Facilitator’s Agenda 4:30-5:15 – Reengage with content/4 questions 5:15-5:35 – Welcome, Materials, Moving articles, etc. 5:35-6:05 – Number Talk (Dot Pattern) 6:05-6:15 – Break 6:15-6:55 – Reflective Practioner & Teaching Stories Journal 6:55-7:15 – Introduce Individual Project Revisions 7:15-7:30 – Syllabus & Homework & Gifts

Welcome Back! Strong Start Math Project

Strong Start School Year September 2, 2016 4:30 p.m. – 7:30 p.m.

Reconnecting With Summer 2016

Quad Review At your table, decide who is Person A, B, C, & D. The A's will all meet together in one corner of the room to discuss their question and make notes. The B's in another corner, and so on. Then, you will report back to your table and have time to share out and gather notes on each question.

Reactivation Questions A. What is the power of the Learning Trajectories? How can they be used in real classrooms with real students? Support your thoughts with specific examples. B. What are the 4 Number Relationships and how do they contribute to number sense? What will it mean if a student is missing these and how will you address it? Support your thoughts with specific examples. C. What is the difference between the Standards for Mathematical Practice and the Mathematics Teaching Practices? Describe them (not a list). What affect will each have on your classroom? Support your thoughts with specific examples. D. Choose 4 story problem types. For each one, explain the type and which grade needs to have mastered it. Then, choose one and describe how a Level 1 AND a Level 2 thinker would solve it. What are some meaningful instructional strategies and/or tools to support students as they represent and solve problems? Support your thoughts with specific examples.

Digging Deeper Now that you have been in the classroom for a few days, consider what has been shared at your tables and with the whole group: What connections are you making to your classroom? What challenges do you anticipate? How do you see your summer learning already changing your teaching?

Tonight’s Agenda Reengage with Summer Work New Binders and Transfer of Materials Number Talk—Brief Introduction Reflective Practitioner and Teaching Stories Journal Individual Projects from Summer 2016 This and That

Learning Intentions & Success Criteria We are learning to… Use our knowledge gained in Strong Start to become more reflective practitioners and leaders Structure and facilitate a Number Talk to elicit student thinking We will be successful when… We understand the advantages of thoughtful, consistent reflection of our practice We have planned and executed our Number Talk

Items to Transfer Over from Summer Binder to School Year Binder OA Standards Worksheet Articles: Intentional Mathematics Teaching in Early Childhood Classrooms (Jung & Conderman) Beyond Counting by Ones (Huinker) Structuring Number Knowledge with Anchors to Five and Ten (Huinker) Learning Trajectories CCSSM Resources (Practice Standards) Representations Handout (Star Model) Word Problem Chart

Introduction to Number Talks Dot card NT Introduce reflective journal idea. Create grade level mini-groups and identify a series of dot patterns to use with kids, (refelction is homework) Introduction to Number Talks

How familiar are you with Number Talks? Fist: I’ve never heard of them 1: I’ve heard mention of them though do not really know what they are. 2: I’ve read some about them and thought about trying one. 3: I’ve read some about them and tried a few with my students. 4: I’ve read some and facilitate them regularly with my students. 5: I facilitate Number Talks regularly with my students and I know why they are important and could teach someone else how to facilitate them.

What is a Number Talk? Five- to fifteen-minute classroom conversations around purposefully crafted computation problems that are most often solved mentally. The problems in a Number Talk are designed to elicit specific strategies that focus on number relationships and number theory. Students reason about numbers while building connections to key conceptual ideas. --Number Talks: Helping Children Build Mental Math and Computation Strategies , 2014, p. xx

How many dots are there? How do you know? Look at the dot patter and without counting one by one, figure out how many dots there are. Discreet “thumbs up” when you know. Use fingers to show how many different ways you know. Be prepared to share with a partner.

Dot Pattern Flash Check-in With your neighbor: Review the “steps” of how this Number Talk was facilitated. What understandings will children develop through regular exposure to Dot Pattern Flash Number Talks? What mathematical behaviors might students develop during a Number Talk? Both of these questions should be charted.

The Bare Bones of Getting Started Show the problem or dot pattern to the class. When students have an answer they show a “thumbs up.” Teacher gathers all answers suggested by the students. Student selects an answer to “defend.” Teacher states back reasoning and records thinking. Teacher asks for another strategy.

Number Sense “Number sense is an awareness and understanding about what numbers are, their relationships, their magnitude, the relative effect of operating on numbers, including the use of mental mathematics and estimation.” Parrish, S., 2014, p. 35-36 We can not teach this but we can provide opportunities to develop it. Note to self: Get this on chart paper to leave up throughout the morning.

Please be back and ready to start in 10 minutes. 6:05 Please be back and ready to start in 10 minutes.

reflective Practitioner & SSM Teaching Stories Journal

Reflective Practice: It Makes Sense! If you always do what you always did, then you will always get what you always got. One definition of insanity is to keep doing the same things, but expect a different result. These quotes illustrate the necessity for practioners in any environment to consider how best to refresh their practice, to get better at what they do, to benefit from good practice they may have seen in others, or to avoid doing the same thing they have always done with no shift in results.

Reflective Practitioner Reflective Practitioner is a teacher who inquires into their own practice (Schön, 1983). In Action This is a process outside of our control; it is not the sort of thing that one can switch on or off; this is practical knowledge On Action Deliberately review one’s action; it presents us with puzzles and surprises OR it may take something completely unsurprising and encourage us to see it through a new lens. Schön, D. A. (1983). Educating the reflective practitioner: How professionals think in action. New York: Basic Books.

SSM Teaching Stories Journal The Teaching Stories Journal is meant to be a place to: capture reflective snapshots of what is happening in your professional practice inside of your classroom for assigned teaching events. give voice to “professional puzzles” that arise during assigned teaching events. bring new insight or awareness to an expected occurrence that surfaced during an assigned teaching event.

SSM Journal: Entry #1 Due: September 22, 2016 Engage your students Dot Pattern Flash. Complete a reflection following the guidelines on the Strong Start Journal hand-out. You may hand-write or type this assignment.

Planning A Number Talk With a grade level partner: Select or develop 2-3 dot patterns for Dot Pattern Flash (You may include dot patterns on 5 and/or 10 frames if you wish.) *Resources: Beyond Counting by Ones article, It Makes Sense (Reproducible E) 2. Complete the Number Talk Planning Template

Number Talk Planning Template

CCSSM and Learning Trajectory Assessment & Application Project

LT Assessment & Application Project Builds on work from Summer 2016 Allows you to continue to engage with your standard and refine your expertise Offers the opportunity to create a focused set of assessments to share, along with additional supporting documents. Info sheet – h/o

LT Assessment & Application Project: Step 1 Before 9/22, give your assessments to at least 2 students AS IS. Make notes on your assessment papers or using post-its or colored ink regarding: Student responses Additional teacher instructions given to students Thoughts for changes and adjustments The assessment sheets will be brought to class on 9/22 and scanned during class time.

LT Assessment & Application Project In partners, you will share the steps in your assessment. Your chance to talk through your assessment. Your partners chance to ask any clarifying questions from the students’ point of view. Switch when directed. Allow about 8 minutes for each partner.

Learning Intentions & Success Criteria We are learning to… Use our knowledge gained in Strong Start to become more reflective practitioners and leaders Structure and facilitate a Number Talk to elicit student thinking We will be successful when… We understand the advantages of thoughtful, consistent reflection of our practice We have planned and executed our Number Talk

This and That

Syllabus Give it a read, especially the attendance portion. We will scaffold in the various projects over the next few weeks: Strong Start Goal Revision and Monitoring Individual Learning Trajectory Project Revision Strong Start Math Portfolio Strong Start Math Teaching Journal Number Talk Implementation & Reflection

Next Class Session & Homework Thursday, September 22, 2016 Central Services Building, Room 206-208 4:30 p.m. – 7:30 p.m. Homework (See hand-out) Read and Respond (Intentional Math Teaching) SSM Teaching Stories Journal – dot patterns Individual Assessment Project—Revision Step #1 Strong Start Implementation Goal