MLSN 2008 - 2009 Change Leadership KSI Assessment Number Sense

Two Feet Cell Phones GROUP NORMS Sidebars Participate

Agenda Registration/Breakfast Problem Advance Organizer Assessment – How to Grade… Literature Connection – Math Talk Change Leadership Games Computational Estimation Grade-Level Breakouts – Number/Estimation Conceptual Change Model Reflections

Advance Organizer Focus for today: Change Leadership - Your commitment to class/school/district change is impacted by your behaviors. What do the authors mean when they say that “changing those behaviors temporarily without getting at their source almost guarantees short-lived success…” How can you get to the source of your behaviors in order to realize your commitment?

Advance Organizer Focus for today: Assessment/Grading – What should be included in the determination of a student’s grade? What should not be included? What steps can you take to limit the valued attributes included in grades to individual achievement for students in my classroom?

Advance Organizer (cont’d) Focus for today: Conceptual Change Model – How does the Conceptual Change Model help your students understand the art of estimation? Number – Why do students struggle with computational estimation? What activities, probes, and probing questions can we provide for our students to improve their estimation skills?

Assessment/Grading

Change Leadership Exploring Individual Immunities to Change Chapter 5: Exploring Individual Immunities to Change Keeping an Eye Inward

Review – You Made the Commitment 1. Write down one or two aspects of your own role that, if you were able to dedicate yourself to them, would make the biggest contribution toward improving instruction in your learning community.

Review – Commitment, cont’d 2. What is the most important thing that you need to get better at, or should change, in order to make progress toward this goal?

Review – Commitment, cont’d Frame your goal: I am committed to the value or importance of…

Review – You thought about: What internal obstacles and/or behaviors impede your progress toward this goal?

Evaluate Your Commitment and Behaviors See continuum handout Evaluate Your Commitment and Behaviors

Read article… Inner Conflicts, Inner Strengths…

Next Step: Commitment Doing/ Not Doing Hidden/Competing Commitment Big Assumption YOUR PERSONAL COMMITMENT STATEMENT YOUR BEHAVIORS I am also committed to…

Share your competing commitment...

Relating the Parts to the Whole…. - + Chapter 6 Relating the Parts to the Whole…. Systemic Change

Arenas of Change: Competencies – Repertoire of skills and knowledge that influence student learning

Arenas of Change: Conditions – The external architecture surrounding student learning, the tangible arrangements of time, space, and resources p 101

Arenas of Change: Culture – The shared values, beliefs, assumptions, expectations, and behaviors related to: -students and learning -teachers and teaching - instructional leadership - the quality of relationships

Think about the commitment you have written earlier… What is the problem you are trying to solve?

CONTEXT Problem

Complete the two Diagnostic Tools for the 4 C’s Your assignment: Complete the two Diagnostic Tools for the 4 C’s (“As Is” and “To Be”)

CONTEXT Conditions Culture Problem Competencies

ESTIMATION

ESTIMATION Review What is the difference between an estimate and a guess?

ESTIMATION Review Why estimate? When should we estimate?

ESTIMATION Review How can we help students become better estimators? How can we assess their ability to estimate?

Types of ESTIMATION: Measurement Quantity Computational

COMPUTATIONAL ESTIMATION Strategies: Front-end Clustering Rounding Compatible/Nice Numbers Special Numbers

Grade-Level Breakouts

Middle School Breakout COMMIT TO AN OUTCOME: Terrence and his group were given this problem to estimate: 48 x 24 17 x 5

They each had their own method and shared their strategies (see chart) They each had their own method and shared their strategies (see chart). Donovan said that one of the estimates was unreasonable. Without picking up your pencil or calculator, can you quickly spot which approach is unreasonable? Why is it unreasonable?

EXPOSE BELIEFS: Share your choice and reasoning with your group. Ask someone from your group to be ready to share the group’s ideas with the class.

CONFRONT BELIEFS: In your group, come up with an agreement on a good way to estimate this problem. Test the proposed methods of estimation from Terence’s group. How does the result of your work compare with your original thoughts about this problem? Prepare to share your group’s strategy with the class.

ACCOMMODATE THE CONCEPT Compare your results with those of other groups. Based on what you have observed and heard, write down the strengths and weaknesses of the different approaches used for estimation. In your own words, explain an approach to estimation that makes the most sense to you and explain why you chose that approach?

EXTEND THE CONCEPT GO BEYOND See Handout

Probes and Probing Questions… What are some types of questions you can ask and activities you can provide to get at student understanding and/or misconceptions of computational estimation?

1. Which of these products will be 100 or greater? How do you know? 54.2 x 3.8 62.9 x 0.8 6.2 x 3.1 58.5 x 0.2 14.7 x 18.3