Frustration: What are some challenges you face in teaching math to students?
Motivation: What keeps you going in face of those challenges?
Reconnect/Reflect Please respond to each prompt on a different sticky note
Find a partner – someone you haven’t met yet
Introduce yourselves
Share and discuss your responses to the 3 questions
At the signal, say “thank you” and find a new partner – repeat the process (total of 3 times)
Party Mixer Protocol
“ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr
Global Leadership Performance Outcomes
Investigate the World: Students investigate the world beyond their immediate environment
Recognize Perspectives: Students recognize their own and others’ perspectives
Communicate Ideas: Students communicate their ideas effectively with diverse audiences
Take Action: Students translate their ideas into appropriate actions to improve conditions
Global Leadership Performance Outcomes
Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
Investigate the World Recognize Perspectives Take Action Communicate Ideas In Math, how do students . . . ?
Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
Mathematics Performance Outcomes
Investigate the World: Students use mathematics to investigate a global issue, situation, or event.
Recognize Perspectives: Students understand that perspectives and mathematics influence each other.
Communicate Ideas: Students communicate their mathematical thinking.
Take Action: Students translate the results of their mathematical study into appropriate actions.
Please Count Off by 4 . . .
For each performance outcome in your assigned domain, please describe what it looks like and sounds like in the classroom and give specific examples of learning activities that address that outcome.
Looks like . . . Sounds like . . . Examples
Create a 3-Column Chart
Standards for Mathematical Practice – important “processes and proficiencies”
Standards for Content: Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability
Think-Pair-Share: How do you teach students to develop the 8 Standards for Practice?
The Common Core Standards for Mathematics
Find a new partner
Introduce yourself
Share one of your examples with your partner
Learn about an example from your partner
Say “Thank You!”
Find a new partner and repeat the process
Give One to Get One
Please form mixed groups representing different subject areas
Work through the two documents:
Asia Society’s Mathematics Performance Outcomes
Common Core Standards for Mathematics
Identify the connections/intersections between to the two documents, record your findings on the table provided, & discuss your reasoning
Crosswalk Activity
Identify a scribe and facilitator for your group
Create a T-chart
Brainstorm a list of Regents troublespots
Go back through the list and identify strategies to address each
Regents Troublespots & Strategies
Presenter provides context for lesson (2 min)
Participants read document(s) and take notes (5 min)
In rounds, participants respond to the lesson (15 min)
I like . . . , I notice . . . , I wonder if . . . ?
I could use [specific aspect] in my class by . . . [describe]
Lesson Sharing Protocol
S tudent Choice Are there options for students to make choices about content, process, and/or product within this task?
A uthentic Is this task asking students to do something adults do in the “real world”?
G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?
Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience?
S.A.G.E. The Elements of Quality Task Design
Travel with your partners from station to station
First, examine the task and determine how it addresses S.A.G.E.
Next, determine which Performance Outcomes you think the task was designed to address
Finally, examine the student work and discuss the degree to which the student(s) have demonstrated those Performance Outcomes
Move on to another station when you’re ready
Sample Tasks and Student Work
Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
www.issnny.ning.com Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online www.asiasociety.org/education