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NOVEMBER GRREC MATH NETWORK November 29, 2011

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## NOVEMBER GRREC MATH NETWORK November 29, 2011

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**NOVEMBER GRREC MATH NETWORKNovember 29, 2011**MOVING STUDENT LEARNING FORWARD**Norms**• Be present and engaged in our work. • We are equal partners. • Seek first to understand and then to be understood. • Stay positive. • Respect ideas of others. • One voice rule – no private conversations. • Be productive. • Be flexible and willing to change.**Targets**1. Participants can engineeran effective classroomdiscussion. 2.Participants can provide effective oral and written feedback to students, in order to move their learning forward.**Targets**3. Participants will deepen their understanding of implementing a FAL. 4. Participants can select appropriate formative assessment strategies to positively impact student learning.**Targets**5. Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.**target**Participants can provide effective ORALand written feedback to students, in order to move their learning forward.**Creating feedback questions**• Look over the student work provided. • As a table group follow the directions by creating questions that would move each student’s learning forward.**target**Participants can engineeran effective classroomdiscussion.**Engineering effective discussion**• For this activity divide the article into the following parts: • Part 1 – Beginning of article to end of The Five Practices Model section • Part 2 – Anticipating • Part 3 – Monitoring • Part 4 – Selecting • Part 5 – Sequencing • Part 6 – Connecting • Part 7 – Conclusion • Everyone will read Parts 1 and 7. Assign table group members Parts 2 – 6 to read. (Not everyone has to read all of these parts. You will share what you read after silent reading.)**Engineering effective discussion**• Read Parts 1, the section(s) you were assigned, and Part 7. • Annotate the article with the following symbols: Mark the text that affirms your prior knowledge with a check mark. Mark the text that surprises you with an exclamation point. Mark the text that you want or need to more about with a question mark.**Engineering effective discussion**Share in round robin fashion the content of your reading, along with the items you marked with the three symbols. Share in the following order: • Anticipating • Monitoring • Selecting • Sequencing • Connecting**Engineering effective discussion**• Monitoring Tool • How would you use the monitoring tool to help engineer effective classroom discussion?**Morning BREAK**During break, please move to a table with teacher leaders who have implemented the same Formative Assessment Lesson as you. Those who didn’t have time to implement a FAL should sit together.**target**• Participants can provide effective oral and WRITTENfeedback to students, in order to move their learning forward.**Effective feedback**• Individually write descriptive feedback on your samples of student work. • Follow the Feedback Review Protocolto analyze each other’s feedback. • Time may not allow everyone’s feedbackto be shared.**target**Participants will deepen their understanding of implementing a FAL.**FAL Reflection**In groups of 3-4 teachers who facilitated the same FAL: • Select a facilitator – who will hold each participant accountable for engaging in the conversation • Select a timekeeper – who will advance the conversations and keep track of the time allotted.**Fal Reflection**Utilize the FAL Reflection organizer to discuss the following topics: • How did it go? • What insight did student work provide? • Did feedback move learning forward?**FAL reflection**• Did you find mistakes in the FAL you implemented? • Were there ways that you thought you could make this FAL better? • Should there be revisions? If your group answered yes to any of these questions, please write your suggestions on the sheet provided.**target**Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.**“Understand”… a working definition**“Understand” is used in the math standards to mean that students can explain the concept with mathematical reasoning, including concrete illustrations, mathematical representations, and example applications.**“Understand”… a working definition**What does this show you about this 5th grade student’s understanding of mathematics? http://www.livescribe.com/cgi-bin/WebObjects/LDApp.woa/wa/MLSOverviewPage?sid=LQcqHZxzMVqK**lunch**High School– 11:30-12:00 Elementary- 11:45-12:15 Middle- 12:00-12:30 • During your free time in this hour: • Move to a table so that you will be sitting in grade levels (K-8) or subject levels (High School) • Highlight the word understanding in your grade or subject level standards**“Understand”… a working definition**• What did the student understand about subtracting fractions? • How did hearing the student help you ‘see’ the student’s understanding vs. just seeing the math on paper? • Does he have a conceptualunderstanding of fractions?**pacing**• Discuss your pacing guides in your grade level groups • What topics have you taught? • What are you teaching before Christmas break? • What will you be teaching in January and February? • Decide on one big idea that will be a focus in January • You will either have taught by or will be teaching this concept in February.**Big idea**Fill this out and turn it in.**Task from ncsm**• Work as a group to answer the Bridge Problem.**The bridge problem**• As a team, show the mathematics that Ted and Sam used to find the weight that the bridge could hold. • As a team write a few sentences that you would say to the City Council to defend your position.**The bridge collapsed**TED – Construction Engineer – 5 tons SAM - Construction Contractor – 1000 tons**Mathematical Practices**Think about this task: • What Standards for Mathematical Practice were embedded? How? • Understanding?**Chapter 4 RSM: Number & Measurement**Table groups will be assigned the following tasks from Ch 4: • Around Pi task - Alg.2 • Around the World task - Geom. • A Model Idea task - Alg.1**Chapter 4 RSM: Number & Measurement**As you analyze the task, answer the following questions using your Common Core Standards and the Rigor and Relevance Template provided. • How does this task promote reasoning and sense making? • Which standards from CCSSM/KCASM and Quality Core does this task address? • How does this task show Rigor & Relevance?**Overview**• 2 core strategies for differentiating math instruction • Open Questions • Parallel Tasks • Aligned to the NCTM Standards. • Quick strategies to engineer questions. • Supports the Mathematical Practices by focusing on questioning. • How does this connect to Five Strategies of Formative Assessment?**Open Questions**• A question is open when it is framed in such a way that a variety of responses or approaches are possible. • How might a student answer the following question? • Example: • Describe the picture using a mathematical equation: X XXX X XXX X XXX • What is the big idea? • How is this “open”? • How does this provide for differentiation?**Why is this an Open Question?**• Teacher asks whole class. • Purpose and Outcomes: • Question is designed to allow for differentiation of response based on each student’s understanding. • All students can participate fully. • Increases student confidence. • Students gain from discussion in classroom learning community.**Strategies for Converting Conventional Questions to be**“Open” • Turning around a question • Asking for similarities and differences • Replacing a • number with a blank (Pre-K-5) • number, shape, measurement unit, and so forth with a blank • Asking for a number sentence • Changing the question (Pre-K-5)**You try one!**Take a conventional question and “engineer” an Open Question using one of the strategies in your Good Questions book**Parallel Tasks**Two or three tasks “engineered” to meet the needs of students at different developmental levels but get a the same big idea and are close enough in context to be discussed simultaneously.**Why is this a set of Parallel Tasks?**• Example of Parallel Tasks: • Create a word problem that can be solved by multiplying two 1-digit numbers. • Create a word problem that can be solved by multiplying two numbers between 10 and 100. • What is the big idea? • How are the tasks parallel? • How do these tasks provide for differentiation?**You try one!**“Engineer” a set of Parallel Tasks.**So what?**How does this connect to Five Strategies of Formative Assessment?**For next time?**• Peruse/skim Chapter 1 • Pay attention to the examples provided