M A T H V I S I O N 2 0 / 2 0 I N A C T I O N MDCPS

Welcome to Synergy Outcome Statement: Participants will be able to develop next steps for their classrooms using the indicators from the framework of effective instruction for Mathematics while infusing the following core skills: Communication Collaboration Creativity Critical Thinking Digital Fluency

What items need to be in place that will ensure you learn? What hinders your ability to learn and grow? Let’s Form our Norms

Find Your Passion Profile Passion 1: The Student Perhaps you were one of those kids whose life was changed by a committed, caring teacher and you decided to become a teacher so that you could do that for other children. You believe that understanding the unique qualities that each student brings to your class is the key to unlocking their full potential as learners. Passion 2: The Curriculum You are one of those instructional leaders who are always “tinkering” with the curriculum in order to enrich the learning opportunities for your students. You have a thorough understanding of your content area. You are always critiquing the existing curriculum and finding ways to make it better for the kids you teach — especially when you have a strong hunch that “there is a better way to do this.” Passion 3: Teaching Strategies and Techniques You are motivated most as a teacher by a desire to improve on and experiment with teaching strategies and techniques. You have experienced and understand the value of particular strategies to engage students in powerful learning and want to get really good at this stuff. Although you have become quite comfortable with using cooperative learning with your students, there are many others strategies and techniques that interest you and that you want to incorporate into your teaching repertoire.

Find Your Passion Profile 1.Identify the passion profile that most closely describes who you are as a teacher. 2.Find the people who identify with the same passion profile. Within your group, talk about your school experience and what it means to have this passion – to be this kind of teacher. 3.Think about a student who has been affected by this passion. A student who motivates you to go above and beyond. 4.Keeping the above in mind, as you stand, complete the following statement as you stand: “I stand for _______ because ________.”

“I stand for Maria, because she achieved a college ready score on the ACT and now realizes that she can go to college.”

Session I KNOWLEDGE OF LEARNERS LEARNING ENVIRONMENT INSTRUCTIONAL PLANNING

How is data used to deliver instruction tailored to students’ learning needs? 1.Go to m.socrative.comm.socrative.com 2.Enter the Room Code

Setting Up Learning Environment “Heads Up” Skit Identify the indicator(s) portrayed in the skit. Cite teacher and/or students’ actions that support the indicators you previously identified.

Using What You Have Instructional Planning Writing out the right prescription. Based on your teaching philosophy and/or experience, write the correct math prescription for effective instructional planning. Mrs. Math Use data every planning session. Consult Item Specifications as needed. Devote ample time for students’ interactions.

Putting the Pieces Together Reflecting on your current practice, specify the indicator(s) that make up your Zone Map. Zones of Comfort, Risk and Danger: Constructing Your Zone Map (modified) Comfort Risk Danger

Session 2 INSTRUCTIONAL DELIVERY ENGAGEMENT

A Change in Practice Protocol A Change in Practice Protocol (modified) Describe a significant change you have made in your practice. Guiding questions: What were you teaching/doing? What change did you make? Why did you think you should make a change? How did you decide what to do? Was there data or evidence of some sort that made you think you should make a change? How did you know whether the change was successful/was working? Who else played a role? Now, what are you wondering about?

Modeling Classroom Instruction 1.What did you see? Use descriptors to cite specific examples. 2.Revise your prescription. Use the Framework of Effective Instruction for Mathematics.

Putting the Pieces Together Reflecting on your current practice, specify the indicator(s) that make up your Zone Map. Zones of Comfort, Risk and Danger: Constructing Your Zone Map (modified) Comfort Risk Danger

Session 3 ASSESSMENT

Recall from Session1 how to use data to guide instruction. Depict what assessment tools are used at the school site to ensure Data Driven Instruction. Password: synergysession3

Instructional Resources First L k DIGITAL COMPONENTS HMH Player Virtual Tools Math on the Spot Videos Real-World Videos Personal Math Trainer Teacher P.D. Videos PRINT COMPONENTS Write-in Student Edition Resource Locker Teacher Edition – Answers Ancillary Resources Practice and Problem Solving Reteach Response to Intervention Assessments

2016 – 2017 Pacing Guides Updates: Sequencing of topics STEM Lessons - Model Eliciting Activity ALDs

A New Look at Math Instruction Generate Interest! Connect to past Knowledge Essential Question Preview the Lesson Performance Task Explore and interact with new concepts Examine their thinking Establish relationships and build understanding Learn concepts with step-by-step interactive examples. Connect prior knowledge to new concepts Communicate new understandings using informal language. Show understanding and reasoning. Communicate new understanding with formal language. Reflect and Elaborate questions. Practice and apply skills and concepts. Demonstrate understanding. Apply within problem situation (Performance Task)

Motivate Ask for student’s input Hook content to student interest Connect to prior knowledge Create emotional connection Raise questions and encourage response TEACHER ROLE Facilitate the learning Incorporate strategies for all learning styles Observe and listen to the students as they interact Ask probing questions Redirect the students when needed Encourage cooperative learning Encourage the students to explain concepts and definitions in their own words Ask for clarification and justification (evidence) Provide definitions, new words, and explanations Use students’ previous experiences as basis for explaining concepts Use previously learned information as a vehicle to enhance additional learning Encourage the students to apply or extend the concepts and skills in new situations Encourage students to use new terms and definitions Assess students’ knowledge and/or skills Look for evidence that the students have changed their thinking or behaviors Encourage students to assess their own learning Ask open-ended questions. FACILITATOR How can the 5E model support the Framework of Effective Instruction for Mathematics? How will 5E instruction transform your current instructional delivery?

Planning - Instructional Focus Calendar Things to consider: What topics may you combine? How will you combine the topics? What are your “non-negotiables” within each lesson? Explain.

Putting the Pieces Together Reflecting on your current practice, specify the indicator(s) that make up your Zone Map. Zones of Comfort, Risk and Danger: Constructing Your Zone Map (modified) Comfort Risk Danger

Final Reflection Of the six components learned, which component would you need further development in; which component is your area of strength? How could you as a department collaboratively build on each other’s strengths and areas of growth?

Chart Out Your FOCUS Use the provided sample calendar to plan development sessions for the first 30 days of school. Include: – PD (Opening of school and PD days) – Collaborative Planning – Department meeting – Early Release Opportunities – Leadership Team Meeting How will we schedule dates in order to establish ongoing open discussions and reflection to address the areas of the framework that need improvement and modification in order to positively impact student learning?