Welcome! How Can my Study Teams Increase Mathematical Discourse & Accountability Introduce yourself. Change the name out and put your information here. Erin Murphy Schneider erinschneider@cpm.org

enroll.cpm.org Pin: 4USSJ or 2Q6B7 Would you like to sample a CPM eBook for the next two days? Use an updated browser such as: Firefox, Google Chrome or Safari enroll.cpm.org Pin: 4USSJ or 2Q6B7 see this presentation: https://goo.gl/Xb9OPl This could will work during the NCTM Nashville Conference and for up to 2 days after the conference. Extend previews (2 weeks) at CPM’s website. Pass out handout.

How Can Study Teams Help? Effective Study Team & Teaching Strategies allow for: Positive Interdependence Interpersonal & Small Group Skills Face to Face Interaction Group Processing Individual Accountability Use of Team Roles (resource manager, facilitator, task manager, recorder/reporter)

Methodology Research Students learn best when they are: actively engaging in a wide array of structured inquiry. discussing mathematical thinking and ideas with others. using mixed, spaced practice. Long-term retention of mathematical knowledge. The CPM curriculum is based on contemporary research. We have monitored the progress of teachers and students using CPM materials. Problem based learning raises. the level of thinking required Our primary goal is the long-term retention of mathematical knowledge. The research base supports three fundamental principles: Social interaction increases the ability of students to learn ideas and integrate them into existing cognitive structures. Hence, CPM lessons use study teams. The integration of knowledge is best supported by engaging in a wide array of problems around a single idea. Hence, CPM lessons are problem-based. Long-term retention and transfer of knowledge are best-supported by spaced practice. Hence, CPM spreads practice with ideas over days, weeks, and months.

Icebreaker: CC3, 1-2 Team Ice Breaker http://wodb.ca/numbers.html After doing the ice breaker, debrief with explanation of the importance of establishing good team norms, including making students feel comfortable working in teams. http://wodb.ca/numbers.html

Manager Resource Facilitator Task Manager Recorder/ Reporter “What supplies do we need for this activity?” “Does anyone have an idea?” “Who can answer that question?  “Should I call the teacher?”  the teacher over to ask a team question. Seeks input from each person and then calling Makes sure that the team has cleaned up Manages the non-material resources Gets necessary supplies and materials “I’m not sure I get it yet – can someone explain?” “Do we all agree?” “I’m not sure – What are we supposed to do?” “What does the first question mean?” “Does anyone know how to get started?” “Who wants to read?” Helps everyone know how to get started Makes sure each person understands the task Helps their teams get started Manager Resource Facilitator Task Manager Keeps the team focused on the assignment Works to keep the team discussing the math Monitors if anyone is talking not about math Helps the team focus on articulating the reasons for the math statements they make “Ok, let’s get back to work!” “What does the next question say?” “Can you prove that?” “Tell me why!” “Let’s keep working.” “Explain how you know that.” Recorder/ Reporter Shares the team’s results with the class Meets with the teacher for huddles. Makes sure that each team member understands what information s/he needs to record personally “Does everyone understand what to write down?” “How should we show our answer on this poster?” “Can we show this in a different way?” “What does each person want to explain in the presentation?”

Jigsaw within a Team Each study team member is assigned different STTS description cards. Read through your cards. Each member describes their Study Team & Teaching Strategies to the other members in his/her study team.

Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. http://www.cpm.org/teachers/CCSS_Practices.htm for how CPM is aligned to the SMPs (standards for mathematical practices) NOTE: the point of this slide is NOT to read through and discuss the practices. People know about the practices! What is important is the following statement and the next slide. “Aligning curriculum to content standards is easy.  Blending the math practices into every lesson is another matter.  CPM has 25 years of experience writing lessons for mathematics textbooks that embed the mathematical practices in them.”   Look for and express regularity in repeated reasoning.

Standards for Mathematical Practice Fortune Cookie Choose a Study Team & Teaching Strategy that would help students demonstrate one of the 8 Standards of Mathematical Practice.

How does CPM’s CORE CONNECTION SERIES have the Standards for Mathematical Practice embedded throughout the curriculum? Problem-Based Lessons Multiple Representations Embedded use of Technology Concept Maps Graphic Organizers Participation Quizzes Study Team and Teaching Strategies These are just a few examples. Please expand as needed and according to your audience’s wants/needs. Worth stating how these ARE the practices. For instance, by having problem-based lessons, students are taught that they must persevere when working through problems and they learn to use appropriate tools. Also, with teams, students are constantly convincing their group, i.e. constructing viable arguments and constructing the reasoning of others.

Pairs Check: Convincer and the Skeptic

Teacher & Student Interaction Forms of Teacher Interaction Targeted lectures Clarifying instructions Checking for understanding Assessing student results Enhancing student understanding through questioning Providing closure The structure of the lessons offers teachers several ways to interact with students. During the lesson, they circulate among the study teams. When they notice that several or most of the students need assistance with a specific skill or idea, they pull the class together for a targeted lecture*. As students work on problems, teacher check for understanding by asking questions, oftentimes those that are provided in the teacher materials. Teachers test student results, requiring students to form logical arguments to support their reasoning. These observations allow teachers to catch and correct student errors, as well as decide what action is necessary for the lesson closure. Teachers can also question the processes used by the students in their solutions, requiring them to reflect on the best strategies to use for different types of problems. Finally, teachers conduct closure activities for the lessons as well as the chapters as a whole. *Targeted lectures means that a teacher addresses the entire class when the observation of student work indicates a need to do so, in contrast to assuming that everyone needs to hear the same thing and giving a general lecture without reference to student need.

Carousel~Around the World HUDDLE: Different questions are placed around the room on separate tables. Each team is given a different colored marker. Each team goes to a different poster, discusses the question and decides what to write. (3 min.) Teams rotate to all of the posters, adding to what was written by previous teams (~15 min). When done, each team does a “gallery walk”. From Chapter 6 Closure, Algebra 2 Core Connections Tape one of the chapter 6 closure problems on large post-it grid paper in a circular pattern around the room.

Random student pictures can provide segues into the next part or an opportunity to stop and see if there are questions.

Collaborative Teams Students share information, opinions, and expertise. provide clarification, analyze, criticize, and most of all, build on each others’ ideas. ask for help in a safe environment. are engaged and interested much more than they are during lecture/seatwork, encouraging persistence. have access to higher-level, more sophisticated, more mathematically-rich problems. There are several benefits to having students work in teams, including: Social support for learning math; Success for more students; Opportunities to see and discuss multiple approaches More meaningful learning by discussing and explaining; Better mastery of basic skills; Greater mathematical exploration and creativity. Note that teachers report that students are more engaged and interested than with lecture/seatwork. Collaboration can lead to: Higher achievement; Increased retention; Greater use of higher level reasoning; Greater intrinsic motivation; More positive heterogeneous relationships; Higher self esteem; More on‑task behavior; Better attitudes toward teachers and school; Greater social support; More positive psychological adjustment; Greater collaborative skills. Note: one of the last slides has a portion of an article that mentions how companies want people who can work collaboratively.

Teams are a very important part of a CCSSM and CPM classroom Teams are a very important part of a CCSSM and CPM classroom. In the workshops we discuss team roles, strategies and norms when using teams. We also discuss how often to change teams, the use of icebreakers and also team tests.

Web Resources www.cpm.org For teachers, parents and students Take a trip through the web site, if possible. Make sure to show applets, homework help, teacher/parent/student portals…. The blue link is a hyperlink to use, if you have time. Then you won’t need the three slides that follow.

Resources Home page

Questions for Teams Match the groups of questions with its purpose given a variety of cards Be ready to justify your decision. Use the PDF “11 Questions for Teams” cut up for matching sorts (different color per group).

Study Team Checklist Start promptly. Peer support expected within each team. Active Learning. Respond to group rather than individuals. Circulate. Circulate. Circulate. Closure. Closure! Start promptly. Peer support expected within each team. Active learning. Respond to group rather than individuals. Circulate. Circulate. Circulate Closure. Closure. erinschneider@cpm.org www.cpm.org

Session Feedback Form: http://tinyurl.com/cpmcon2017 Session Number: 5D (8:30 AM) 6D (10:20 AM) Fill in your session number This is what the Feedback From Asks:

Whip Around Name one strategy you may try during the next 2 weeks & Topic or question is presented. All participants have an opportunity to say something briefly about it. Everyone does not have to comment but are encourage to do so. Name one strategy you may try during the next 2 weeks & state its purpose!