Math Fellows Meeting #3 Add your name and ESD Logo

Larger context Leadership in the Extended Community Advocate and Systematize Collaborate and Implement Leadership of Self Know and Model Leadership of Others Leadership in the Extended Community All across the United States teachers are making meaning of the CCSS, recognizing this is an opportunity to work together to shift mathematics learning to be more focused, and having more coherence and rigor – with the ultimate goal that math makes sense for more students. In Washington State, the Fellows are a state sponsored effort to develop and support teacher-leaders that can make a difference in districts, schools and classrooms. The Fellows will be regionally supported and will work closely with district and building administrators to support the vision of the CCSS. 3 ways you will be thinking about your leadership as a fellow: -leadership of self—being able to know and model the work -leadership of others—being able to collaborate and implement the work -leadership in the extended community—being able to advocate for and systematize the work

Purpose of the Fellows To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

Break Image: https://www.flickr.com/photos/mpancha/2505656136

Principles to Actions: Ensuring Mathematical Success for All - Leadership of self, others and the extended community The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards. Describe the purpose of the book. Hold back on the 8 Teaching practices until slide 4.

Today’s focus is on Supporting Productive Struggle but you will see the other practices woven throughout this activity as well; the practices work best together.

Compass Points Skim Pages 48-52 Record Thoughts on Sticky Notes East: Excited West: Worrisome North: Need to Know South: Stance, Steps, or Suggestions Image from pixabay: Free for commercial use; no attribution required

Compass Points Post Your Responses on a Poster Paper Marked East, West, South and North Review responses on each poster Choose one of the four posters to “park and discuss” Image from pixabay: Free for commercial use; no attribution required

Sharing Ideas Each person shares ideas for one minute. Discuss notes on charts that have not been addressed. Summarize the notes from the chart. Be ready to share your groups big ideas! Image from pixabay: Free for commercial use; no attribution required

Perfect Purple Paint Task Jessica gets her favorite shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?

Finding Evidence of Productive Struggle Expectations for Students Teacher Actions to Support Students Classroom Based Indicators of Success

Teaching Channel Looking for Productive Struggle

Next Steps with Principles to Actions—Leadership of Self & Others How could you use this activity with school/district teams? As stated earlier we will deepen our understanding and practice with both our book study in Principles to Action and through number talks. Consider how your ESD RMC can support you in both the book study and with the productive routines. Think about even though we took a very short dip into this routine, what can you add to your action plan that you may want to do in your school/district.

Applying Principles to Actions to Fellows Plan How will you use these resources as part of your Fellow’s action plan? Consider… Goal for providing information? Audience for information?

Continued Study… 4th Fellows Meeting: Elicit and use evidence of student thinking The book study will provide the theory of these big ideas. But we will also need to provide practical strategies, supports, or activities for our teachers and students that we can implement right away that addresses these three teaching practices. We have thought about this bridge of the theory versus the practices routines in our classrooms and considered the big work in our state along with our Washington Learning Standards. To continue this big work we are intentionally making this bridge through productive instructional routines. This year not only will we be investing time in our book study, but engage you in the work of productive routines.

Lunch We will start back up in ____. Image:  CC0 Public DomainFree for commercial use  No attribution required 

Why Do We Do Math Together? - Leadership of self “Teaching mathematics requires specialized expertise and professional knowledge that includes not only knowing mathematics but knowing it in ways that make it useful for the work of teaching” (Ball & Forzani 2010; Ball, Thames, and Phelps 2008). -Principles to Action NCTM (p.11)

How are number talks going in your classrooms? Check in and Go Around. Have participants briefly share ab out how Number Talks are going in their classrooms. If your participants used the Handout: Planning a Number Talk last time they could use these as reference.

Children who have been doing number talks have been using the properties all along to make sense of problems and make them easier to think about. All they have to learn when they get to algebra is an abstract way to label relationships they already understand.

63-28 Number Talk Complete a Number Talk If you are newer to Number Talks refer to the Number Talks-Where to Start??? Document that was shared at Fellows Meeting #2 for tips on how to begin. 63-28 Have participants share the ways in which they solved the given problem. Record these strategies on poster paper for all to see. The goal here is to try to pull out all 5 of the Efficient, Generalizable Strategies for Subtraction. If a strategy from this list isn’t mentioned you may want to share it by saying something like…”I was in a ___ grade class the other day and a student shared this strategy…” When appropriate, record the shared strategy using an open number line. Making Number Talks Matter (Humphreys & Parker, 2015, pps. 38-41) has examples of what the five efficient generalizable strategies for subtraction are including examples of how to record the strategy. Make sure you are familiar with these strategies and can record them as well as represent them with an open number line when appropriate.

Number Talks are about providing a safe place for students to try out ideas, and we don’t want accountability procedures to get in the way of this. -Ruth Parker

Exploring the Use of Various Strategies Number Talk Problems to try Efficient, Generalizable Strategies for Subtraction 71 – 39 91 – 26 223 – 219 236 – 188 337 – 159 Round the subtrahend to a multiple of ten and adjust Decompose the subtrahend Add instead Same Difference Break apart by place Explore solving the problems using the strategies from the list of Efficient, Generalizable Strategies for Subtraction. Make sure to solve each problem using a few different strategies from the list.

Turn and Talk Which strategies did you tend to use the most? Were there any kinds of problems that called out for a different strategy?

Practicing Questioning with Number Talks Directions: Problems to choose from: Choose one person to deliver the Number Talk. The rest of your group will try and share ways to solve the problem using the Efficient, Generalizable Strategies for Subtraction. The person delivering the Number Talk practices questioning using the Questioning Handout. Repeat as time allows with a new member delivering the Number Talk each time. 315 – 97 84 – 36 34 – 27 93 – 28 72 – 56

Number talks: A High-leverage teaching strategy to transform the culture of the classroom FROM: TO: Teacher centered Student-centered – students have ideas worth listening to Teacher explaining the solution to an answer Students sharing their reasoning & strategies Focusing on the right answer Honoring how students arrive at a solution – even if it is wrong How can we transform the culture of the classroom. Consider the differences between a teacher centered classroom to a student centered classroom? Might bring up Fundamentals of Learning (FOL) here to frame the work of our Leadership this year. Math anxiety/low confidence Confidence in math ability One method of solving a problem – often using the standard algorithm Students are flexible in their thinking & reasoning Low student participation High student engagement & productive struggle

Next Steps with Number Talks —Leadership of Self & Others What can you commit to between now and our next meeting? As stated earlier we will deepen our understanding and practice with both our book study in Principles to Action and through number talks. Consider how your ESD RMC can support you in both the book study and with the productive routines. Think about even though we took a very short dip into this routine, what can you add to your action plan that you may want to do in your school/district. Pencil & Pen Images: Pixabay: Free for commercial use no attribution required So you’re afraid of commitment, aren’t you?

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Fellows Action Plan - Leadership of others and the extended community To what degree are you on track for implementing your plan? What elements of your work have gone well? What elements of your work have been challenging or are barriers? This is the same protocol from our last meeting.

Fellows Action Plan With a partner, interview each other Record your partner’s thoughts for each question Create a quartet with another partner set Review the questions-record any ideas that you want to capture for your plan

Summary - Leadership of self, others and the extended community Leadership Piece – Principles to Actions: Supporting Productive Struggle Number Talk: Subtraction Strategies with Questioning Image: Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled GNU Free Documentation License.

Homework - Leadership of self, others and the extended community Administer post tasks, score using rubrics and record data* Share Number Talks with a colleague Meet with Admin and complete Action Plan Part B (Part B will be completed following each Fellows meeting) Number Talks: Efficient Generalizable Subtraction Strategies and Questioning Principles to Action: Supporting Productive Struggle Principles to Action…Read Pgs. 53 to 57(Elicit and Use Evidence of Student Thinking) by our next meeting Use Data Sheet from Meeting Three to Collect Student Data Image:  CC0 Public DomainFree for commercial use  No attribution required 

Math Participant Survey Thank You! Math Participant Survey http://www.surveygizmo.com/s3/2462660/Fellows At Meeting #2 ALL FELLOWS should complete the Fellows Meeting Follow-up Surveys