- 52 Views
- Uploaded on
- Presentation posted in: General

Team Building and Nurturing

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

SQUIGGLE

BOX

CIRCLE

RECTANGLE

TRIANGLE

Which Shape Best Describes You as a Person?

Looking beyond the “I” in our rush to get our job done

Based on the work of Susan Dellinger, Ph.D.

- Hard worker; Gets the job done
- Has a plan, left brain
- Does not like messy settings
- Loves working in corporations
- Creators of P&P
- Data collectors; Thorough analysis
- Needs it in writing
- Calendar, day planner, palm pilot
- Not really a team player
- Downside: Loner, hates meetings
- Usually married to same person, committed, most loyal, tactical, most religious

If you want a job done right…….

DO IT YOURSELF

- The power shape
- Goes back 1000’s of years in history
- Focus to the sun, the pyramid
- Ambitious, high achiever, will reach the apex – “eat my dust”
- Gets to the point, focuses on task
- Quick decision maker, smart
- Strategic thinker, to do list (handwritten)
- Males: delegate; Females: tend to do themselves
- Political, competitive
- Every shape has a downside: egocentric, status

I did it my way……..

And you will do it my way, too

- A period in life, confused
- Person in a state of change, growth
- Question and redefine
- Shape is usually temporary
- Adolescence / Midlife crisis
- Trying new things; looking to grow as a person
- First child, job change, retirement
- Unpredictable
- Examples: ___________________

I know you think that what I said was what I meant but are you sure that I meant was what I said

- The lover; the people person; “Can’t we all just get along?”
- Loves harmony
- Dates back thousands of years
- Nurturer
- Need to help others
- Hemispherically symmetrical
- Linear and nonlinear; intuition
- Reads people well
- Strength in communication
- Takes responsibility for the community
- Carries the weight of the world
- Cannot stand conflict
- The gossip

Forget your troubles and just get happy. I’m gonna chase all your cares away.

- A pure right brainer
- Sex craved
- Creative, innovative, experimental
- Bored with routine and mundane
- Dreamer, futuristic
- Loves new challenges
- Difficult to communicate with squiggles
- Unorganized
- Likeable, spontaneous
- Squiggles don’t lie
- Usually have no money
- Never a dull moment

- 86% pick right the first time
- Do you want to move shapes?
- Can you identify with 2 shapes?
- Rectangles and squiggles may be all 5 shapes
- Knowing your shape and others is described by Dr. Dellinger as Flexing

What does your shape say about

you in terms of:

- Management
- Planning
- Structure
- Student-Centered Instruction
- Inquiry

- Teachers were using the 2003 NCSCOS.
- North Carolina revised these standards in 2008.
- These new Essential Standards were implemented
for K-2 in 2009.

- Around the same time, there was a movement to create a set of National Standards.
- In 2011, North Carolina, along with ____ other states adopted these National Common Core Standards.
- In CMS, K-5 will implement The Standards for Mathematical Practice 2011-2012
- K-2 will implement the Content Standards in 2011-2012.
- 3-5 will implement the Content Standards in 2012-2013.

- Myth: Adopting common standards will bring all standards’ down to the lowest common denominator, so some states may be taking a step backward by adopting the standards.
- Fact: The Standards are designed to build upon the most advanced current thinking about preparing all students for success in college and their careers. There has been an explicit agreement that no state would lower its standards.

- Myth: Key math topics are missing or appear in the wrong grade.
- Fact: The mathematical progression in the common core are coherent and based on evidence. This will lead to college and career readiness at an internationally competitive level.

- Myth: The Standards amount to a national curriculum for our schools.
- Fact: The Standards are not a curriculum. They are a cleared set of shared goals and expectations for what knowledge and skills will help our students succeed. Teachers will continue to devise lesson plans and tailor instruction to the instruction to the individual needs of the students in their classrooms.

“The common core standards finally make real the promise of American public education to expect the best of all our schoolchildren.”- Michael Casserly, Executive Director, Council of the Great City Schools

What could it be?

To get to the meat of what is in the standards

To clarify for a large group of people- as a collective group understand what’s in this large documents

We all had the same gift- Common Core means we all get the same

What’s in the last box?

Hmmm, listen to what Phil Daro (Common Core writer) has to say about this…

But as well designed as these standards may be,

it’s just the easy part to design and write something down

The hard part comes… with putting them to work

And the users have ultimate control over how they’re used

So no matter how well designed the tool is – the user has control

And there you see my granddaughter

Sadie using a well-designed crayon

So …………… if all people do, is take

out their old state standards, toss them out

And replace these common core state

standards into those old boxes

NOTHING IS REALLY GOING TO CHANGE

We designed these as a platform for new kinds of instructional systems

We didn’t design these to be thrown into the old boxes

The old boxes in fact, are the infrastructure for making things a mile wide, inch deep

What structures/boxes/instructional systems may prevent us from making a change?

What can we do to overcome

these barriers?

- Look at your Standards for Practice
- Read the first 3 words of each practice
- What do you notice?

Read the first four Standards for Practice.

On a post-it, write a short phrase or picture that represents each standard for practice “in a nutshell”

As you finish- place your sticky on one of the posters around the room.

Walk around the room and look at the what others wrote about the Standards for Practice.

Take your Recording Sheet

Record a phrase/picture that helps you remember what this standard is about “in a nutshell”.

Reread Standards for

Mathematical Practice # 1:

Making sense of problems and persevere in solving them.

AND

Standards for Mathematical Practice #4:

Model with Mathematics.

Mathematically _____________ students start by _______ to themselves the meaning of a __________ and looking for __________ points to its solution. They _________ givens, constraints, relationships and goals. They make __________ about the form and meaning of the solution and plan a solution _______ rather than simply jumping into a solution attempt.

Mathematically proficient students can _____ the mathematics they know to _______ problems arising in everyday ________, society, and the workplace. In early grades, this might be as _________ as writing an addition equation to __________ a situation. In middle grades, a student might apply ___________ reasoning to plan a school event or analyze a problem in _______ community.

What does it mean to model mathematically?

How could you encourage this student to model with mathematics?

How to encourage students to model with mathematics

Now this is one of the mathematical practices that is often misinterpreted

particularly by elementary teachers because when they see the word model, they immediately think of, how we’ve previously used the word model which is to… get out the stuff.

And we use Cuisenaire rods and blocks and all different kinds of things,

but this mathematical practice is particularly about using symbols in mathematical representations to model a real situation. Kind of the reverse of what we’re usually trying to think about doing.

But they are important partners, I mean the reason that we use concrete manipulatives to help us understand the mathematics is so that when we see something in the real world, we can then apply our mathematics to it appropriately.

So we want to ask questions like… “how could we use symbols to represent what’s happening here?

After your close read, is there anything you want to change or add to the poster for

Practice Standards #1 and #4?

How can you use what you learned from this activity as a leader in your school?

Reread Practice Standards

#2 and #3.

Make any changes or additions to the posters when you’re finished.

Read the last four Standards for Practice.

On a post-it, write a short phrase or picture that represents each standard for practice “in a nutshell”

As you finish- place your sticky on one of the posters around the room.

Walk around the room and look at the what others wrote about the Standards for Practice.

Take your Recording Sheet

Record a phrase/picture that helps you remember what this standard is about “in a nutshell”.

What rectangles can be made with a perimeter of 18?

Feel free to use any of the tools provided

to solve this problem.

Which rectangle gives you the greatest area?

How do you know?

What do you notice about the relationship between area and perimeter?

What practices were at play here?

The Standards for Practice are

VITAL

What are some strategies we can use in our schools to help teachers see the importance of the Standards for Mathematical Practice?

After looking at the Standards for Mathematical Practice, consider the following:

- Who is the audience?
- What is the purpose?
- Who will benefit?
- How is this different from our old standards?
- How will this change the way students learn in your classroom?