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