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Henrico County Public Schools New Mathematics Teachers General Math Session How to make your horse thirsty and other stuff you might want to know. August 20, 2013 1:30 p.m. – 4:30 p.m. Glen Allen High School. Introductions. Name School Teaching Experience. Objectives.

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    1. Henrico County Public SchoolsNew Mathematics TeachersGeneral Math SessionHow to make your horse thirsty and other stuff you might want to know August 20, 2013 1:30 p.m. – 4:30 p.m. Glen Allen High School

    2. Introductions • Name • School • Teaching Experience

    3. Objectives • To familiarize you with curriculum expectations • To introduce you to the materials, places, people and processes that can help you do your best • To teach you how to get what you want

    4. Today’s Schedule It’s pretty simple… • General Information • Collaborative Teaching/Differentiation • Break • Breakout Sessions • Middle School • High School

    5. Planning VDOE Website: http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/review.shtml • Curriculum Framework • SOL Test Blueprints • Keep in mind, SOLs are the MINIMUM standard. • Our textbooks are outdated and do not reflect the new rigor! They should not be your first resource!

    6. Planning HCPS Math Website: http://blogs.henrico.k12.va.us/math/ Here is the info!

    7. HCPS Secondary Math Courses One stop shopping for all your course needs! • Curriculum Guides • Pacing • Vertical Articulation • VDOE Enhanced Scope and Sequence Lessons • SOL and Curriculum Framework • Teacher Notes and Elaboration • Course websites • New website updates! • We’ll explore more later • Benchmark Blueprint • Breakdown of winter benchmark test

    8. Each SOL course contains… • Pacing guides • SOL tracker • Link to VDOE SOL • Link to VDOE mathematics website

    9. Rigor has been increased • Repetition has been decreased • Retention and application of content from previous years required • Vertical alignment has been improved • Again, the textbooks are a resource and should not be relied upon for instruction. 2009 Mathematics Standards of Learning

    10. Pay attention to details! http://teachers.henrico.k12.va.us/math/Teacher/Downloads/NTA/DANCING_BEAR_MOONWALKING_BEAR_CYCLIST_AWARE.wmv

    11. SOL Tracker • SOL are broken down into a teacher checklist • Shaded rows are SOL bullets • Non-shaded rows are broken down SOL paragraphs

    12. If you teach to the SOL test…

    13. Instructional Focus To address the increased rigor of the SOL, Henrico County’s instructional focus will be the centered around the NCTM Process Standards. • Problem Solving • Reasoning • Representations • Communication • Connections The observational focus will be rigor and engagement.

    14. What if cupcakes are the discipline?

    15. Is 15 a prime number? Students can answer with a simple Yes or No. What does the student’s response inform the teacher about the pupil’s knowledge about prime numbers? Why is 7an example of a prime number? Not a one-word answer. This requires a student to recall prior knowledge to explain and justify their reasoning. Effective Questioning

    16. Course websites • Spend some time in the breakout session and look through the materials and links.

    17. HCPS Teacher Resource Page A lot of links to important documents! http://teachers.henrico.k12.va.us/math/teacher.html • ExamView test banks • Online textbooks • Carnegie Learning files • Graphing calculator instructions

    18. Speaking of calculators… • Make sure that the calculator is a TOOL used for instruction! • It has become a crutch for many students and teachers. • Be accountable for them and have a system for storing and collecting them.

    19. Observations/Evaluations • Teacher Evaluation Process – focus on process skills • “Snapshot” observations • Teacher requested observations • Teacher Evaluation Process

    20. STEM Teacher Recruitment and Retention Incentive Awards • Hold an active five-year Virginia teaching license (Collegiate Professional or Postgraduate Professional License) with an endorsement in Middle Education 6-8:  Mathematics; Mathematics:  Algebra I; Mathematics; and be assigned to a teaching position in a corresponding subject area. • Teachers Reassigned from a Fully Accredited School to a Hard-to-Staff School or School Not Fully Accredited • Regardless of teaching experience, be a teacher who is reassigned from a fully accredited school in a Virginia school division to a hard-to-staff school or a school that is not fully accredited in the 2013-2014 school year. • Teachers New to the Profession or Teachers With Up to Three Years’ Teaching Experience [Applicants must have less than three years’ teaching experience.] • Be a teacher new to the profession (no teaching experience) or a teacher with up to three years of teaching experience (less than three years’ teaching experience); • Successful teachers selected to participate in the pilot program under this criteria will be eligible to receive a $5,000 initial incentive award after the completion of the first, second, or third year of teaching with a satisfactory performance evaluation and a signed contract in the same school division for the following school year.  • MEMO #169-13 - Science, Technology, Engineering, and Mathematics (STEM) Teacher Recruitment and Retention Incentive Awards

    21. 10 Rookie Mistakes to Avoid • ASCD article

    22. People who can help you!

    23. You can lead a horse to water, but you can’t make him drink In the past, an acceptable philosophy for educators was:

    24. If you lead a horse to water and he doesn’t want to drink, it’s your job to make him thirsty. The present philosophy for educators goes something like this:

    25. Collaborative Teaching/Differentiated Learning • Ms. Ashley Reyher • Collaborative Math Classrooms:  Co-teaching Tips and Strategies • Collaborative Math flipchart

    26. Questions? • Please contact me about anything! • Skip Tyler • estyler@henrico.k12.va.us • 652-3753

    27. Breakout sessions • High school stays here in room 203 • Middle school goes to room 205

    28. Breakout options • Changing Instruction Video – Dan Meyer (slide 31) • What Can You Do With This (WCYDWT) Video (slide 32) • Problem Based Learning Video (slides 33-35) • Wordle Activity – wordle.net – copy/paste standards to create a graphic (slides 36-42) • Examine curriculum guide, websites, teacher resource page (slide 43) • Four scenarios (slides 44-48) • Tasks discussion (slides 49-53) • NCTM process standards & Blooms Taxonomy (slides 54-63) • Vertical articulation (slide 64) • Breaking down the standards wordle (slides 64-73) • Teacher Evaluation – complete a skills problem and grade on a rubric • Other options?

    29. Changing Instruction • Dan Meyer – Math class needs a makeover • Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. At TEDxNYED, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think. • http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

    30. WCYDWT Video • (What Can You Do With This) • The best motivator of all is connecting math to the real world. http://teachers.henrico.k12.va.us/math/Teacher/downloads/nta/ESPN_RichEisen.mov

    31. Problem Based Learning TheDie Hard with a Vengeance version of teaching Polya'sfour-step problem solving process http://teachers.henrico.k12.va.us/math/Teacher/downloads/nta/die_hard_jugs.mov.wmv

    32. Was this a worthwhile task? • Does the problem challenge students to use higher-level critical thinking skills? • Are there multiple ways to solve this problem? • Is it accessible to all students? • What process standards were utilized?

    33. A critical point …a teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a task for, and some means of, independent thinking.” Polya, 1973/1945

    34. Let’s Wordle the standards!

    35. Grade 6 Course 1 Standards

    36. Grade 7 Course 2 Standards

    37. Grade 8 Course 3 Standards

    38. Algebra 1 Standards

    39. Geometry Standards

    40. Algebra 2 Standards

    41. http://blogs.henrico.k12.va.us/math Examine the HCPS Curriculum Guides Examine the HCPS online courses • http://blogs.henrico.k12.va.us/math/courses/ Examine the HCPS teacher resource page. • http://teachers.henrico.k12.va.us/math/teacher.html

    42. Four Scenarios!!! Read the scenario presented Think through and jot down answers Share ideas/Ask Questions

    43. Scenario #1 You want to experiment with a new teaching method and would like to incorporate manipulatives into your lessons, but you are unsure if it will go over well with your students. • What can you do? • What are some possible solutions? • Who can assist you with this situation?

    44. Scenario #2 As a new mathematics teacher, you are assigned a mentor/buddy and are somewhat nervous about your teaching assignment. You are surprised to learn that your mentor, though very nice, does not teach your content. You also learn that the only other teacher who teaches your content is an old grouch who does nothing but complain. • What can you do? • What are some possible solutions? • Who can assist you with this situation?

    45. Scenario #3 You and your collaborative partner are not seeing eye-to-eye on classroom management and instruction. The kids are beginning to notice that the two of you are not working as a team. • What can you do? • What are some possible solutions? • Who can assist you with this situation?

    46. Scenario #4 Several students are bored with your lesson on solving two-step equations. They start to ask the age old question, “Why do we have to learn this?” • What can you do? • What are some possible solutions? • Who can assist you with this situation?

    47. Instruction: Why focus on tasks? • Classroom instruction is generally organized and orchestrated around mathematical tasks • The tasks with which students engage determines what they learn about mathematics and how they learn it • “There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics”. Lappan & Briars, 1995

    48. Martha’s Carpeting Task Martha was re-carpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase? Fencing Task Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen in which to keep the rabbits. If Ms. Brown's students want their rabbits to have as much room as possible, how long would each of the sides of the pen be? How long would each of the sides of the pen be if they had only 16 feet of fencing? How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it. Instruction: Two tasks.