CMP3 Professional Development
Presented by: Simi Minhas
Math Achievement Coach CFN204
CFN 204 · Diane Foley · Network Leader
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Focus Ideas/ Essential Questions for
Professional Development
•
How can we pick investigations or problems that engage
students in productive struggle?
•
How can we engage students in math discussions?
•
How can we encourage students to make their thinking visible?
•
How can we implement rubrics to set clear, and high
expectations for students?
•
How can we use rubrics and checklists for self-assessment?
•
How can we use formative data to inform instruction?
•
How can we collect and track student data?
CFN 204 · Diane Foley · Network Leader
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Launch—Explore—Summarize
Problem Overview: Focus Question
Launch: Connecting to Prior Knowledge;
Presenting the Challenge
(Do Now-No more than 5-7 minutes)
Explore: Providing for Individual Needs; Going
Further; Planning for the Summary
Summarize: Orchestrating a Discussion; Check
for Understanding; Reflecting on Student
Understanding
CFN 204 · Diane Foley · Network Leader
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CFN 204 · Diane Foley · Network Leader
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Making Thinking Visible
By making students’ thinking
visible, a teacher can:
This practice allows students
to:
-
determine what students know,
believe, feel
-
refine their thinking and reflect
on their own thought
-
identify preconceptions and
misconceptions
-
-
assess the quality of
conceptual understanding
use opportunities for
metacognition and self
regulation
-
engage in self and peer
assessment
-
learn from others in the
classroom
-
-
assess the ability of students
to transfer learning to new
situations
evaluate and improve
instruction
CFN 204 · Diane Foley · Network Leader
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CFN 204 · Diane Foley · Network Leader
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High-quality discussions support student
learning of mathematics by:
•
Helping students learn how to communicate
their ideas
•
Making students’ thinking public so it can be
guided in mathematically sound directions, and
•
Encouraging students to evaluate their own and
each other’s mathematical ideas.
CFN 204 · Diane Foley · Network Leader
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Inquiry Based Learning
Traditional Workshop
Inquiry Based Learning
• Begins with questions/
challenges
• Begins with answer
• Driven by outside “expert”
• Communication flow: trainer to
learners
• Driven by learners
• Communication flow: among
learners
• Hierarchical relations between
trainer & learners
• Reciprocal relations among
learners
• Research informs practice
• Practice is research
CFN 204 · Diane Foley · Network Leader
5 Key Practices for Orchestrating
Productive Mathematical Discussions
1. Anticipating likely student responses to challenging
mathematical tasks
2. Monitoring students’ actual responses to the tasks
(while students work on the tasks in pairs or small groups)
3. Selecting particular students to present their
mathematical work during the whole-class discussion
4. Sequencing the student responses that will be
displayed in a specific order
5. Connecting different students’ responses and
connecting the responses to key mathematical ideas.
CFN 204 · Diane Foley · Network Leader
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The importance of planning
Instead of focusing on in-the-moment responses to
student contributions, the practices emphasize
the importance of planning.
Through planning, teachers can anticipate likely
student contributions, prepare responses that
they might make to them, and make decisions
about how to structure students’ presentations to
further their mathematical agenda for the
lesson.
CFN 204 · Diane Foley · Network Leader
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The Role of Mathematical Practices
The Mathematical Practices come alive in the classroom as students and
teachers interact around a sequence of rich tasks to
•
Discuss
•
Conjecture
—
•
Validate
—
•
Generalize
—
•
Extend
—
•
Connect
—
So that students develop deep understanding of concepts and the
inclination and ability to reason and make sense of new situations.
CFN 204 · Diane Foley · Network Leader
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Student Reflections and Feedback
• What parts of the unit do you think were presented
well or easy to understand? Explain why you think so.
• What parts of the unit do you think were the most
challenging? Explain why you think so.
• Explain a new strategy or method that you learned
during class discussion today.
• How did the collaborative learning group, and math
discussion support your learning today? Give specific
examples.
CFN 204 · Diane Foley · Network Leader
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Video of a Lesson
https://www.dropbox.com/s/3d64cwhaunymaec/problems%2
03.1%20A%20model%20for%20multiplication.mp4
CFN 204 · Diane Foley · Network Leader
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Educators Guide to 2014 NYS Common
Core Assessments
http://www.engageny.org/resource/test-guides-for-englishlanguage-arts-and-mathematics
****How can we plan for the test sophistication
programs, using the information about the emphasis on
specific standards?****
CFN 204 · Diane Foley · Network Leader
NYC Link for Teachers
http://www.pearsonschool.com/index.cfm?locator=PS2aCo
Contains:
• Annotated Teacher's Guide
• NYC Scope and Sequence
• NYC Graphic Organizers
• Many other resources
CFN 204 · Diane Foley · Network Leader
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Math Vocabulary for Word Walls
http://www.graniteschools.org/depart/teachinglearning/curricu
luminstruction/math/Pages/MathematicsVocabulary.aspx
Please include math vocabulary words with visuals,
definitions, and examples on your word walls.
These word walls should be a tool to support ELLs and
SWDs.
CFN 204 · Diane Foley · Network Leader
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Questions and Comments
Please fill out the feedback form. Thanks!!
CFN 204 · Diane Foley · Network Leader
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