WELCOME August 30, 2016: Timely Mathematics Interventions (TMI) Grant Sponsor: Kentucky Department of Education(KDE) Math and Science Partnership (MSP) Funds Facilitated by: PIMSER-UK College of Ed, Kentucky Center for Mathematics, UK Mathematics Department Please help yourself to some refreshments and get focused for our day of learning. We will begin promptly at 9:01 a.m.

facebook.com/ukpimser www.education.uky.edu/pimser The Partnership Institute for Math and Science Education Reform (PIMSER) is part of the College of Education at the University of Kentucky. It was established by the UK Board of Trustees in 2005. Our goal is to support effective teaching and learning in science and math through providing high quality learning experiences and programmatic support for districts and their educators in grades K-12. @UKPIMSER facebook.com/ukpimser www.education.uky.edu/pimser

Timely Mathematics Intervention (TMI) Timeline: February 2014- September 2016 Overarching Goal: To develop a deep understanding of strategies and tools used for Tier I intervention (majority of students) at the classroom level. To develop a deep understanding of number as it relates to success in Algebra.

Community of Practice—making meaning to improve our mathematics classroom practice Tweet #PIMSERTMI FACILITATORS Kim Zeidler-Watters, PIMSER, Director Dr. Carl Lee, Dept. of Mathematics, UK Pam Harned, PIMSER Regional Teacher Partner Jamie-Marie Miller, Lincoln MS and PIMSER Regional Teacher Partner

CLIMATE CONTROL RULE OF TWO FEET SILENCE YOUR CELL PHONE KEEP THE WORK ABOUT THE MATH KEEP SIDEBAR CONVERSATIONS TO A MINIMUM

TMI in Rewind…June Meeting DAY 1 Total Participation Techniques Scaling the Planets Inverse Proportional Relationships Scale City: Sky-Vue Drive In Shadows and Inverse Proportion DAY 2 Direct and Inverse Proportional Relationships Investigations Building Bridges Globe-Trotting Mathematics STEM Stations

Today’s Learning Activities Review TMI strategies Olympics and Scatter plots Instructional Intervention Sequence

Today’s Learning Targets I am reviewing TMI instructional strategies. I am editing my Instructional Intervention Sequence. I am creating a new instructional intervention sequence.

PGES Connection Today’s Focus!!! Domain 1—INSTRUCTION A. Demonstrating Knowledge of Content & Pedagogy Knowledge of Content and Structure Knowledge of Prerequisite Relationships Knowledge of Content- Related Pedagogy E. Designing Coherent Instruction Learning Activities Instructional Materials and Resources Instructional Groups Lesson and Unit Structure

Today’s Learning Power Keep Improving! Keep reviewing your work Identify your best bits Improve one thing first Try to be better than last time Don’t compare yourself to others, only yourself! Take small steps

Math Warm-Up

APPLE ACTIVITY

What else helps students learn? Let’s collect evidence to make a claim. Let’s start with a simple observation. With your group, observe the apple at your table. You may use all your senses! One person needs to be the recorder. Please number your observations.

Now, let’s move to a model… Look at the model of an apple. Cross out all the observations that you can no longer make if you are learning about apples from a model. How many do you have left? Record that number. Hmmmm….

And what if all you see is a picture? Now look at the picture of the apple. Cross out what you can’t observe just by looking at this picture. How many observations can you still make?

Implications? What does your data tell you about ways children may learn the concept of apple the best? Make a CLAIM and support it with EVIDENCE. What implications does this have for math instruction?

Reflecting on TMI…

TMI at a Glance Using Math Tools Memory Box (p. 25-27)—Brainstorm as many strategies or activities that you have found useful in your classroom or want to use in your classroom

TMI at a Glance Using Math Tools Boggle (p. 169-170)—With a partner share each of your activities or strategies. If one partner has a strategy the other does not, that partner gets a point. The partner that does not have the activity or strategy needs to add it to his/her list. If each has the strategy…no point awarded.

TMI at a Glance Using Math Tools MVP (p. 30-31)—Actually let’s do TOP 3!! Choose the top three activities or strategies that you have found useful in your classroom practice.

BREAK

Instructional Intervention Sequence What are they? A series of activities that are tied to a topic, concept or learning target Intended for those struggling students who are at Tier I intervention based on formative assessment Uses research-based activities, interventions or technology to help students who are struggling in your classes Activities should help students to see the misconceptions they have on a particular topic, concept or learning target

Instructional Intervention Sequence What is your role in this activity? Active learner: Expand your mathematical knowledge with these activities…think like your students!! Practitioner: Determine if these activities are congruent to our learning target. Learning Target: I am learning to solve linear equations

Instructional Intervention Sequence Why are we doing this? To consolidate our first year of learning To help you in creating your own instructional intervention sequence for this product When all groups turn in their product, we will all have a toolkit for Tier I interventions for your classroom

Intervention #1: Algebra Tiles

Intervention #1: Algebra Tiles How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations? What are some issues you have with the use of algebra tiles in your classroom?

Additional Intervention : DESMOS

Additional Intervention: DESMOS How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations? What are some issues you have with using DESMOS in your classroom?

LUNCH

Olympics and Math…A Winning Combination

Intervention #2: Silent Teaching

Intervention #2: Silent Teaching How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations? How beneficial was silent teaching for this particular learning target? Was this intervention appropriate for this particular learning target?

Intervention #3: Flow Charts

Intervention #3: Flowcharts How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations? What are some issues you have with the use of flowcharts in your classroom?

Work Time

A Temperature Check!! Please provide us with a little formative feedback on today’s session so that we can better meet your needs next month! See you for our FINAL TMI meeting…September 22nd!!!