CFN 204 · Diane Foley · Network Leader Math Professional Development October 17, 2013 Presented by: Simi Minhas Math Achievement Coach, CFN204

CFN 204 · Diane Foley · Network Leader Agenda 8:30-10:00-Problem of the Day- “Questioning and Discussion Techniques” 10:00-10:10: Break 10:10-10:45: Share/Reflection on Teaching Practices 10:45-11:30: Problem solving in the classroom/ problem solving handout 11:30-12:30-Lunch 12:15-1:00- Analyzing Rubric 1:00-1:30-Instructional Shifts and Visual Models 1:30-2:00-Plan for Turnkey 2:00-2:30- Questions and Feedback

CFN 204 · Diane Foley · Network Leader Expectations You’re teacher leaders that have been selected by our Principals to represent your building. Your role is to take some key ideas form each professional development session, and help improve teacher practice, so that you can impact student learning in your building. It is your responsibility to share the important information from the professional development that you attend with your school leaders, and teacher teams.

CFN 204 · Diane Foley · Network Leader Problem of the Day-Growing Shapes Read the ‘Growing Shapes’ problem independently. (about 5min) Please do not solve it, and do not write anything down. Start solving the problem independently. (5 min) In a few minutes you’ll be asked to stop working independently, and work in a group.

CFN 204 · Diane Foley · Network Leader Group Work Solve the problem as a group. (25 minutes) Please make sure that all your work is clearly labeled and explained. The person looking at your work should be able to understand your thinking without having you explain it to them. Include models, charts, equations, and expressions Explain and justify your thinking in words

CFN 204 · Diane Foley · Network Leader Gallery Walk Place your charts around the room. Each group will look at the charts from other groups and provide feedback on post-its. Feedback: Include something positive that you noticed. Ask 1-2 clarifying questions that would help the person improve their work. Include a suggestion for improving their work.

CFN 204 · Diane Foley · Network Leader Revise your work Use the feedback provided by the other groups to revise your work. Please use another color marker for revisions. You have 15 minutes for revising your work.

CFN 204 · Diane Foley · Network Leader Share How did your group help you with the problem solving today? What is something new that you learned from another group? How did you feel about the feedback that was provided by other groups? What were the challenges for you as an individual today? How could we/you overcome those challenges? How does this task allow for multiple entry points? What manipulatives/materials could students use to help them with this task?

CFN 204 · Diane Foley · Network Leader Connections to Teaching. How else can I have the students present their work and provide feedback? How can I determine the order in which the students present their work? How can I determine the groups for students? How can I display evidence of this kind of work in my classroom? How do students benefit from analyzing the work of their peers, and providing feedback?

CFN 204 · Diane Foley · Network Leader Questioning and Discussion Techniques What are some of the questions that you could ask your students while they are working on a problem, to assess their understanding, and to clarify their misconceptions? How can you facilitate a student discussion using a problem solving task? What are some of the routines or practices that you can put in place to create a respectful environment in your classroom? (think protocols) How can you engage students in accountable talk?

CFN 204 · Diane Foley · Network Leader Lunch Enjoy you lunch!!! Please be back on time, so we can start promptly.

CFN 204 · Diane Foley · Network Leader Rubrics set Clear Expectations Analyze the rubric, and share the observations What does it mean to get a 4 in a particular section of the rubric? What does it mean to be a level three? How can we use meaningful feedback to students using a rubric?

CFN 204 · Diane Foley · Network Leader

Using Visuals for Math Talk

CFN 204 · Diane Foley · Network Leader Shifts in Mathematics 15 Shift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

CFN 204 · Diane Foley · Network Leader Questions and Feedback Please fill out the Feedback Form before you leave. Thanks!!!! Please visit the CFN204 page for the power point from this workshop.