Mathematics Leadership
Support Network
Presentation Provided Jointly by the
P-12 Math and Science Outreach
Division of PIMSER and the Kentucky Department of Education
Please begin playing the game on your table
(Fraction Rummy) as you enjoy your breakfast. We
will begin at 9:01.
Feedback/Reflection on Game
2

Fraction Rummy
Math Leadership Support Network '09-'10
Welcome
3
Candy
Drinks
Breakfast
Lunch
Parking Lots:
KDE, MLSN
Norms
Math Leadership Support Network '09-'10
Learner Goals for Today
Proportional Reasoning Goal:
I can use pictures, models and/or manipulatives to
make sense of proportional reasoning in problemsolving situations.
Learning Climate Goals:
I can articulate the importance of an effective
learning climate. (Ch. 3 of Shirley Clarke)
High Quality Instruction
October focus: Learning Climate
AND
In addition, facilitators will be modeling aspects
of:
•Clear learning targets
•Analysis of Student Work
•Differentiation
Morning Line-Up
6
Community Building Activity
Whole Group—Candy Bar Problem
Break
Learning Climate—Chapter 3 Jigsaw
Math Leadership Support Network '09-'10
Community Building—People Hunt
7
Math Leadership Support Network '09-'10
Whole Group—Candy Bar Problem
8
Math Leadership Support Network '09-'10
Everyone Needs a Break
9
Math Leadership Support Network '09-'10
Active Learning
Through
Formative Assessment
Shirley Clarke
Math Leadership Support Network ’09-’10
Mindset is "an established
set of attitudes held by
someone."
Oxford American Dictionary
Math Leadership Support Network ’09-’10
Fixed Mindset
If you have a fixed mindset, you
believe that your talents and abilities
are set in stone–either you have them
or you don’t. You must prove yourself
over and over, trying to look smart
and talented at all costs. This is the
path of stagnation.
Mindset, Carol Dweck
Math Leadership Support Network ’09-’10
Growth Mindset
If you have a growth mindset, you
know that talents can be developed
and that great abilities are built over
time. This is the path of opportunity–
and success.
Mindset, Carol Dweck
Math Leadership Support Network ’09-’10
What do these people
have in common?



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Mozart
Thomas Edison
Charles Darwin
Elvis Presley

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Lucille Ball
Jackson Pollack
Ray Charles
Math Leadership Support Network ’09-’10
They were considered
failures in their chosen
fields early in their
careers.
Math Leadership Support Network ’09-’10
Bobby Knight
He has a fixed mindset about himself
and coaching. The team was not
allowed to lose games or make
mistakes… “that would reflect on his
competence.”
Mindset, Carol Dweck
Math Leadership Support Network ’09-’10
Michael Jordan
He came into the league as a slam-dunker
and he left as the most complete player
ever to grace the game. He exhibits a
growth mindset.
Mindset, Carol Dweck
Math Leadership Support Network ’09-’10
If you’re a teacher…
the growth mindset gives you a way to
set high standards and have students
reach them.
Mindset, Carol Dweck
Math Leadership Support Network ’09-’10
Effect of Feedback on Student Learning
“Enhancing student motivation is not
about enhancing self-concepts of
ability… Enhancing motivation means
enhancing students’ valuing of effort
and a commitment to effort-based
strategies…”
C. Ames
“Feedback is the key to how you set
kids up in their learning orientation.”
Jan Chappuis
Math Leadership Support Network ’09-’10
Mindset, Carol Dweck
‘Motivation is the most important
factor in determining whether you
succeed in the long run. What I
mean by motivation is not only the
desire to achieve, but also the love
of learning, the love of challenge and
the ability to thrive on obstacles.
These are the greatest gifts we can
give our students.’
Math Leadership Support Network ’09-’10
Mindset Sort
Math Leadership Support Network ’09-’10
Chapter 3
The ideal learning culture

How teachers and pupils view ability and
their learning potential
pages 18-21
Math Leadership Support Network ’09-’10
Chapter 3
The ideal learning culture

Strategies for developing a growth mindset –
for teachers, parents and all involved in
education
pages 21-24
– The importance of a growth mindset in
raising achievement and aspirations
pages 24-26
– Becoming incremental learners
pages 26-28
Math Leadership Support Network ’09-’10
Chapter 3
The ideal learning culture
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What the ideal learning environment
should consist of, and effective
strategies to create and sustain it
pages 28-30
Taking it further: learning how to learn
pages 31-34
Math Leadership Support Network ’09-’10
25
Math Leadership Support Network '09-'10
Afternoon Line-Up
26
Math Activity—Grade Level Break-outs
 National Standards—KDE
 Processing time concerning our learning
goals and focus on instruction
 Closure/Reminders/Homework
Assignment

Math Leadership Support Network '09-'10
27
Grade Level Break-Out Groups
Math Leadership Support Network '09-'10
Feedback/Reflection on
Grade Level Break-outs
28
Math Leadership Support Network '09-'10
Reflection on Proportional Reasoning Goal
29
Target:
What did we do?
What did we learn?
Fraction Rummy
Candy Bar Activity (Whole
Group)
Grade Level Break-outs
Math Leadership Support Network '09-'10
Reflection on our Learning Climate, Clear Learning
Goals, Analysis of Student Work, and Differentiation
30
Intentional Elements of
Instruction Today
What did we learn today?
Learning Climate
Clear Learning Goals
Analysis of Student Work
Differentiation
Math Leadership Support Network '09-'10
Wrapping it Up
31
 Evaluation/Sounding
Board
 Homework assignment from the Seven
Strategies of Assessment for Learning
(handout)
 Please return your name tags to the
meeting box
 See you in November!!
Math Leadership Support Network '09-'10