Rationale for PDU
• Our students have historically struggled in
problem solving.
• As teachers, we had different instructi...
Student Goals
Students will:
Become accurate, efficient, and reflective
problem solvers
Communicate precisely and cohere...
Team Goals
• Build our capacities and effectiveness to teach
problem solving strategies and critical thinking
skills.
• Fa...
Alignment to Campus Goals
*Lowest passing average
in Area 1 schools
CIP Performance Objective: Increase students meeting o...
Alignment to Campus Goals
• Campus-wide Math Implementation Plan: “Problem of the Day”
• 3rd Grade Team SLO: Students will...
Campus Demographics
Use of Resources
Classroom
Discussions in Math
“Teaching Through
Problem Solving,”
from Elementary and Middle
School Mathematics: Teaching
Developmentally, Eighth Editio...
Professional Development
November 13, 2013
Transforming Mathematics Teaching: Problem Solving vs. Solving Problems (K-12)
...
PDU Strategies
Artifacts/Student Work
Instructional Strategies
• Rigorous problem solving
• Talk Moves
• Math Congress
Rigorous Problem Solving
• Rigorous word problem provided can include:
– Multi-steps
– Multiple solutions
– Extraneous Inf...
VIDEO INSERT
• INSERT Mabinty video here of her working
with her partner
Rigorous Problem Example
• At the fair, there are 36 children in line to ride
the roller coaster. The roller coaster has 1...
Student Artifacts
Student Artifacts
Impact/Outcomes of Rigorous
Problem Solving
• Students became flexible thinkers
• Students learned a variety of strategies...
Talk Moves
• Talk moves were used throughout our study as we read the
resource Classroom Discussions in Math.
• To help us...
Wait Time/Turn & Talk
Problem:
Only one
student or no
students
volunteer to
talk.
Turn and talk
to your
neighbor, I’ll
wai...
Who Can Repeat?
Problem:
Other students
haven’t heard or
might not
understand a
student’s idea.
Can you repeat
that,
Ferna...
Say More
Problem:
Student’s
answer is
wrong or
difficult to
understand.
Say more
about what
you’re
thinking.
Say more
abou...
Press for Reasoning
Problem:
A student needs
to deepen his/her
understanding.
Why do you
think that?
Why do you
think that?
Re-voicing
Problem:
Student has
trouble explaining
their thinking.
So you are
saying… Did I
get that right?
So you are
say...
Impact/Outcomes of Talk Moves
• Decreased teacher talk
• Increased student talk
• Impacted all other subject areas
• Devel...
Talk Moves Video
• INSERT Talk Moves Video Here
Math Congress Process
• Present rigorous problem
Student work preparation
–Pairs of students form different classes discus...
Math Congress Student Examples
Math Congress Video
• MICHELLE!!!! Put math congress video HERE!!
Impact/Outcomes of Math
Congress
• Improved student confidence
• Students learned importance of justifying
work
• Improved...
Results Of PDU
• Pre/Post Test Data
• 3rd
Grade MOY Data
• SLO Data
• Work Sample Data
• Attitude Data
Problem Solving Test Data
3rd
Grade MOY I & MOY II Data
Pre/Post Test SLO Third Grade Data
2nd
& 3rd
Grade Work Samples
Attitude Survey
Problem Solving PDU
Student Interviews
• INSERT INTERVIEW VIDEO HERE!!!!!
Future Instructional Plans
• Students will be challenged to write their own multi-step
story problems to be solved by thei...
Future Professional Development
Expansion
•August Staff Development PD
•On-going site based PD
•East Side Vertical Team Di...
New math pdu braun
New math pdu braun
New math pdu braun
New math pdu braun
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  • CIP Performance Objective: Increase students meeting or exceeding STAAR passing standards in Math.
    Our campus passing rate on STAAR Math from 2012-2013 is 72%, the lowest passing average in Area 1 schools
  • Per the Office of the PK-8 Associate Superintendents: Our campus data demonstrated a need for improvement in Math problems solving.
    (Math Vertical Team focus on “Problem of the Day” as part of Math Implementation Strategy)
    3rd Grade Team SLO: Students will use a variety of strategies and will apply mathematics to solve problems connected to everyday experiences.
    2012-2013 STAAR, 3rd Grade passing rate was 65%.
  • Teacher created rigorous word problem
    Students identify important information
    Students worked in pairs to choose a strategy and worked towards a solution
    Teacher chose 2 to 3 groups to present their solution to the classroom
    Teacher facilitates discussion through Talk Moves
    Students reflect if they solved the word problem accurately and efficiently.
  • New math pdu braun

    1. 1. Rationale for PDU • Our students have historically struggled in problem solving. • As teachers, we had different instructional approaches to problem solving, which we thought could be improved. • We saw this as an opportunity to find effective solutions and align our teaching practices.
    2. 2. Student Goals Students will: Become accurate, efficient, and reflective problem solvers Communicate precisely and coherently their mathematical ideas Analyze and evaluate the mathematical thinking and strategies of others
    3. 3. Team Goals • Build our capacities and effectiveness to teach problem solving strategies and critical thinking skills. • Facilitate engaging mathematical classroom discussions by using effective talk moves. • Reflect on our own learning and modify our teaching practices as necessary to ensure student success.
    4. 4. Alignment to Campus Goals *Lowest passing average in Area 1 schools CIP Performance Objective: Increase students meeting or exceeding STAAR passing standards in Math.
    5. 5. Alignment to Campus Goals • Campus-wide Math Implementation Plan: “Problem of the Day” • 3rd Grade Team SLO: Students will use a variety of strategies and will apply mathematics to solve problems connected to everyday experiences. Passing 65% Failing 35% 3rdGrade Math STAARResults
    6. 6. Campus Demographics
    7. 7. Use of Resources Classroom Discussions in Math
    8. 8. “Teaching Through Problem Solving,” from Elementary and Middle School Mathematics: Teaching Developmentally, Eighth Edition Article contained at beginning of Lone STAAR Rigorous Problem Solving, Pearson
    9. 9. Professional Development November 13, 2013 Transforming Mathematics Teaching: Problem Solving vs. Solving Problems (K-12) November 13, 2013 Region XIII, Educational Service Center Name of Presenters: Mary Headley and Susan Hemphill Focus: Mathematical Problem Solving Attendees: Caroline Braun, Monica Clark, Michelle Navarro, Rebecca Flournoy,
    10. 10. PDU Strategies Artifacts/Student Work
    11. 11. Instructional Strategies • Rigorous problem solving • Talk Moves • Math Congress
    12. 12. Rigorous Problem Solving • Rigorous word problem provided can include: – Multi-steps – Multiple solutions – Extraneous Information – Novel problem situations • Class discussion of important information • Students work in pairs to plan, solve and check • Sharing/Class Discussion
    13. 13. VIDEO INSERT • INSERT Mabinty video here of her working with her partner
    14. 14. Rigorous Problem Example • At the fair, there are 36 children in line to ride the roller coaster. The roller coaster has 10 cars. Each car holds 4 children. How many children can sit 3 to a car and how many children can sit 4 to a car.
    15. 15. Student Artifacts
    16. 16. Student Artifacts
    17. 17. Impact/Outcomes of Rigorous Problem Solving • Students became flexible thinkers • Students learned a variety of strategies • Students gained confidence in problem solving • Teachers aligned instructional practices • A bank of rigorous problems were created to share with campus
    18. 18. Talk Moves • Talk moves were used throughout our study as we read the resource Classroom Discussions in Math. • To help us facilitate discussions, we created a table of Math Talk Tips to guide us when we encountered common problems. • At first it was difficult to use all Talk Moves simultaneously, so we decided to focus on 1 talk move at a time for a 2 week period.
    19. 19. Wait Time/Turn & Talk Problem: Only one student or no students volunteer to talk. Turn and talk to your neighbor, I’ll wait. Turn and talk to your neighbor, I’ll wait.
    20. 20. Who Can Repeat? Problem: Other students haven’t heard or might not understand a student’s idea. Can you repeat that, Fernando? Can you repeat that, Fernando?
    21. 21. Say More Problem: Student’s answer is wrong or difficult to understand. Say more about what you’re thinking. Say more about what you’re thinking.
    22. 22. Press for Reasoning Problem: A student needs to deepen his/her understanding. Why do you think that? Why do you think that?
    23. 23. Re-voicing Problem: Student has trouble explaining their thinking. So you are saying… Did I get that right? So you are saying… Did I get that right?
    24. 24. Impact/Outcomes of Talk Moves • Decreased teacher talk • Increased student talk • Impacted all other subject areas • Developed effective teacher habits • Student written and oral communication improved
    25. 25. Talk Moves Video • INSERT Talk Moves Video Here
    26. 26. Math Congress Process • Present rigorous problem Student work preparation –Pairs of students form different classes discuss important information and make a plan to solve –Make large posters of their work –Plan presentation to share with the class Math Congress –The whole group gathers to discuss two or three solutions strategically selected by the teacher • Highlight new strategies • Compare different strategies • Clarify common misconceptions –Students listen to the ideas of others, question what they do not understand and defend their thinking
    27. 27. Math Congress Student Examples
    28. 28. Math Congress Video • MICHELLE!!!! Put math congress video HERE!!
    29. 29. Impact/Outcomes of Math Congress • Improved student confidence • Students learned importance of justifying work • Improved ability to express ideas orally • Generated community across grade levels • Increased enthusiasm around math
    30. 30. Results Of PDU • Pre/Post Test Data • 3rd Grade MOY Data • SLO Data • Work Sample Data • Attitude Data
    31. 31. Problem Solving Test Data
    32. 32. 3rd Grade MOY I & MOY II Data
    33. 33. Pre/Post Test SLO Third Grade Data
    34. 34. 2nd & 3rd Grade Work Samples
    35. 35. Attitude Survey Problem Solving PDU
    36. 36. Student Interviews • INSERT INTERVIEW VIDEO HERE!!!!!
    37. 37. Future Instructional Plans • Students will be challenged to write their own multi-step story problems to be solved by their peers • Utilize Math Talk Moves Anchors of support from National Council of Teachers of Mathematics (NCTM) • Expand Talk Moves to all content areas • Pre/Post Problem Solving Assessment Next Year • Implement Math Congress campus-wide
    38. 38. Future Professional Development Expansion •August Staff Development PD •On-going site based PD •East Side Vertical Team District Wide Staff Development

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