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# WELCOME!!! Please grab a name tag, find your folder PowerPoint PPT Presentation

WELCOME!!! Please grab a name tag, find your folder. Introduce yourself to your group members. Your name, placement & grade level A routine in your classroom that you think is particularly effective. Lesson Overview. A look into warm-ups Establishing Norms Classroom Talk Discussion

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### Introduce yourself to your group members

• A routine in your classroom that you think is particularly effective

### Lesson Overview

• A look into warm-ups

• Establishing Norms

• Classroom Talk Discussion

• Project I – Q&A / work time

• A look into Project I – Parts II & III

• Advice from previous year’s intern

### Math Primer

The Broken Clock Shop…

sells working, but broken clocks at discount prices.

Take 40 seconds of “Private Think Time”, and then share your results with your two elbow- partners.

### Math Primer

The Broken Clock Shop

Derek buys a clock from the \$4 bin. Which clock should he choose?

12

12

12

3

3

3

9

9

9

6

6

6

THIS CLOCK IS ALWAYS 5 HOURS AHEAD

THIS CLOCK RUNS TWICE AS FAST

THIS CLOCK IS 15 MINUTES BEHIND

### Math Primer

The Broken Clock Shop

Now take 60 seconds of “Private Think Time”, to help Francine decide.

You will be told how you are going to share after the 60 seconds.

### Math Primer

The Broken Clock Shop

Francine can only afford to buy a clock from the \$1 bin. Which one would you recommend?

12

12

12

3

3

3

9

9

9

6

6

6

ONLY THE HOUR HAND WORKS

ONLY THE MINUTE HAND WORKS

ONLY THE SECOND HAND WORKS

### Math Primer

The Broken Clock Shop

Share your results with your group, starting with the person closest to the door and rotating right.

• Was the only purpose of these problems to get a correct answer?

• If not, what are other purposes?

• If there is a correct or best answer how important is that for students to know it before moving on?

• How is this different than just asking students to find times on clocks?

• What are reasons for doing warm-up problems?

• Could your students handle talking through a problem like this?

• If not, supposing you had a goal to have a discussion like this in March, what would you have to do now to help move towards that goal.

While I am listening (a euphemism for eaves-dropping) what I am listening for…

• Non-mathematical factors – sometimes these are valid for the problem, other times students really get hung up on “unimportant” aspects of the intent of the problem.

• Why does Francine only have a \$1?

• Why would you sell broken clocks?

• Our cat knocked our clock off the wall once and it broke into like a million pieces.

• Questions that I may have to address individually

• Content related or not

• Opportunities to make explicit norms of interaction

• Things that are good for discussion –

• Problems, questions, dilemmas

• Things that will get people thinking or engaged in conversation

• Having a sense of my end goal (i.e. the purpose) and how I can orchestrate that through student talk. Selecting & Sequencing

Nic’s Purposes for this Activity

(modeling as if I did this with K-6 students)

• Formative Assessment – finding out where students are at with their understanding of time telling – more conceptual in nature because it is a non-routine task

• Management – Having something to do at the beginning of class to work as a focusing activity

• Social – Getting students talking with each other and comfortable explaining their thinking

• Mathematical– for Derek – listening for pros/cons of 1st & 3rd clock, & definite con of middle clock (this was the distracter). For Francine – listening for hour hand for telling time, minute & second hand for timing.

### Community Agreements

Take two minutes of “Private Think Time” to jot down some ideas on the following prompt.

### Community Agreements

As a community of learners, what norms need to be in place in order for us to understand another person’s thinking?

### Community Agreements

• Share your ideas with a partner

### Community Agreements

• Share your ideas with a partner

### Community Agreements

• Share your ideas with a partner

• The youngest person in your group will share your group ideas that you think the class should adopt as a community agreement.

### Community Agreements

In your groups, determine your three most important agreements you would like to propose to the class.

### Community Agreements

The purpose of these agreements is to make explicit our beliefs about our vision for our professional community of learners. It empowers everyone to hold each other accountable for upholding this vision.

### Reading Debrief Classroom Talk CH. 1 & 2

Take 2 minutes to re-familiarize yourself with the reading

### Reading Debrief Classroom Talk CH. 1 & 2

Tic-Tac-Toe Activity

• In your folder take out the Tic-Tac-Toe Activity sheet.

• You will play tic-tac-toe against a partner* (someone not in your school or blog group)

• You gain an X or O for successfully talking to the other person about the prompt.

• Fill out the bottom section once you are done.

### Modifications & Uses

Tic-Tac-Toe Activity

What possible uses or adaptations of this activity might you use in your classroom?

### Homework

By Sunday, Sept. 26th – 11:59 pm

• Submit as a group your PPT* to Angel Drop Box of PART I – PROJECT I

By Wednesday, Sept. 29th – 9:00 pm

• Read 2 readings, post blog, respond to at least 1 post from this week’s posts (assessment)

By Thursday, Sept. 30th – 9:10 am (class)

• Talk to your CT, know what unit you will be teaching for GLT (Oct. 25th – Nov. 12th)

### School-Based Work Time

Time for…

• Q & A with your group and Nic

• Problem Solving

• Logistics planning

• Getting Feedback from others

• Leslie & Woodworth interns see Nic

### School-Based Work Time

Time for…

• Q & A with your group and Nic

• Problem Solving

• Logistics planning

• Getting Feedback from others

• Leslie & Woodworth interns see Nic

…and of course a Break

• When you come back be prepared to talk about the assessment readings

Carousel Activity

• Your group will have __ minutes at each dry erase board

• Write down ideas, questions, etc. below the prompt

• You will be told when your group will rotate to the next prompt

• When we end, your group will synthesize the ideas on the board for the class.

### Nic’s take on your blog posts…

Some themes/ideas across blogs was how backward design was…

• a productive way to think about assessment.

• challenging for someone new to the process.

• a goal I would like to set for myself.

• something I would like to know how to apply to my classroom…and avoid “teaching to the test”

### Project I – Community, Classroom, Students

PART II – Activity #1, on a piece of scratch paper describe as much as you can about the given picture.

### Project I – Community, Classroom, Students

PART II – Activity #2, (in your folder) – which of your comments were describing vs. interpreting? Share with a partner(s).

### Project I – Community, Classroom, Students

PART II – Activity #3, (backside of Activity #2) – now we are going to watch a video with two student responses – write down descriptions & interpretations.

### Project I – Parts II & III

• Close observation of a math lesson (preferably not a co-observation with FI)

• Nature of classroom interactions – where, with whom, what is the nature of it

• Talking to students about interactions in the classroom

### Project I – Parts II & III

Part II…Planning stuff

• Plan a time to do the observation

• Plan on “digestion time” immediately afterwards – good idea to find someplace where you can sit and think privately

• Plan a time to talk with students about the interactions in the classroom

• #3 looks overwhelming, synthesize the big ideas of the individual prompts

### Project I – Parts II & III

Part II…what’s actually due?

• Stand-alone PPT (no paper for this section) to be uploaded securely to voicethread.com by Wed. Oct. 6th @ 11:59 pm

• You will probably have to do the audio in voicethread

### Project I – Parts II & III

• Planning for a pre-assessment of your unit plan

• # Students varies based on type of assessment you are doing

• I would recommend trying something your CT doesn’t do, but would like to try (so they can learn too)

• Pre-Assessment is not about teaching…you are wearing your assessor hat focused on gathering authentic data.

### Project I – Parts II & III

Part III…Planning

• Find out what your unit will be for Guided Lead Teaching

• Talk to your CT about appropriate types of pre-assessment, come up with a plan

• PLAN

• Who will you pre-assess?

• When will you pre-assess?

• How will you pre-assess (can use curriculum materials, but should have modifications / additions)?

### Project I – Parts II & III

Part III…What I’m Turning In

• 3 page double spaced reflection – Angel Drop Box – by Sunday Oct. 10th

### …but first a look at role cards

• Build the figure

• Estimate the total number of centimeter (small) cubes

• Count the cubes while disassembling

• Compare # cubes to estimate

### Today’s Math Task Part II

Find two objects call them A & B where…

• Your measurement has A larger than B

• Someone else’s measurement has A smaller than B

• Another person’s measurement has A equal to B

### Today’s Math Task Part II

What important conceptual parts of measurement came out of this activity?

### Standards Scavenger Hunt

Now that you have seen some different data representations, we are going to look online in the NCTM standards and GLCEs to determine where these representations occur at different grade levels.

### EXIT CARD

Choose one of the items on the exit card to write about, and then put it in the folder.