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NYC Math Fall 2011


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NYC Math Fall 2011

  1. 2. <ul><li>Welcome, Introductions, and Goals for the Day </li></ul><ul><li>Reconnect/Reflect </li></ul><ul><li>Graduation Performance System </li></ul><ul><li>ISSN Mathematics Performance Outcomes </li></ul><ul><li>Common Core Standards </li></ul><ul><li>Lesson Sharing </li></ul><ul><li>Sample Tasks & Student Work </li></ul><ul><li>Campus Debrief/Planning </li></ul>
  2. 3. <ul><ul><ul><li>Name </li></ul></ul></ul><ul><ul><ul><li>What you teach </li></ul></ul></ul><ul><ul><ul><li>Where you teach </li></ul></ul></ul><ul><ul><ul><li>“ I stand for [name of student]” </li></ul></ul></ul>Introductions
  3. 4. <ul><ul><ul><li>You’ve been teaching more than 1 year </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 3 years </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 5 years </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 10 years </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 15 years </li></ul></ul></ul>Please remain standing if . . .
  4. 5. <ul><ul><ul><li>Network </li></ul></ul></ul><ul><ul><ul><li>Share and collaborate around Math instruction </li></ul></ul></ul><ul><ul><ul><li>Identify challenges & strategies to overcome them </li></ul></ul></ul><ul><ul><ul><li>Leave with new ideas to help your students </li></ul></ul></ul><ul><ul><ul><li>Share your gifts: give a little – get a lot! </li></ul></ul></ul>Goals for the Day
  5. 6. <ul><ul><ul><li>Inspiration: Why did you become a math teacher? </li></ul></ul></ul><ul><ul><ul><li>Frustration: What are some challenges you face in teaching math to students? </li></ul></ul></ul><ul><ul><ul><li>Motivation: What keeps you going in face of those challenges? </li></ul></ul></ul>Reconnect/Reflect Please respond to each prompt on a different sticky note
  6. 7. <ul><ul><ul><li>Find a partner – someone you haven’t met yet </li></ul></ul></ul><ul><ul><ul><li>Introduce yourselves </li></ul></ul></ul><ul><ul><ul><li>Share and discuss your responses to the 3 questions </li></ul></ul></ul><ul><ul><ul><li>At the signal, say “thank you” and find a new partner – repeat the process (total of 3 times) </li></ul></ul></ul>Party Mixer Protocol
  7. 10. “ 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
  8. 11. Global Leadership Performance Outcomes <ul><li>Investigate the World: Students investigate the world beyond their immediate environment </li></ul><ul><li>Recognize Perspectives: Students recognize their own and others’ perspectives </li></ul><ul><li>Communicate Ideas: Students communicate their ideas effectively with diverse audiences </li></ul><ul><li>Take Action: Students translate their ideas into appropriate actions to improve conditions </li></ul>
  9. 12. Global Leadership Performance Outcomes
  10. 13. Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
  11. 14. Investigate the World Recognize Perspectives Take Action Communicate Ideas In Math, how do students . . . ?
  12. 15. Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
  13. 16. Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
  14. 17. Mathematics Performance Outcomes <ul><li>Investigate the World: Students use mathematics to investigate a global issue, situation, or event. </li></ul><ul><li>Recognize Perspectives: Students understand that perspectives and mathematics influence each other. </li></ul><ul><li>Communicate Ideas: Students communicate their mathematical thinking. </li></ul><ul><li>Take Action: Students translate the results of their mathematical study into appropriate actions. </li></ul>
  15. 18. Please Count Off by 4 . . .
  16. 19. <ul><ul><li>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. </li></ul></ul><ul><ul><li>Looks like . . . Sounds like . . . Examples </li></ul></ul>Create a 3-Column Chart
  17. 20. <ul><ul><li>Standards for Mathematical Practice – important “processes and proficiencies” </li></ul></ul><ul><ul><li>Standards for Content: Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability </li></ul></ul><ul><ul><li>Think-Pair-Share: How do you teach students to develop the 8 Standards for Practice? </li></ul></ul>The Common Core Standards for Mathematics
  18. 21. <ul><ul><li>Find a new partner </li></ul></ul><ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>Share one of your examples with your partner </li></ul></ul><ul><ul><li>Learn about an example from your partner </li></ul></ul><ul><ul><li>Say “Thank You!” </li></ul></ul><ul><ul><li>Find a new partner and repeat the process </li></ul></ul>Give One to Get One
  19. 22. <ul><ul><li>Please form mixed groups representing different subject areas </li></ul></ul><ul><ul><li>Work through the two documents: </li></ul></ul><ul><ul><ul><li>Asia Society’s Mathematics Performance Outcomes </li></ul></ul></ul><ul><ul><ul><li>Common Core Standards for Mathematics </li></ul></ul></ul><ul><ul><li>Identify the connections/intersections between to the two documents, record your findings on the table provided, & discuss your reasoning </li></ul></ul>Crosswalk Activity
  20. 23. <ul><ul><li>Identify a scribe and facilitator for your group </li></ul></ul><ul><ul><li>Create a T-chart </li></ul></ul><ul><ul><li>Brainstorm a list of Regents troublespots </li></ul></ul><ul><ul><li>Go back through the list and identify strategies to address each </li></ul></ul>Regents Troublespots & Strategies
  21. 24. <ul><ul><li>Presenter provides context for lesson (2 min) </li></ul></ul><ul><ul><li>Participants read document(s) and take notes (5 min) </li></ul></ul><ul><ul><li>Participants ask clarifying questions – “Just the facts, Ma’am” (3 min) </li></ul></ul><ul><ul><li>In rounds, participants respond to the lesson (15 min) </li></ul></ul><ul><ul><ul><li>I like . . . , I notice . . . , I wonder if . . . ? </li></ul></ul></ul><ul><ul><ul><li>I could use [specific aspect] in my class by . . . [describe] </li></ul></ul></ul>Lesson Sharing Protocol
  22. 25. <ul><ul><ul><li>S tudent Choice Are there options for students to make choices about content, process, and/or product within this task? </li></ul></ul></ul><ul><ul><ul><li>A uthentic Is this task asking students to do something adults do in the “real world”? </li></ul></ul></ul><ul><ul><ul><li>G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? </li></ul></ul></ul><ul><ul><ul><li>Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience? </li></ul></ul></ul>S.A.G.E. The Elements of Quality Task Design
  23. 26. <ul><ul><li>Travel with your partners from station to station </li></ul></ul><ul><ul><ul><li>First, examine the task and determine how it addresses S.A.G.E. </li></ul></ul></ul><ul><ul><ul><li>Next, determine which Performance Outcomes you think the task was designed to address </li></ul></ul></ul><ul><ul><ul><li>Finally, examine the student work and discuss the degree to which the student(s) have demonstrated those Performance Outcomes </li></ul></ul></ul><ul><ul><li>Move on to another station when you’re ready </li></ul></ul>Sample Tasks and Student Work
  24. 27. Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
  25. 28. Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online