Summer Institute Math presentation 2013

Summer Institute Math presentation 2013

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Summer Institute Math presentation 2013

Summer Institute Math presentation 2013

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- Summer Institutes 2013 Changing Teacher Practice Changing Student Outcomes
- June’s remodeling 2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes Remodeling Session 2013 Mathematics Summer Institute DPI Mathematics Consultants
- Welcome “Who’s in the Room”
- Norms • Listen as an Ally • Value Differences • Maintain Professionalism • Participate Actively
- Learner Outcome With the development of thoughtful classrooms aligned to the Standards for Mathematical Practice, educators will understand and promote complex level thinking in students.
- Session Objectives • Provide strategies teachers can utilize to increase students’ complex level thinking. • Connect the Strategies for a Thoughtful Classroom to the Standards for Mathematical Practice.
- Let’s Define the Problem
- First Grade • The Leader • The Ethics Police • The “I’m Finished First” Winners • The Do-Overs
- High School Rows of 5, all eyes on cell phones texting Wondering what’s for lunch? Students asleep or praying for a fire drill.
- Why is change necessary?
- 8 + 4 = [ ] + 5 Turn and Talk
- 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 3rd - 4th 5th - 6th Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003
- 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 5 58 13 8 3rd - 4th 5th - 6th Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003
- 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 5 58 13 8 3rd - 4th 9 49 25 10 5th - 6th Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003
- 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 5 58 13 8 3rd - 4th 9 49 25 10 5th - 6th 2 76 21 2 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003
- Estimate the answer to (12/13) + (7/8) A. 1 B. 2 C. 19 D. 21 Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers. NAEP
- Students were given this problem: ÷168 20 4th grade students in reform math classes solved it with no problem. Sixth graders in traditional classes responded that they hadn’t been taught that yet. Dr. Ben Klein, Mathematics Professor Davidson College
- Research Students are shown this number. Teacher points to the 6 and says, “Can you show me this many?” 16 Constance Kamii
- Research When the teacher points to the 1 in the tens place and asks, “Can you show me this many?” 16 Constance Kamii
- Research By third grade nearly half the students still do not ‘get’ this concept. 16 Constance Kamii
- More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 1824 218.4 2824 384 Grayson Wheatly
- Lesson Comparison United States and Japan The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms The emphasis on understanding is evident in the steps of a typical Japanese lesson •Teacher instructs students in concept or skill •Teacher solves example problems with class •Students practice on their own while teacher assists individual students •Teacher poses a thought provoking problem •Students and teachers explore the problem •Various students present ideas or solutions to the class •Teacher summarizes the class solutions •Students solve similar problems
- How are you feeling?
- Let’s Do Some Math!
- The Famous Horse Problem A farmer buys a horse for $60. How much money did the farmer make or lose? Later he sells it for $70. He buys it back for $80. Finally, he sells it for $90.
- Feeling Better?
- Instruction Must Change
- We know “What” Students Need… 21st Century Skills, critical thinking and problem solving, collaboration and leadership, agility and adaptability, oral and written communication, accessing and analyzing information. Tony Wagner, Rigor Redefined
- Teacher Evaluation
- WIDA
- Universal Design for Learning A universally designed curriculum is developed from the start to be accessible as well as challenging, for ALL students.
- We Know the “What” But Not “How” to Meet Their Needs Common Core Standards for Mathematical Practice
- Creating Active Thinkers Do You Value Thinking? “Teacher Test” Turn and Talk with your shoulder partner about your Teacher Test.
- How do we meet student needs?
- The First Step “Before all else, a classroom environment that fosters complex thinking must be predictable and safe.” Creating Active Thinkers, page 35 How do you know if a classroom is safe and predictable?
- Characteristics of a safe and predictable classroom • Shared decision making • Lively exchange of opinions and ideas • Visual evidence of student thinking
- The Next Step “Complex thinking is developed in students primarily through the careful planning and teaching of lessons.” Creating Active Thinkers, page 37 What do you need to keep in mind when planning a lesson?
- Jigsaw on Teacher Strategies
- The Nine Teacher Strategies in the Thoughtful Classroom gives us the
- Nine Teacher Strategies The teacher will… 1.focus and refocus students on task. (pages 62-67) 2.ask open-ended questions.(pages 67-70) 3.ask extension questions.(pages 70-74) 4.wait for student responses.(pages74-78) 5.accept a variety of student responses.(pages 78-81) 6.encourage student interaction.(pages 81-84) 7.not give opinions or value judgments.(pages 84-86) 8.not repeat student responses.(pages 87-88) 9.ask students to reflect on their thinking.(pages 88-90)
- Student Responsibilities “The student takes his or her cues from the teacher.” Include your students in the journey. Meet some of your students… Creating Active Thinkers, page 97-100
- Student Behaviors Read the student behaviors on page 101. Are these student behaviors familiar? Surprise! Standards for Mathematical Practice.
- Let’s do some math using some of the Strategies for a Thoughtful Classroom
- Cube Problem A block made of small cubes is dropped in paint. The block has four cubes on each edge as shown below. How many small cubes have paint on them?
- Nine Teacher Strategies The teacher will… 1.focus and refocus students on task. 2.ask open-ended questions. 3.ask extension questions. 4.wait for student responses. 5.accept a variety of student responses. 6.encourage student interaction. 7.not give opinions or value judgments. 8.not repeat student responses. 9.ask students to reflect on their thinking.
- Fraction Riddle Using color tiles and grid paper. Riddle 1: A rectangle is 1/2 red, 1/5 green, 1/10 blue, and the rest yellow. How much of the rectangle is yellow? Draw the rectangle on grid paper and record the fraction that tells which part is yellow.
- Fraction Riddle Using color tiles and grid paper. Riddle 2: A rectangle is 3/5 red. The rest is blue and yellow but not in equal amounts. What could the rectangle look like? Record.
- Fraction Riddle Using color tiles and grid paper. Riddle 3: A rectangle is 1/2 red and 1/3 blue. Also, it has one green tile and one yellow tile. What could the rectangle look like? What fractional part is green? Yellow? Record. Try to make up your own riddle.
- Nine Teacher Strategies The teacher will… 1.focus and refocus students on task. 2.ask open-ended questions. 3.ask extension questions. 4.wait for student responses. 5.accept a variety of student responses. 6.encourage student interaction. 7.not give opinions or value judgments. 8.not repeat student responses. 9.ask students to reflect on their thinking.
- Self Assessment Students are amazingly honest when assessing themselves. Creating Active Thinkers, page 117 – 121; 136-137
- Self Assessment Doesn’t Always Work The last pages contain Observation Forms, to help identify what your students and others observe in you during instruction. Creating Active Thinkers, Appendix C
- What questions do you have?
- • Learning Opportunities • Resources
- Assessment Student Information and Learner Profile Instructional Design, Practice & Resources Data Analysis and Reporting Information a simpler, better information system to replace NC WISE Integrated Instructional Solution a new standards-aligned tool that connects instructional content with (e.g. lesson plans, unit plans) assessment for better data analysis and decision making Effectiveness a simpler, better online evaluation system Information Instruction Educator Effectiveness: Educator Evaluation OpenClass Collaboration SchoolnetPowerSch ool Truenorthlo gic Available for the start of the 2013-14 School Year
- Home Base Website and Updates •Home Base website is http://www.ncpublicschools.org/homebase/ •To sign up for Home Base Biweekly Newsletter, please go to http://goo.gl/appdp. •We will continue to email the biweekly updates, but you can also find them archived on the Home Base website at http://www.ncpublicschools.org/homebase/updates/
- Exploring Instructional Content
- Open Education Resources (OER) Samples • Home Base NCDPI-Vetted OER Samples Available at http://goo.gl/8sbFX
- Sample Mathematics Resources Summary: This site comprises six lesson activities including the definition of a fraction, equivalent fractions, addition of fractions, and multiplication of fractions. Students may respond online to get immediate feedback, or they can work the examples on grid paper. Who Wants Pizza? A Fun Way to Learn About Fractions Exploring Linear Data Standards: •CCSS.Math.Content.8.SP.A.1 •CCSS.Math.Content.8.SP.A.2 •CCSS.Math.Content.8.SP.A.3 •CCSS.Math.Content.HSS-ID.B.6c Standards: •CCSS.Math.Content.3.NF.A.3a •CCSS.Math.Content.3.NF.A.3b •CCSS.Math.Content.4.NF.B.3a •CCSS.Math.Content.5.NF.A.1 •CCSS.Math.Content.5.NF.A.2 •CCSS.Math.Content.5.NF.B.4a Summary: Students model linear data in a variety of settings that range from car repair costs to sports to medicine. Students work to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
- DPI Mathematics Section Kitty Rutherford Elementary Mathematics Consultant 919-807-3841 kitty.rutherford@dpi.nc.gov Denise Schulz Elementary Mathematics Consultant 919-807-3839 denise.schulz@dpi.nc.gov Johannah Maynor Secondary Mathematics Consultant 919-807-3842 johannah.maynor@dpi.nc.gov Ashton Megson Secondary Mathematics Consultant 919-807-3934 ashton.megson@dpi.nc.gov Vacant K – 12 Mathematics Section Chief 919-807-3838 Susan Hart Mathematics Program Assistant 919-807-3846 susan.hart@dpi.nc.gov
- Facilitated Team Time Preparation • To prepare for Facilitated Team Time, complete the brief reflection to identify the “big ideas” gained from this session that you will share with your Summer Institute team. • To access the reflection document, visit http://bit.ly/SIreflection or scan the QR code. • To access the reflection responses during Facilitated Team Time, visit http://bit.ly/SIresponses.
- For all you do for our students!

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