St. Lucie Math Routine

1. St. Lucie Math Routine July 2011

2. Goals for Today

3. Math Initiatives • The purpose of the Math Task Force was to review and evaluate the district’s mathematics initiative and redesign and develop a math implementation framework. • This effort allowed us to align the district’s curricular, instructional, assessment and professional development systems based on “best practice” and research through a Math Routine.

4. Timed Pair Share Think: What instructional strategies come to mind when you see the images below?

5. Timed Pair Share Pairs- 30 seconds each, person with most siblings goes first! (Partner A) What instructional strategies come to mind when you see the images below?

6. Math Routine FormativeAssessment

7. Math Routine STRATIGIES

8. SLCSB MATH ROUTINE Formative Assessment A process for teachers and/or students to use assessment data to make adjustments in teaching and learning.

9. Launch (5-10 minutes) • Helps link past and present knowledge • Allows student to mentally engage in lesson/objectives • Can be introduced in a variety of different strategies • Bell ringer • Review Learning Goals • Homework Review

10. Pairs Compare THINK: What are different strategies you can use during the Launch component of the Math Routine?

11. Pairs Compare Write: 1 piece of paper between two, take turns writing ideas. What are different strategies you can use during the Launch component of the Math Routine?

12. Did you say… Strategies/Activities Teacher Best Practices • Establish and communicate targets/objectives (I can… charts) • Pose higher order thinking problems to facilitate discussion, debate, and inquiry • Access prior knowledge • Tell or read a story • Make connections to real world • Use Marzano’s High Expectancy Strategies • Homework Review (Targeted Problems) • Time for Exploration • Manipulatives • Rate their knowledge on a specific learning goal • Make Connections through storytelling • Use Videos to capture students attention • Incorporate Problem of the Day • Infuse Cooperative Learning (Kagan) • Timed Pair Share • Rally Robin Ideas • Create a Daily Routine • Survey questions • Charting information • Complete Homework Review • Review Calendar Math • "Fair Game“ questions Launch

13. Direct Instruction • Teacher centered: • Led instruction through modeling to whole group • Teach vocabulary, concepts, and procedures explicitly • Lead discussions using the H.O.T. questions (Higher Order Thinking) • Model problem solving and think a-louds

14. Placemat Consensus • Each team draws a placemat on a large piece of paper. • Teammates will all respond simultaneously in their individual space writing as many items as they can in 1 minute. • First person will say one item they have written, if all members agree, the place that item in the center team space. • Process is repeated.

15. Placemat Consensus Think: What are different strategies you can use during the Guided Instruction component of the Math Routine?

16. Did you say… Teacher Best Practices • Teacher-led instruction through explicit teaching and explanation to whole group • Teacher Think-Alouds through modeling of self-questioning and explanation of thought • Connect prior learning to current lesson • Explicit instruction with application of new vocabulary • Model problem solving using manipulatives • Lead student discussion by asking probing/open-ended questions • Assess student learning • Utilize Marzano’s High Expectancy strategies Strategies/Activities • Use Manipulatives • Explain/Draw Vocabulary • Create Mental Images/Connections • Chunking Notes or Examples • Procedural Learning • Process steps • Discussion (teacher led) • H.O.T Questions • Cooperative Learning • Use Graphic Organizers or thinking maps to gain knowledge of concepts • Use Unlock the problem strategies Direct Instruction

17. Guided Instruction • Students practice new skill with teacher support and feedback. • Formative assessment through observation is imperative. • Teachers scaffold instruction to help move from concrete to abstract thinking.

18. Chalk Talk • There is no talking during this brainstorm session. • One person write in the center of your chart paper:What is the importance of the Guided Instruction component of the Math Routine? • Everyone in your group has a marker to write responses, ideas, or notes to the question. You can respond directly to the prompt or to other responses that have been made.

19. Guided Instruction Teacher Best Practices • Ask effective questions with higher cognitive demand (probing questions) • Model lesson expectations • Facilitate discussion of ideas • Supervise use of manipulatives • Provide relevant and meaningful tasks with immediate feedback • Review strategies to solve cognitively complex (moderate to high DOK) problems • Practice skills taught in direct instruction with feedback • Use formative assessment to guide instruction • Be mobile • Be an active listener • Use scaffolded instruction • Move from concrete to iconic to abstract • Use of effective wait time • Use of Marzano’s High Expectancy strategies Strategies/Activities • Use response boards/white boards • Practice w/ Feedback • Discussion with teacher/other students • Show steps, or explain to a neighbor what to do next • Cooperative Learning Activities • Use manipulatives to demonstrate concepts • Students ask for Clarifications • Use thinking maps • Complete guided instruction questions with a partner

20. Differentiated Instruction • Individualized instruction takes place • Students can work collaboratively or in stations to practice and elaborate on skills • Teacher conferences with students and monitor progress

21. All-Write Round Robin • Each group member responds orally • Team members record the answer on their own piece of paper

22. All-Write Round Robin What are some ways that you can keep all students actively engaged while you are working with a small group of students?

23. Differentiated Instruction Teacher Best Practices • Conference with students • Monitor progress • Assign prescribed activities • Ask probing questions (Using range of DOK) • Sets and adjust time • Model expectations • Use Marzano’s High Expectancy Strategies • Meaningful Engaging Work Stations • Technology • Fluency • Math Literature • Vocabulary • Problem Solving Strategies/Activities • Small Group Instruction (SGI) • Review Skills • Independent Practice • Cooperative Learning Activities • Pairs/Tables • Use manipulatives to display understanding • Fluency operations practice • Application to real world activities • H.O.T. questions

24. Wrap Up (3 to 5 minutes) • Encourage students to evaluate and assess their own learning • Review lesson’s main points or unit of work • Used to preview tomorrow’s work • Opportunity to journal new thoughts/processes learned

25. Talking Chips • Each participant needs two writing utensils • Any member begins the discussion, placing one of his/her writing utensils into the center of the table • Any member may then enter the discussion by placing their writing utensil in the middle • Conversation continues until all writing utensils are placed in the center

26. Talking Chips What are the benefits of having a wrap up activity built into every lesson?

27. Wrap Up Teacher Best Practices • Review of targets/objectives and essential question • Administers an informal formative assessment (ie. exit slip, journal math boards) • Overview of current lesson’s main points, unit or work • Preview – Anticipatory set • Use Marzano’s High Expectancy strategies Strategies/Activities • Exit Slips/Ticket out the Doors • Engage-O-Meters • Review Concepts • Cooperative Learning Activity • Journaling • Problem that extends thinking or lesson • Rate understanding • Self Reflection • Thinking Map

28. Formative vs. Summative Scale Level 4- I am a master at understanding Formative and Summative Assessments and I can create analogies to represent the ideas and teach it to others. Level 3- I understand Formative and Summative Assessments and can give examples of how to effectively use them in the classroom. Level 2- I have knowledge of Formative and Summative Assessments and know the premise behind them. Level 1- I am knowledgeable about either Formative or Summative Assessments, but not both. Level 0- Form-a-what? Sum-of-what? I have no clue what either is or how to use them. launch

29. Gathering the Pulse launch

30. Importance of Formative Assessment • Formative assessment is a powerful tool that we can use to inform both students and teachers about the next steps for instruction. • Feedback closes the gap between teacher and student and allows learning to move forward. I can… I can… I can… I can… I can… I can… I can… I can… direct instruction

31. Importance of Self-Assessment • Boosts learning and achievement • Promotes academic self-regulation • Monitors/manages own learning • Actively evaluates quality of own work What is my goal? direct instruction

32. Importance of Summative Assessment • Provides overall picture of students understanding • Allows for awards based on qualifications • Anticipates future achievement • Should never be a surprise to teacher or students direct instruction

33. Rick Wormeli Video • http://gaggle.net/gaggleVideoProxy.do?op=view&v=df02dc66fce00b5186cfb1e4ae2a8d05f0d953b73c997591 direct instruction

34. Jot Thoughts and Sum the Ranks • Each member of your team will need a set of sticky notes. • You will say your idea aloud to your group, write the ONE idea on your sticky note and then place the sticky note in the center of the table. Continue process until time is called. guided instruction

35. Jot Thoughts and Sum the Ranks What are different types of formative assessments? On your sticky notes, write as many as you can think of stating them before writing them. One idea per sticky note. guided instruction

36. Jot Thoughts and Sum the Ranks Now, looking at all the different sticky notes, each member will choose two of the different types of formative assessments that you are most apt to use. Put all others to the side! guided instruction

37. Jot Thoughts and Sum the Ranks Sum the Ranks Now looking at the chosen sticky notes, each member is going to rank each item. Top choice receives highest number. Rankings are summed for each sticky note. Share top two thoughts with the whole group. 8 8 6 2 6 6 7 1 7 8 1 1 6 7 7 8 4 5 4 4 3 1 5 2 3 4 2 5 5 2 3 3 guided instruction

38. Formal vs. Informal Table Talk: Determine your definition of what Formal and Informal assessments entail. Individually: Classify the different types of assessment into formal and informal. differentiated instruction

39. Formative Assessment A Check-Up as A Teacher A General Practitioner Summative Assessment An Autopsy as A Teacher A Medical Examiner Relating Factor: informs wrap up

40. Formative vs. Summative Scale Level 4- I am a master at understanding Formative and Summative Assessments and I can create analogies to represent the ideas and teach it to others. Level 3- I understand Formative and Summative Assessments and can give examples of how to effectively use them in the classroom. Level 2- I have knowledge of Formative and Summative Assessments and know the premise behind them. Level 1- I am knowledgeable about either Formative or Summative Assessments, but not both. Level 0- Form-a-what? Sum-of-what? I have no clue what either is or how to use them. wrap up

41. Resources • F.O.C.U.S. • Scope and Sequence • Pacing Guides • Routine Activities by standard • www.floridastandards.org • CPalms • Math Routines Book • http://www.stlucie.k12.fl.us/Curriculum/Resources/MA/Routines/3/index.html • http://www.stlucie.k12.fl.us/Curriculum/Resources/MA/Routines/K/index.html • Portal