CCSSO – Cross-State Mathematics Teacher Leaders: IA, MT, ND, SD Facilitator Name and Location Strategies for Modifying Existing Math Tasks to Increase Cognitive Demand

2 Intro: Red Solo Cup Activity

3 Today’s Outcomes: Understand/classify the levels of cognitive demand in mathematics tasks Classify tasks for levels of cognitive demand in order to identify rich, rigorous mathematics tasks Un-structure or redesign structured mathematics tasks from your existing curriculum materials

4 Pre-Assessment 1I don’t know anything about how… 2I know a little bit about how… 3I am comfortable with how… 4I could teach others about how…

5 Activity 1: Understand/Classify levels of cognitive demand in mathematics tasks 1. Group reading and discussion a. Define Rigor - (Rigor: What It Is and Is Not, CCSS-Math Key Shifts and Hess Cognitive Rigor Matrix documents ) b. Define Cognitive Demand (DOK Levels and Roles and Selecting Tasks Levels of Demand) c. Define Questioning to Promote Higher Level Thinking (Math Practices Question Stems, pages 1 and 2 and Questioning pg. 4-6) 2. Jigsaw

6 Activity 2: Classify Tasks for Level of Cognitive Demand 1.Martha’s Carpeting Task 1.Fencing Task

7 Activity 2: Analyzing Cognitive Demand 1.Sort the tasks using categories of your choosing 2.Share group sorting schemes 3.Task Analysis Guide 4.Low level/High level tasks 5.Fine tune categorization 6.Quick share – whole group

Summarizing Cognitive Demand Does a particular feature indicate that the task has a certain level of cognitive demand? Is there a difference between "level of cognitive demand" and "difficulty?"; how does this relate to rigor? What effect does context (e.g., setting in which the task is used, students' prior experience, grade level) have on the level of cognitive demand and rigor required by the task? 8

The Nature of Tasks Used in the Classroom… What will impact student learning? 9 Tasks as they appear in curricular materials Student learning

…what teachers DO with the tasks matters too! 10 Tasks as they appear in curricular materials Student learning Tasks as set up by teachers Tasks as enacted by teachers and students The Mathematical Tasks Framework Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development, p. 4. New York: Teachers College Press.

Activity 3: Un- structure/redesign existing mathematics tasks Dan Meyer Video Large group share out

Activity 3: Un-structure/redesign existing mathematics tasks Intro Group for each problem Discuss the problem – List all the decisions that are being made for students Revise the structured problem – Hand back some of the decisions to the students

Intro to Problem Solving Lessons – Part B and C Compare structured and unstructured problems – What decisions have been left for the students? – What pedagogical issues will arise when you start to use unstructured problems like this? Consider strategies for offering help – Which ideas do you normally find most difficult to implement? Why is this? – Is there any other advice you would add to this list?

Intro to Problem Solving Lessons – Part D Observe and analyze a lesson Consider the following questions as you watch the video: What do you observe the teacher saying and doing? How are the results of this task different from the traditional structured tasks in your classroom? What do you hear and see from the students? Small Group Discussion Large group Share Out

Un-Structure a Lesson Un-structure or modify your lesson – Use the Strategies for Modifying Tasks form to assist you. Exchange your task with a participant you have not partnered with today Provide feedback to each other to refine your task 15

Un-structured Resources Dan Meyers Andrew Stadel Fawn Nyugen Sources for Higher Level Cognitive Demand Tasks Sources for Higher Level Cognitive Demand Tasks 16

Steps to Modifying Tasks Try some of the tasks already provided from the sites. Try to modify one of the problems in your text or materials. Make a practice of modifying tasks within your materials to turn the ownership over to the students. 17

Closure Self-reflection: How have I grown through this professional learning experience? 18 1I don’t know anything about how… 2I know a little bit about how… 3I am comfortable with how… 4I could teach others about how…

Evaluation: Was I able to meet the outcomes of today? Understand/classify the levels of cognitive demand in mathematics tasks Classify tasks for levels of cognitive demand in order to identify rich, rigorous mathematics tasks Un-structure or redesign structured mathematics tasks from your existing curriculum materials 19

All tasks are not created equal− different tasks require different levels and kinds of student thinking. Thank you for attending! 20 Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development, p. 3. New York: Teachers College Press.

Extension Activities Optional extensions for online or other professional learning: Activity E was saved from the Problem Solving lesson for online continuation. Use un-structured lesson/task with your students. – Share student work. – Reflect on the differences between the original lesson and the new task. Try one of the un-structured tasks from the provided links and reflect on the student outcomes. 21

For Further Questions, Help, or Professional Learning Opportunities Contact: Renee Floyd Dalton: Diane Gallagher: Marcia Torgrude: Julia Warner: (CCSSO Cross-State Teacher Leaders: MT, SD, ND) 22