Quote “The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” ~Bill Beattie ~

Module 2 Domain 1 and Domain 3: FfT Facilitator Training Office of Talent Development October 2, 2012

Agenda Part I: What’s your objective? Domains 1 and 3 review Part II: Cylinder Activity Part III: FfT and CCSS connection Part IV: Brainstorm, how does this look in my room?

NORMS OF THE ROAD DRIVE ON YOUR SIDE OF THE ROAD SIGNAL WHEN TURNING KEEP WITHIN THE SPEED LIMIT DO NOT TAILGATE NO U TURNS NO TEXTING WHILE DRIVING YIELD TO ONCOMING TRAFFIC On the Road Again

Part I: What’s your objective? Planning and Preparation Domains 1 and 3

You Talk a Mile a Minute

You Talk a Mile a Minute The subject is Domain 1 Value, Sequence, and Alignment Clarity Balance Diverse learners Learning activities Resources Instructional groups Lesson Plan Unit structure Outcomes

You Talk a Mile a Minute The subject is Domain 1 Value, Sequence, and Alignment Clarity Balance Diverse learners Learning activities Resources Instructional groups Lesson Plan Unit structure Outcomes

You Talk a Mile a Minute The subject is Domain 1 Value, Sequence, and Alignment Clarity Balance Diverse learners Learning activities Resources Instructional groups Lesson Plan Unit structure Outcomes

Round 2

You Talk a Mile a Minute The subject is Domain 3 Quality of Questions Activities and Assignments Instructional materials Structure and pacing Cognitive Facilitate Common Core Student Participation Discussion Techniques Student Centered

You Talk a Mile a Minute The subject is Domain 3 Quality of Questions Activities and Assignments Instructional materials Structure and pacing Cognitive Facilitate Common Core Student Participation Discussion Techniques Student Centered

You Talk a Mile a Minute The subject is Domain 3 Quality of Questions Activities and Assignments Instructional materials Structure and pacing Cognitive Facilitate Common Core Student Participation Discussion Techniques Student Centered

What’s your Objective? Domain 1 Quality of Questions Activities and Assignments Instructional materials Structure and pacing Cognitive Facilitate Common Core Student Participation Discussion Techniques Student Centered Domain 3 Value, Sequence, and Alignment Clarity Balance Diverse learners Learning activities Resources Instructional groups Lesson Plan Unit structure Outcomes

Objectives Participants will: Identify the relationship between domains 1 and 3 to develop strategies to include quality of questions, student participation and cognitive engagement in activities and assignments.

Domain 1: Planning and Preparation 1c: Establishing Instructional Outcomes 1e: Designing Coherent Instruction Domain 2: Classroom Environment 2b: Establishing a Culture for Learning 2d: Managing Student Behavior Domain 4: Professional Responsibility 4a: Reflecting on Teaching 4c: Communicating with Families Domain 3: Instruction 3b: Using Questioning and Discussion Techniques 3c: Engaging Student in Learning The 8 Essential Components

Domain 1 1c. Setting Instructional Outcomes (page 51/54) Value, sequence and alignment Clarity Balance Suitability for diverse learners 1e. Designing Coherent Instruction (page 55/60) Learning Activities Instructional Material and resources Instructional Grouping Lesson and Unit Structure

Domain 3 3b. Quality of Questions (page 79/82) Quality of Questions Discussion Techniques Student Participation 3c. Engaging Students in Learning (page 55/60) Learning Activities Instructional Material and resources Instructional Grouping Lesson and Unit Structure

The Final Word

Part II: Cylinder Activity

Cylinder Investigation Quick Write: What are some questions you might have about the two cylinders? Table share and then chart your questions. Hotdog Hamburger

Gallery Walk Which questions would you like to investigate?

Cylinder Investigation If you think the hamburger cylinder holds the most, then go to the left side of the room. If you think hotdog, then go to the right side of the room. If you think they both hold the same amount, then go to the center of the room.

Cylinder Investigation In your corners, take three minutes to talk about why you think your chosen cylinder holds the most. Chart your rational. Be prepared to share why you think the one you chose holds the most. Include reasoning for NOT choosing the other cylinder/s. What could you use to prove or disprove your hypothesis? Explain why you selected your cylinder. Be prepared to share out, you will have 30 seconds to justify your stand.

Cylinder Investigation What must be true, for your thinking to be correct? If your thinking is not correct then what are the results? Give it a Go!

Outcomes What happened? What did you notice? Why do you think that happened?

:00 5 Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!

Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!

Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!

Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!

Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!

Cylinder Challenge Your group’s challenge is to use one sheet of paper to create a cylinder that would hold the most popcorn ever! You have only five minutes!

Which of these happened?

Pictures Written Symbols Manipulative Models Real-World Situations Oral Language Linking to Research/Literature Connections between Representations Adapted from Lesh, Post, & Behr, 1987 Which of these happened?

Linking to Research/Literature Research has shown that children who have difficulty translating a concept from one representation to another are the same children who have difficulty solving problems and understanding computations. Strengthening the ability to move between and among these representations improves the growth of children’s concepts. Lesh, Post, & Behr, 1987

So what’s “The Big Idea?” 3 Minute Quick Write 1. What were your behaviors? 2. What were the facilitator’s behaviors? 3. Identify which hypothesis was proven. 4. What math concepts and or skills did you use? 5. How does this relate to the real world? 2

So what’s “The Big Idea?” 3 Minute Quick Write 1. What were your behaviors? 2. What were the facilitator’s behaviors? 3. Identify which hypothesis was proven. 4. What math concepts and or skills did you use? 5. How does this relate to the real world? 1

So what’s “The Big Idea?” 3 Minute Quick Write 1. What were your behaviors? 2. What were the facilitator’s behaviors? 3. Identify which hypothesis was proven. 4. What math concepts and or skills did you use? 5. How does this relate to the real world?

Part III: FfT and CCSS Connection

Reflect How does this activity connect to the Frameworks for Teaching? Specifically components and elements for 1c, 1e, 3b, and 3c. What Common Core State Standards for mathematical practices were addressed? What Common Core Writing Standards were addressed?

Part IV: Brainstorm, how does this look in your class?

Head, Heart and Foot Head- What are your thought? Heart- What do you feel? Foot- What will be your action?