.

20 min
3.
4.
20 min
5.
20 minutes
• Have participants work independently to create his/her workshop essential question.
• Next ask participants to share their questions with their group and try to create one group WEQ.
• Next, have each group share its WEQ and determine whether it is possible to create a common WEQ for the entire group.
• This agenda may need to be tweaked to address the Workshop
Essential Question created by the group.
(20 min)
A classic time-management tool that can be applied to group prioritization!
You can use this tool on paper, or as a ‘Spectrum Line'. The group ranks ideas according to their urgency and importance:
Activity:
Created a Cartesian Coordinate Plane on a wall or floor using painter’s tape.
Ask participants to write their goals on post-it notes. One goal per note.
Have participants place their post-it notes in the region that corresponds to the criteria.
Review similarities and differences in the goals selected and the priority given.

In this section, you will discuss the crucial factors in effecting lasting change as introduced in the novel “Switch.”
Materials used include:
 Supporting Change in the Secondary Mathematics
Classroom PPT
 Supporting Change in the Secondary Mathematics
Classroom Facilitators Guide
 Switch by Chip Heath and Dan Heath
Time Slide # Slide #/ Pic of Slide Script/ Activity directions GROUP
1 min 6.
Switch identifies the crucial factors in effecting lasting change. The authors draw upon current research and provide examples where the strategies identified in the research have been successful in effecting the desired change. These strategies are designed to help those “who don’t have scads of authority or resources.”
1 min 7.
1.
To change someone’s behavior, one has to change that person’s situation
Movie goers were given free buckets of popcorn, half medium size & half large (both more than they could eat)
The ones given the large buckets ate more than those given the medium buckets
One conclusion might be that half the movie goers had an over eating problem that needed to be addressed
The solution to changing their behavior is to change their situation – give them smaller buckets of popcorn

1 min 8.
1 min 9.
One weight loss expert recommends storing your dinner plates and using your salad plates
2.
Emotional conviction
Self control is an exhaustible resource
What looks like laziness is often exhaustion
(the Rider wears out trying to control the Elephant)
People simply run out of will power
3.
Rational direction
If you want people to change you must provide crystal-clear direction
Rather than tell someone to eat healthier, tell them, “buy 1% milk”
The authors of Switch borrowed the Rider/Elephant analogy from Jonathan
Haidt’s work in The Happiness Hypothesis.
1.
To change someone’s behavior, you have to change that person’s situation
Movie goers were given free buckets of popcorn, half medium size & half large (both more than they could eat)
The ones given the large buckets ate more than those given the medium buckets
One conclusion might be that half the movie goers had an over eating

1 min 10.
problem that needed to be addressed
The solution to changing their behavior is to change their situation – give them smaller buckets of popcorn
One weight loss expert recommends storing your dinner plates and using your salad plates
2.
Emotional conviction
Self control is an exhaustible resource
What looks like laziness is often exhaustion
(the Rider wears out trying to control the Elephant)
People simply run out of will power
3.
Rational direction
If you want people to change you must provide crystal-clear direction
Rather than tell someone to eat healthier, tell them, “buy 1% milk”
Change will only occur when people’s behavior changes. In order to do this, both sides of the individual must be appealed to:
The rider is the rational side – it responds to facts and information.
Unfortunately the rider may get bogged down in all of the information and fail to make decisions because he cannot identify the perfect choice. When change fails it is frequently because the elephant, which requires more immediate gratification, loses momentum and focus.
The elephant is the emotional side – although it will frequently act on impulse it is the elephant’s passion and energy that are necessary to get the job done.

1 min 11.
15 min 12.
1 min 13.
• The rider thinks long term. The rider loves to contemplate and analyze and his analysis is almost always directed at the problems rather than the bright spots. The rider will spin his wheels unless given clear direction.
• Frequently there are factors that impede the desired change that are out of our control. Spending a lot of time focusing on these issues/conditions will not further our progress toward our desired goals.
• Activity: (15 minutes) Ask participants to brainstorm about
TBU’s they or their staff may be spending a lot of time thinking about. After the groups have had time to identify their TBU’s ask each group to share one TBU in order until all
TBU’s have been shared.
Investigate what is working and clone it.
Don’t think big picture, think in terms of specific behaviors.
Change is easier when you know where you are going and why it’s worth it.

20 min 14.
1 min 15.
The Rider tends to focus on the problem and not the solution and rarely looks for the bright spots.
Steps to identifying Bright Spots:
Share audio of the example of a Bright Spot from the book Switch
(20 minutes)
Activity
Identify teachers who are having success.
Investigate to determine whether these teachers are truly bright spots. As with the malnourished Vietnamese children in the book, mothers who have additional income or resource sources are not Bright Spots because these mothers are not operating under the same conditions as the rest.
Brainstorm about how to clone these Bright Spots. The actions of the Bright
Spot must be reproducible, as with the spread sheet created by the manager mentioned in the book to manage and record her contact with her employees.
Have participants share how they identify and clone the Bright Spots in their organization.
• The elephant represents our emotional and instinctive side.
The elephant isn’t always the bad guy. When it comes to change, it is the elephant who is the one who gets things done.
The elephant is the one who provides the energy.

10 min 16.
1 min 17.
(10 minutes)
Knowing something isn’t enough to cause change. Make people feel something.
Break down the change until it no longer spooks the Elephant
Cultivate a sense of identity and instill the growth-mindset.
Student video – Discussion: Will this motivate your Elephants?
When the situation changes, the behavior changes. So change the situation.
When behavior is habitual, it’s “free” – it doesn’t tax the Rider. Look for ways to encourage habits.
Behavior is contagious. Help it spread.
30 min 18.
(30 minutes)
After reviewing the three elements of the Switch framework, participants will identify resources they are currently using or have access to will support each of the sub-elements of the framework for change. Next they will identify the ways in which they are currently using the identified resources or ways in which they can use the resource in the future.
In this section, you will explore how to craft teaching sequences for a short-term intervention.
Materials used include:
 Supporting Change in the Secondary Mathematics

Time Slide # Slide #/ Pic of Slide
19.
Classroom PPT
 Supporting Change in the Secondary Mathematics
Classroom Facilitators Guide
Script/ Activity directions GROUP
10 min 20.
10 minutes
3 minutes for reading.
7 minutes for the protocol
Belief #1: Math content is best taught as a coherent story from Kindergarten to Grade 12. This coherence is essential to both student success and the
advancement of the craft of teaching.
Consider a vision of elementary, middle and high schools joining hands to provide a coherent educational experience from Pre-Kindergarten or
Kindergarten through Grade 12. The EngageNY math curriculum tells a story, a trilogy, from A Story of Units (PK-5) to A Story of Ratios (6-8) to A
Story of Functions (9-12). The structure of this curriculum reflects a commitment to a holistic journey, whereby skills build upon skills, themes are interwoven and understandings develop out of previous understandings. Because the curriculum spans from PK – 12, educators move students through the grade levels in such a way that each teacher’s contribution stems from what came before, and leads into the work of those that follow. Teaching must be a collaborative, team endeavor. This is in the best interest of the student and ultimately in the best interest of the teacher

as well.
Belief #2: A teacher’s pedagogical content knowledge of the grade levels preceding and following his or her own impacts student success daily and is
the primary engine necessary to meet the needs of all students.
With a commitment to a coherent PK-12 experience, attention turns to PK-
12 schools, not necessarily in one physical location but committed to, for example, a Grade 5 student graduating to partnered middle and high schools. A master teacher is one who is very conscious of his/her role in the continuum of a student’s journey, who has an ever-expanding knowledge of pedagogical content knowledge beyond that of his/her own grade level.
That knowledge is the engine behind the responsive questioning and delivery of instruction that can rectify a misunderstanding in a minute rather than in an hour, in a simple demonstration rather than with remedial workbooks or alternate lessons.
As participants engage in the protocol, circulate and listen. This might be a very new paradigm, to truly think of teaching as a collaborative endeavor.
You might pepper conversations with questions such as:
• In your own experience learning math, did you experience connnectedness and continuity?
• How do you want your students’ experience to be different than your own?
• Do you think it important that an elementary curriculum transition smoothly to middle school?
• What has given the teaching of mathematics coherence over the years?

8 min
5 min
21.
22.
3 min 23.
8 minutes
Intuitive thought is the initial analysis, from that teachers plan their lesson.
The process occurs at the micro level, several times within a given lesson, teachers begin to teach, ask a question or given a problem to assess understanding and instantly analyze and adjust their plans going forward accordingly.
What we’ll be exploring today, is the analysis that happens primarily on the larger scale, perhaps after an exit ticket or mid or end of module assessment is given.
5 minutes
Instant – a single question, doesn’t detract from the lesson progress, teachers review content only as far back as is needed, and as efficiently as possible.
Short-term – note taken, I’m going to go home and plan out the actual sequence of questions, and I’ll do it as fluency or 10 min segment tomorrow
Extended – I’ve found that the problem is deeper than a gap in this grade’s knowledge, I’m going to go home and plan 4 to 10, 20-min chunks of instruction
In each case, the teacher starts by analyzing, ‘What is the error?’, ‘Is the source of the error clearly evident?’ ‘What questions could I ask to reveal with certainty the source or cause of the error?’
3 minutes
Review the process as outlined.

3 min 24.
8 min 25.
20 min 26.
3 minutes
Participants will complete G8M7 MMA #1a and predict the challenges they think students will face with this problem.
8 minutes
Students will analyze the question using the MP protocol.
4 minutes
Share our analysis.
20 minutes
Participants create a short term sequence of questions that identify with clarity the source of the error in the original work, including questions that reveal that the error can not be addressed without a more extended intervention.

20 min 27.
15 min 28.
20 minutes
Participants review the sequence of the student outcomes of relevant lessons from this module and reflect on / adjust their sequence of questions.
15 minutes
Participants plan a 10-min intervention (something that would open up or be a part of the next day’s lesson).
29.

In this section, you will explore how to craft teaching sequences for extended interventions.
Materials used include:
 Supporting Change in the Secondary Mathematics
Classroom PPT
 Supporting Change in the Secondary Mathematics
Classroom Facilitators Guide
Time Slide # Slide #/ Pic of Slide Script/ Activity directions GROUP
10 min 30.
10 minutes
Share our extended intervention with poster.
20 min 31.
20 minutes
Explain the game.
The object is to find as many rows of 5 as possible, vertical, horizontal or diagonal.
Let’s do a practice word.
• Draw their attention to the top left square. Invite everyone to search for the words “multiplicative comparison” in G4 M3. (note the use of quotation marks!!!)
• Guide the participants as necessary to use the PDF search feature on their computer.
• Have them scan through the entire module to notice where it is used.
• Once they have scanned, they quickly write an example seen within the module into the Bingo board box.
• Invite them to share: “Even just by scanning, what did you notice about “multiplicative comparison” in G4 M3?”
• Let the participants know that we have chosen these terms carefully,

15 min 32.
20 min 33.
to be most helpful in their coming study.
1.
When the clock starts, participants search the A Story of Units’ PDFs in the grade levels designated for the vocabulary indicated. (Use the curricular map and PDF search to locate terms. Be careful to search with these precise terms! Use quotation marks.)
2.
Once a term is located, quickly scan through the ENTIRE module to get a feel for its frequency and the context in which it is used.
3.
When time is called invite a team that has 5 (or 4) in a row to briefly go through their terms and share what they noticed with each.
15 minutes
Participants work in grade-level triads, and analyze student work from a sample of their own grade level.
20 minutes
Participants create a sequence of questions designed to assess the last point of strength, they are careful to include questions that go back beyond this grade level.

20 min 34.
15 min 35.
30 min 36.
20 minutes
Participants review the sequence of student outcomes related to the given problem from the module it was taught in.
15 minutes
Participants navigate through other modules and grade levels to analyze the sequence of student outcomes that build to the current module’s outcomes.
30 minutes
Participants craft a series of four to 10 lessons, each about 20 min in length, that could be delivered over a couple of weeks as an intervention for gaps in student knowledge.

15 min 37.
3 min 38.
15 minutes
Participants share and critique their extended teaching sequences with other triads at their same grade level.
Participants make a poster outlining their extended teaching sequence.
Participants share their posters with triads from other grade levels.
3 minutes
Participants create second chance assessments related to the student error that prompted their extended teaching sequence.
In this section, you will reflect upon how studying teaching materials can help educators improve their performance and how extended teaching sequences support educators in a deeper understanding of mathematics.
Materials used include:
 Supporting Change in the Secondary Mathematics
Classroom PPT
 Supporting Change in the Secondary Mathematics
Classroom Facilitators Guide
 Switch by Chip Heath and Dan Heath
Time Slide # Slide #/ Pic of Slide Script/ Activity directions GROUP

10 min 39.
30 min 40.
45 min 41.
10 minutes
Participants engage in professional reading as given in the handout.
Next, participants talk first in small groups and then share with the larger group.
(30 minutes)
The book has a feature called a “Clinic” where the authors describe realworld situations and challenge the reader to apply the Switch framework to create change. If time allows, ask the participants to create their own example based upon an existing condition in their District. School, or
Department that they would like to change. Select one of these and ask the group to apply the framework collaboratively.
(45 minutes)
Participants will select one of the urgent, high priority goals they identified earlier in the workshop and apply the Switch framework practiced in the previous Clinics. The may choose to find a partner or group that has identified a similar goal and work collaboratively.

42.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt Active learning
●
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Supporting Change in the Secondary Mathematics Classroom PPT
Supporting Change in the Secondary Mathematics Classroom Facilitators Guide
●
●
●
●
Switch by Chip Heath and Dan Heath
How to Implement A Story of Ratios and A Story of Functions
A Story of Ratios and A Story of Functions Year Long Curriculum Overview
A Story of Ratios and A Story of Functions CCLS Checklist
Turn and talk