Fellows Meeting 4 Sue Bluestein Regional Mathematics Coordinator April 20, 2015

Objectives  Apply your developing skills as a Teacher Leader to Case Stories.  Learn methods to increase effective student discourse and work with ELL students  Reflect on your growth as a teacher leader in your role as a Fellow this year.

Module 4 – Case Story Discussion CSTP Building Teacher Leadership April 20, 2015

Learning Through Case Stories  You are going to role play different characters from a Leadership Team case study.  Read through the case study to become familiar with the different personalities involved and the issues they are dealing with. “Overwhelmed and Underappreciated”

 As you read, consider what you know from the Teacher Leadership Framework that might connect to the Case Story –  Working with adult learners  Communication  Collaboration  Knowledge of Content and Pedagogy  Systems Thinking You can make notes on the case story as you read

Learning Through Case Stories  How do you and don’t you see yourself in this dilemma?  What from the Teacher Leadership Framework might assist these teacher leaders in managing this dilemma?

Set-Up: Circle of Viewpoints  Brainstorm a list of players in this dilemma – in other words, who is part of the system described in the Case Story?  Each person in your group takes on the role of one of the players identified in your brainstorm

Circle of Viewpoints Going one at a time, each group member contributes to the following two prompts:  I think…  A question from my viewpoint I have is…  What might shared leadership look like from your perspective?  How can the leadership be nurtured and sustained?

Reflections & Next Steps  After using the Circle of Viewpoints routine, what new ideas do you have that you didn’t have before?  What implications or realizations did you have for your own work as a fellow in reading this Case Story?

Turn and Talk  How has the book study around the 8 teaching practices deepened your understanding around your vision of mathematics reform efforts?  How has the study impacted your work with your building/district?

Facilitating Discourse Simply having students talk does not necessarily advance the mathematical goals of a lesson. o How can the Five Practices identified on page 30, as described by Smith and Stein (2011), support and facilitate the purposeful exchange of ideas in the mathematics classroom? o Now consider Mr. Donnelly’s lesson and how he incorporated the Five Practices to facilitate classroom discussion. (p. 34)

Five Practices to Support Facilitating Discourse 1. Anticipating student response prior to the lesson 2. Monitoring students’ work on and engagement with the tasks 3. Selecting* particular students to present their mathematical work 4. Sequencing students’ responses in a specific order for discussion 5. Connecting different students’ responses and connecting the responses to key mathematical ideas

 Take a 10 minute break

Facilitating Meaningful Discourse Levels of Student Discourse (. 32) Considering the Levels of Student Discourse: o Which of these practices are under utilized in classrooms?

Review Levels of Discourse Principles to Actions (p. 32) o What do you see as next steps for you to move along the continuum? o How does this continuum help you think about your work with teachers?

Pose Purposeful Questions o Gathering Information o Probing Thinking o Making the Mathematics Visible o Encouraging Reflection and Justification Funneling VS Focusing Talk in your group about what you found interesting in this section of your reading. Write down 3 main ideas.

Mix it up!  Match yourselves with another table group and share your 3 main ideas and implications for your own teaching or working with other teachers.

Pose Purposeful Questions Consider the math task for your Grade Band from Digging for Dinosaurs o Review the standards associated with the task you chose o Do the math o Anticipate likely student responses and misconceptions (see Smith & Stein’s practice 1, p. 30) o Create a list of related questions using the framework in figure 14 (pp. 36–37) o Create a poster with your questions

Pre and Post Task scores  Pair up with someone and talk about your reflection from your pre and post test scores.  Think about how the cycle of Mathematics Teaching Practices could help increase student success

Survey Data Entry  We are collecting data on how your student scores pre and post. Please take a few minutes to enter your data into survey monkey.

Time for Lunch

Increasing Student Discourse for English Language Learners Helping students communicate mathematical understanding while constructing viable arguments and critiquing the reasoning of others.

What do you know about English Language Learners in Washington State?

Languages Spoken in Washington State Schools 219 Different Home Languages Most identified language is Spanish, spoken by 67.4% of students Next were Russian, Vietnamese, Somali, Chinese, Ukrainian, Arabic, Tagalog, Korean, Marshallese, spoken by 19% of Students

ELL’s in Washington State Around 110,000 Bilingual Student a 5.3% increase from the previous year Comprises 9.7% of the statewide student population - 0.6% points higher than the previous year Since 2005–06, the number of ELLs served by TBIP in the state has increased by 32.6%

ELL’s in Washington State Twenty-seven districts had an ELL headcount of at least 25% of their total student population. Thirty districts enrolled more than 1,000 ELLs. These districts collectively served 72% of all ELL’s statewide. Forty-seven districts enrolled 500 or more ELL students. Thirteen districts reported an increase of 10– 15%.

ELL’s in Washington State Fifty-six districts enrolled fewer than 50 ELL students. Fifteen districts reported fewer than 10 ELLs. 55.9% served by the TBIP were enrolled in grades K–3. 25% are newly eligible students

ELL’s in Washington State districts have more than 20 languages 19 of these districts had more than 50 languages. Of the 219 languages, 103 of these languages have less than 10 students The largest language increase is in Spanish The greatest decrease is in Korean

Realizing the potential of all our students…  Grouping  Behaviors  Procedures  Accountability  Monitoring

Considering Small Groups In linguistically diverse classrooms, unstructured small group and partnering activities continually fail to produce substantive L2 oral language growth. Merely increasing student interaction without explicit, coached language instruction and accountability for application leads to discussions with minimal cognitive or linguistic challenge and negligible academic content. Gersten & Baker, 2001 Saunders and Goldenberg, 2010

Preparing ELL’s To meet both content and language standards  TalkBuild on prior knowledge about new ideas  ReadIntroduce new content  TalkIntegrate new content into schema  WriteInformally show what you know and ask questions you still have  TalkRefine thinking and deepen learning “Reading and writing float on a sea of talk.” James Britton

Tiered Vocabulary Talk at your table about what you know about Tiered Vocabulary Tier 1-everyday words Tier 2-words that might have dual meanings Tier 3-content specific words that need to be taught

What do you know about races?

A Race Amy and Rebecca are running in a road race. The map, drawn to scale, shows the route of the race: The race consists of four laps of the route and Amy and Rebecca run clockwise along the route at a constant speed. It takes Amy 8 minutes to run a mile. Rebecca takes 12 minutes to run a mile.

Graphic Organizers…

Private think time

Sharing Individual Solutions P-44 1.Take turns sharing your individual work with your partner(s). 2.Use the Present an Idea Card (yellow) and Pose a Question (blue) to guide your conversation. 3.Listen carefully to each other, asking questions if you don’t understand.

Joint Solution: Making Posters-Talk Through P-45 1.In your group, agree on the best method for completing the problem. 2.Produce a poster that shows a joint solution to the A Race task, that is better than your individual work. 3.State on your poster any assumptions you have made. 4.Give clear reasons for your choice of method.

Sharing Posters-Talk Through P-46 1.One person from each group get up and visit a different group. 2.If you are staying with your poster, explain your work to the visitor, giving reasons for your choice of method. 3.If you are the visitor, look carefully at the work, asking clarifying questions to help you to understand the method used. 4.Discuss whether or not the method described on the poster is similar to the visitor’s method.

Sample Responses to Discuss: Sally P-47

Sample Responses to Discuss P-48 1.Read your piece of sample student work carefully. 2.Use the E.L. Achieve Discussion Cards: Build on and Idea (Purple) and Challenge and Idea (green) to understand Sally, Diane or George’s mathematical thinking. 3.Take turns explaining your thinking to your partner.

E.L. Achieve Discussion Cards Support Your Thinking-Secondary Math Simple Academic Language The solution is reasonable because… Look at the data / pattern / structure. I see… My method / strategy for solving this problem can also work with / to / for …

E.L. Achieve Discussion Cards Support Your Thinking-Secondary Math Solid Academic Language  The solution demonstrates / shows that / is evidence that … because …  Based on the data / pattern / structure, I see / reason that…  My method / strategy for solving this problem can also be applied to / used for ….

E.L. Achieve Discussion Cards Support Your Thinking-Secondary Math Sophisticated Academic Language  Although I estimated …., my solution is reasonable because…  Based on the rule … I can reason / justify / that … because…  Because …, I can generalize the that the method / strategy for solving this problem applies to …

Exploration and Extensions… How did the use of the E.L. Achieve Cards an other graphic organizers help support critiquing the reasoning of others? How might you utilize a teaching tool such as the E.L. Achieve Cards and graphic organizers?

+ Larger context Advocate and Systematize Leadership of Self Know and Model Leadership of Self Know and Model Leadership of Others Leadership in the Extended Community

District Plans  Why do American’s Stink at Math?  Fundamentals of Learning  Principles to Actions Book  SBAC Claims, DOK, Item Types  Digital Library  Links to resources  Student Tasks and scoring rubric  Working with Adult Learners

Ideas Engage NY Materials Parent Workshops Leadership Issues Up to date information on what is happening in the state

Survey