Major Work Survey • Please place a dot on the continuum indicating the percentage of your teachers who know the “Major Work of their Grade or Course”. • Begin working the problem set of your choice. NCDPI Curriculum and Instruction Division K – 12 Mathematics Welcome Continuing to“FOCUS” Fall 2012 Regional Professional Development Session Materials • Go to the Mathematics Wiki at http://www.ncdpi.wikispaces.net/ • Locate the left navigation bar, and scroll down to “Professional Development”. • On the “Professional Development” page, select “Fall Regional”, and download the 2012 session materials. Introductions cc: Microsoft.com “Norms” • Listen as an Ally • Value Differences http://thebenevolentcouchpotato.wordpress.com/201 1/11/30/norm-peterson-bought-the-house-next-door/ • Maintain Professionalism • Participate Actively Parking Lot Breaks cc: Microsoft.com Technology cc: Microsoft.com cc: Microsoft.com Today’s Goal Today’s goal is to leave with a strong understanding of how to deliver a Book Study on Accessible Mathematics by Steven Leinwand. Overview of Today • Highlights from the Summer Institute – Three Shifts – Major Work • Revisiting Professional Development • A “Book Study”, Accessible Mathematics, by Steven Leinwand Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it? Three Mathematical Shifts Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it? North Carolina’s Major Work cc: Microsoft.com How did you become an effective teacher? cc: Microsoft.com “Turn and Talk” What Works? Effective Teacher Development –Collaboration –Coaching –PLCs Steve Leinwand, 2012 Panamericancharteracademy.blogspot.com PHI DELTA KAPPA International Research Bulletin Traditional forms of PD: • Workshops • Conferences • Presentations • Courses (daily challenges of teaching) http://www.pdkintl.org/research/rbulletins/resbul27.htm PHI DELTA KAPPA International Research Bulletin “The most powerful influence on students’ learning is the quality of the teacher.” http://www.pdkintl.org/research/rbulletins/resbul27.htm Ksas5532.eduldogs.org Key Points Professional development should involve • Teachers in the identification of what they need to learn. • Teachers in the development of the learning opportunity and/or process. Phi Delta Kappan, 2005 Key Points Professional development should be • primarily school based and integral to the school operations. Phi Delta Kappan, 2005 Key Points Professional development should provide • opportunities to engage in developing a theoretical understanding of the knowledge and skills to be learned. Phi Delta Kappan, 2005 McREL Insights “Professional Development Analysis” • Professional development of a reform type (e.g., teacher networks or teacher study groups) rather than workshop or conference participation. • Consistency with teachers’ goals, other activities, and materials and policies. • Collective participation in professional development by a group of teachers or other educators from the same subject, grade, or school. www.mcrel.org What major initiatives have been or are being implemented in your district? Tigeronekicks.com “But none of these program components has anything like the degree of impact on student achievement as the quality of instruction.” - Steve Leinwand 2009 www.djams.com Steven Leinwand “IGNITE” ”It's Instruction Stupid" Accessible Mathematics 10 Instructional Shifts That Raise Student Achievement Please read the…… “Introduction” “For lots of reasons, no component gets as little attention as instruction, the complex interaction between teachers and students that determines who learns what.” - Steve Leinwand 2009 Chapter 1 “We’ve Got Most of the Answers” A shepherd was guarding his flock of 18 sheep when all of a sudden 4 wolves came over the mountain. How old is the shepherd? Chapter 1 “We’ve Got Most of the Answers” Read from the beginning of ch.1 through the bullets on pg. 3. 1. What compelling evidence arises about the student responses to the “Shepherd Problem”? 2. The author compares typical US classrooms to typical Japanese classrooms. Discuss the student behaviors each model encourages. Connect them to the Mathematical Practices. Chapter 1 “We’ve Got Most of the Answers” Read the remainder of the chapter. Revisit the list of shifts, discuss the ones you already do. • What outcomes occur as a result? • Which shifts would you like to explore further? Chapter 9 “Just Don’t Do it!” Are These Concepts Essential? Explain! • Multi-digit multiplication and division by hand • Fractional parts; such as sevenths and ninths • Complex formulas with no context • Simplifying radicals • Factoring by hand Chapter 9 “Just Don’t Do it!” Read pg. 54 – Paragraph 1 on pg. 57 1. 1.What conclusions can be made as to why few students are successful in mathematics? 2.What must be done to improve these situations? Chapter 9 “Just Don’t Do it!” Begin reading paragraph 2 on pg. 57 - 59. What components are essential for student mastery? Explain! Chapter 4 “Picture It, Draw It” Read pp. 19 – 21. “For many students, mathematical ideas “must be grounded in pictures and models…..It is our responsibility to use a variety of visual models with our students…...” How will using pictures and models inform your instructional practice? Singapore Math “Bar Model Technique” http://thesingaporemaths.com/ www.kitchentablemath.net Bar Diagram for Addition Example C Initial Amount Unknown Jameson had a stack of baseball cards. He bought 37 new cards. His collection now has 98 baseball cards. How many cards did he start with? |------98---------| ? 37 The initial amount is unknown while the joining amount and the total amounts are known. ? + 37 = 98 Suppose….. A football conference has 7 teams each with 55 players. How many total players are in the league? What answers will you get? 55 55 55 55 55 55 55 Model with Fractions Sara and Amy went to the mall. After Sara spent 3/7 of her money and Amy spent $45, they each had the same amount left. If they had a total of $375 when they started, how much do they each have left? Model with Fractions Sara $375– 45=$330 11u = $330 1u = $30 4u = $120 Amy $45 $375 in total They each have $ 120 remaining. X + 4/7 x + $45 = $375 x = $210 Which is Sara’s initial amount! Model with Two- Unknowns There are 76 students playing sports. 1/4 of the boys and 2/6 of the girls are playing basketball. If there are 23 students playing basketball, how many boys and girls respectively are playing sports? Model with Two- Unknowns 1 out of 4 Boys plays basketball B B B B 2 out of 6 Girls plays basketball G G G G G G G 1B = 7 so 4B = 28 boys B = ¼ boys and G = 1/6 girls 76 – 28 =48 total number of girls 23 students play basketball B 76- 23 = 53 53 – 23= 30 30 – 23= 7 G All 76 students playing sports B B B B G G G G G G G G B All 76 students organized in groups of 23 B 23 G G B 23 G G B 23 B 1B + 2G = 23 4B + 6G = 76 Chapter 4 “Picture It, Draw It” Let’s do some Math! cc: Microsoft.com What do you think? LUNCH The “Infamous” Skin Problem You are in the waiting room with your son, when all of a sudden the sirens start blaring and two nurses run to the ER admissions door. You hear one of the nurses exclaim, ”Oh, dear, this is serious. This next patient is completely burned.” The second nurse calmly advises: “Don’t worry. He’s an adult so let’s just order up 1000 square inches of skin from the skin graft bank.” What Would You Say? “Oh good, that’ll be enough to cover it!” or “Oh dear, the patient is in a lot of trouble here!.” • Which response is more appropriate? • Explain your reasoning. • If you were the patient, estimate the amount of skin you hope was ordered up? • Explain how you arrived at your estimate. Leinwand, 2000, p. 51 How would students respond? Compared to…. Find the lateral surface area of the cylinder below. 4in 20in cc: Microsoft.com “Turn and Talk” • Would students be able to develop an understanding of how to find the surface area of a cylinder by doing the first problem? • Which approach is more likely to engage students and develop understanding? • What mathematical concepts are students learning in each situation? “Most, if not all, important mathematical concepts and procedures can be best taught through problem solving.” Dr. John Van de Walle Chapter 5 “Language-Rich Classes” A New Language • Zurkle - (one) • Stomp - (two) • Frump - (three) • Wheeze - (four) • Hive - (five) School-clipart.com Chapter 5 “Language-Rich Classes” Now that you have experienced a new counting system, what strategies helped you learn and apply the new counting language? Chapter 5 “Language-Rich Classes” Zurkle Reflection What language-rich strategies identified in Accessible Mathematics were used to help you learn and apply the new counting language? Chapter 2 “Ready, Set, Review” Read pgs. 6 – 8, stopping at the paragraph with the words “Number One:”. “Discuss incorporating ongoing cumulative review into every day’s lesson”. Chapter 2 “Ready, Set, Review” Read assigned jigsaw #1 – #6 from pgs. 8 – 14. Chapter 2 “Ready, Set, Review” In your jigsaw groups: Discuss: • How does the strategy behind the mathematics relate to each grade-band? • What types of problems are important to your grade band? • What is the purpose of review, practice, and prior knowledge problems? Chapter 2 “Ready, Set, Review” With your grade-band, share each jig-sawed piece of your reading and how the strategy relates to your grade band. Aflyontheclassroomwall.com Chapter 2 “Ready, Set, Review” “Mini Math Review” •Review and discuss “What should we see…”, at the end of chapter 2. •Create a “Mini Math Review”, include the purpose of each problem, be prepared to defend your reasoning! Chapter 10 “Putting It All in Context” Let’s do some Math! cc: Microsoft.com What do you think? Chapter 10 “Putting It All in Context” “Peter Dowdeswell of London, England, holds the world record for pancake consumption.” Read pgs. 60-62. Chapter 10 “Putting It All in Context” Skim remaining chapter to find…….... Steve’s “secret” to raising mathematics achievement. www.bing.com Chapter 10 “Putting It All in Context” Chapter 10 “Putting It All in Context” Accessible Mathematics 10 Instructional Shifts That Raise Student Achievement 1. Incorporate ongoing cumulative review in everyday instruction. 2. Apply what works in our reading programs to math instruction. 3. Use multiple representations of mathematical entities. 4. Create language-rich classroom routines. 5. Take every opportunity to support number sense. 6. Build from graphs, charts, and tables. 7. Tie math through questions that increase the natural use of measurement. (“How big?”, “How much?”, “How far?”) 8. Minimize what is no longer important. 9. Embed the mathematics in realistic problems and real-world context. 10.Make “Why?”, “How do you know?”, “Can you explain?”, classroom mantras. Productivity – the amount of student academic achievement or the degree of academic improvement per year per teacher or per school Increasing our productivity of our mathematics programs and instruction requires: -Shifts in what we expect our students to master -Shifts in when we expect them to master it -Shifts in how we teach it School.discoveryeducation.com “We really do have many of the answers we need to make significant gains in our productivity. The task we face is to broadly institutionalize these answers in the thousands of school districts, the tens of thousands of schools, and the hundreds of thousands of classrooms where mathematics is taught and must be taught better.” Steve Leinwand, 2012 ”It's Instruction Stupid" www.ncdpi.wikispaces.net Thank You! and Evaluations Short-Cut to Survey Link to QR Code 70 ERD Contact Information Joyce Gardner Professional Development Lead Region 8 828.242.9872 joyce.gardner@dpi.nc.gov Mary Keel Professional Development Lead Region 2 252.725.2570 mary.keel@dpi.nc.gov Paul Marshall Professional Development Lead Region 3 919-225-0655 paul.marshall@dpi.nc.gov DPI Mathematics Section Kitty Rutherford Elementary Mathematics Consultant 919-807-3934 kitty.rutherford@dpi.nc.gov Johannah Maynor Secondary Mathematics Consultant 919-807-3842 johannah.maynor@dpi.nc.gov Barbara Bissell K – 12 Mathematics Section Chief 919-807-3838 barbara.bissell@dpi.nc.gov Susan Hart Mathematics Program Assistant 919-807-3846 susan.hart@dpi.nc.gov
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