On Going Support Training
October 22, 2015
Grades 4-5
Presenters:
Julie Villeneuve, Fran Gibson, and
Kami Cadeaux
The PLC at Work Culture
My role as a teacher is to evaluate the effect I have
on my students. It is to “know thy impact,” it is to
understand this impact, and it is to act on this
knowledge and understanding. This requires that
teachers gather defensible and defendable evidence
from many sources, and hold collaborative
discussions with colleagues and students about this
evidence, thus making the effect of their teaching
visible to themselves and to others. (p.19)
Page 2
John Hattie
Visible Learning for Teachers: Maximizing
Impact on Learning (2012)
High-Leverage Team Actions
Research-informed actions that produce the
greatest benefits for your efforts
Page 4
Chapter One- Before the Unit
Page 7
HLTA 1: Make Sense of Agreed-On Essential
Learning Standards and Pacing
What do we want students to know and be able
to do?
PLC Discussion using:
Framework Chapters
Eight SMPs
Go Math Curriculum
Page 14
Reality Check- Before the Unit
P. 18
“It is helpful to diagnose your team’s current
reality and action prior to launching the unit. Ask
each member to individually assess your tem on
the first high leverage team action using the
status check tool. Discuss your perception of your
team’s progress on making sense of the agreedon essential learning standards and pacing.”
P.18
P. 22
P.27
Examine a High Level Task
1. Solve the problem on your own.
2. Use the three questions to
guide a discussion about the
task at your table.
• How are your responses
the same? Different?
• How do these tasks
support the essential
learning standard?
• With which SMPs might
students engage while
solving this task?
P.27
Write two questions about Cho
and the sock puppets. Each
question should lead to a different
answer. The answers to the
questions should be 3 and 2. Do
not use the words estimate,
about, or round in your problems.
Go Math 4.3
Interpret Remainders
Prepare to Use a High Level Task
P. 30-31
Discuss:
1. Your expectations for student
demonstration of high quality work (both
successful and unsuccessful approaches)
in defense of their mathematical
argument for the task.
2. Discuss how your lesson plan for this
problem promotes student
communication of their argument with
others and allows peer to peer based
solution defense.
P. 31
Your Team’s Progress
• “It matters less which stage your team is at and more
that you and your team members are committed to
working together to focus on understanding the
learning standards and the best activities and
strategies for increasing student understanding and
achievement as your team seeks Stage IVsustaining.” P. 34
Next Steps
•
•
•
•
Engage your PLC in Before the Unit Planning
Make progress with HLTA 1- Essential Learning Standards
Make progress with HLTA 2- High Demand Tasks
Explore HLTA 3, 4, and 5.
Professional Development:
• Creating High Cognitive Demand tasks
• Academic Discourse
• Regional Lesson Study Days
Next time: During the Unit
Making Connections
Problem Solving
• Using the tools at the center of your table,
create a visual representation to solve the
problem below.
Each student in Mr. Smith’s class has a box
of 24 crayons. If there are 17 students in Mr.
Smith’s class, how many crayons are there
in all?
4th Grade Framework
5th grade Framework
Problem Solving
• Using the tools at the center of your table,
create a visual representation to solve the
problem below.
4th Grade Framework
5th grade Framework
Table Talk
• Discuss the connection between how your
table solved the problems and the framework.
Base 10 and Area Models
Let’s try it….
Model the following problems using base ten
blocks, quick pics and an area model.
182 ÷ 13
195 ÷ 15
216 ÷ 18
126 ÷ 6
Connection to SMPs
• SMP.4 Model with mathematics.
• SMP.5 Use appropriate tools strategically.
Connections made
•
•
•
•
•
Framework and Go Math
4th to 5th grade standards
Multiplication and division models
Manipulatives use and SMPs
Area models to base 10
Standards for Mathematical Practices
Using your grade level chapter from the
California Framework, discuss:
• How do the Standards for Mathematical
Practice fit into your direct instruction portion
of your lesson?
• What are you working on?
– Concerns?
– Successes?
How do you build 100% participation and
deepen conceptual understanding?
Turn And Talk
• Turn and Talk involves every student
• Turn and Talk helps student clarify thoughts
• Turn and Talk helps students talk about
errors or uncertainties
• Turn and Talk helps student share thinking
• Turn and Talk helps student listen to other’s
thinking
Teacher’s Role
• Why and when would a teacher use Turn and
Talk?
• What is teacher’s job during Turn and Talk?
• What is the teacher’s role after Turn and Talk?
Guided Math Discussion
5 Talk Moves – Math Solutions
•
Revoicing: Teacher repeats what the student says
•
Restating/Repeating: Student restates what a peer says
•
Agree/Disagree (Silent Signals): Students consider each others’ reasoning
•
Add On: Contribute, extend or expand on what has been said
•
Wait Time: Teacher utilizes wait time so students have time to process their own thinking and
prepare to talk
•
Revision: Student gets new information, considers it and changes mind if it makes sense.
How does Repeat/Restate build 100%
Participation?
• Repeating gives the rest of the class another
rendition of the first student’s contribution.
• Repeating gives more time to process the first
statement.
• Repeating adds to the likelihood that they will follow
the conversation and understand the point.
• Repeating provides evidence that the other students
could and did hear the student’s statement.
• Repeating, yet again, clarifies the student claim and
provides the student with evidence that he/she is
being heard.
Teacher’s Role
• Why and when would a teacher use Repeating
in the classroom?
• What is teacher’s role during Repeating?
• What is the teacher’s role after Repeating?
Standards for Mathematical Practice
• What math practices are supported by Turn
and Talk, and Repeating?
Guidelines For Classroom Video
Viewing
• Keep focused on your observations of:
– 100% participation with Turn and Talk, and Repeating
– Students’ understanding and how on how the classroom discourse is
serving the mathematical goals of the lesson
– Teacher moves
100% Participation/Talk Moves
www.teachingchannel.org/videos/student-participation-strategy?fd=1
Structure for Effectiveness
• What structures need to be in place for Turn
and Talk to be most effective?
• What structures need to be in place for
Repeating to be most effective?
Guided Math Discussion
5 Talk Moves – Math Solutions
•
Revoicing: Teacher repeats what the student says
•
Restating/Repeating: Student restates what a peer says
•
Agree/Disagree (Silent Signals): Students consider each others’ reasoning
•
Add On: Contribute, extend or expand on what has been said
•
Wait Time: Teacher utilizes wait time so students have time to process their own thinking and
prepare to talk
•
Revision: Student gets new information, considers it and changes mind if it makes sense.