1. Day 1 October 1, 2013 (CCRESA) October 3, 2013 (GISD)
PRIME+
Welcome to PRIME+
Day 1
October 1, 2013 (CCRESA)
October 3, 2013 (GISD)
Upon entry, teachers should have received their focus book, “5 Practices for Orchestrating Productive Mathematical Discussions”.

2. PRIME+ Welcome to DAY 1! Facilitators:
CASM Math/Science Center Director: Denise Brady
Genesee ISD Mathematics Coordinator: Linda Funsch
Coaches:
Les Altevogt
Lura Coleman
Sandy White
Welcome to Day 1!
This is the time to introduce facilitators, site directors, etc., and to give a brief overview of the year’s focus. In this final year of the Statewide Algebra Initiative, Algebra for All PRIME Plus, we will be focusing on supporting teachers in a critical aspect of developing problem solvers – productive Mathematical Discourse.
We have, for many years now, come to the understanding that effective problem solving in many cases is facilitated by learning and sharing with others. Hence the shift over the last 20 years toward Collaborative Learning and the like. Though in Algebra for All and Algebra for All PRIME, we have presented activities which encourage a more collaborative environment, we realize that using these activities in isolation is only a portion of the learning and sharing opportunities that can be present in a classroom setting. Our goal for this year is to support teachers in creative overall collaborative learning and sharing environments in their day-to-day practice.
Housekeeping:

3. PRIME+ HOUSEKEEPING Housekeeping: Address any SCECH issues,
Discuss materials to be given (to new people)
Discuss necessary evaluations

4. MAKING CONNECTIONS A4A PRIME DAY 1: Welcome!
Overview/Making Connections
Making the Connection between what has been done and what we will be doing this year. Focus will be on grade level groups developing “research” lessons that apply The Book to a rich mathematical task with emphasis on the Mathematical Practices. This is a culmination of everything we’ve been working toward. – Libby will do…
Participants may receive ?? SCECHs (formerly SB-CEUs) for each session. Please contact Libby for more information.
Note: Amy is our SCECH representative:

5. Mathematically Powerful??!!
PRIME+
9:00-9:30
What does it mean to be a Mathematically Powerful person? Have teachers report out, one comment per table. Facilitator will scribe the ideas. Don’t have the 8 practice poster visible. Try to get the teachers to make the connection to the 8 practices. If a participant brings up the 8 practices bring out the poster. Connect to the 8 student practices (point to on poster) and how they would look in your classroom. Record a list. How close do you think your students are to obtaining these skills? Plans to address the shortcomings?

6. Sharing of Lessons: Each Group: 3-5 Minutes:
How was this different than how you have started your year in the past
As a teacher I noticed:
My students noticed:

7. PRIME+
10:00-10:15`

8. …and now…
Have the participants relate the activities they just completed to the Student Standards for Mathematical Practice. If you like, allow “PRIME Veterans” to share their experiences with using the Standards.

9. Introduction
To the 5 Practices for Orchestrating Productive Mathematical Discussions

10. 5 Practices for Orchestrating Productive Mathematics Discussions
Anticipating
Monitoring
Selecting
Sequencing
Connecting

11. Setting the Stage
Before we begin talking about the 5 practices we want you to get familiar with the David Crane case from the introduction of this book.
This case study comes from a 4th grade class. Please do not focus on the content of the lesson. Instead focus on the pedagogy and discourse.

12. David Crane’s Classroom
Please read from the bottom of page 2 – page 4
Once all at your table have read the case study discuss the following
What were some strengths of David Crane’s approach?
What were some weaknesses?

13. Analyzing David Crane’s Classroom
Read pages 5 & 6 silently with the following questions in mind:
What might be an appropriate learning goal for a lesson that features the Leaves and Caterpillars task?
How might the discussion have unfolded differently in Mr. Crane’s classroom with this goal in place?
Once all at your table have read the analysis, discuss your answers to the above questions AND discuss the student work on page 4.

14. Exploring the 5 Practices
The case of David Crane illustrates the need for guidance in shaping classroom discussions and maximizing their potential to extend students’ thinking and connect it to important mathematical ideas.

15. Exploring the 5 Practices
Orchestrating Productive Mathematics Discussions is not easy. It takes time and practice.
Please note we are not expecting that you would do this everyday for every lesson.

16. Exploring the 5 Practices
At your table, assign each person 1 of the 5 practices (Anticipating, Monitoring, Selecting, Sequencing, and Connecting).
Each person will read their section from the 5 practices book on pages 8-12.
Once everyone in your group has finished their portion of the reading, each person will summarize what they read and how it relates to David Crane’s class.
Each person should gain an overview of the 5 Practices
Briefly debrief as a group. Randomly pick a table and call on the person for a specific practice to share their understanding. Get comments from other tables.

17. Summary
This year we will be using these practices to focus on Orchestrating Productive Mathematics Discussions. The 5 practices will form the backbone of our sessions.
For most of today we will be focusing on the first 2 practices – Anticipating and Monitoring

18. Before we move on…
What does our discussion so far suggest to you about changes in teaching practice that will produce changes in the way our students experience/practice mathematics?

19. LUNCH
At your tables, discuss ideas or strategies for Anticipating Student Responses and Monitoring.
4.5 – Strategies for Anticipating/Monitoring - facilitator scribes ideas onto the poster paper and leaves up for participants to be able to look at while they are working on their lesson. They can add to our list while they are working on their lesson if they come up with new ideas.

20. Calling Plans
For 7 minutes, independently work through the situation. If you finish early, try to find additional methods for solving.
Model the mathematical activity “Calling Plans (Fig. 4.1)” to illustrate the 5 practices with the teachers being the students and the facilitator being the teacher. (SBAC-like activity) Students work independently at their table. For those who finish quickly suggest they seek multiple solution paths. Complete this activity from a student perspective.

21. Calling Plans
As a table, discuss and agree upon a solution. Use the poster paper provided to show your work and solution.
As the table groups are working, the facilitator monitors the table work, selecting work to be shared with the whole group, deciding on the sequence for the sharing, and looks for connections between the works selected to be shared.

22. Calling Plans, cont.
A presenter may be selected from your group. Be sure that all members can answer the following questions:
When is Company A least expensive?
Why? Give examples that reinforce your solution.
3. When would it make sense to use Company B? Why?
Facilitator calls up selected groups allowing students to ask questions

23. ACTIVITY DEBRIEF Calling Plans
Debrief the facilitator application of the 5 practices to this activity – What did you notice? What impression did you have of the monitoring of the table work? What questions do you have on the selection and sequencing? And the connections made?
The facilitators share their application of the Anticipating component of the 5 Practices.

24. Choosing your Content Focus
After break, we will form Content/Grade Level Groups (3 – 5 participants per group). The GOAL is to have more than one district at each table.
Your content group will select an activity to facilitate before we return for the next session
Before break, survey participants to see what subject they want to focus on for the year (grade 6, 7, 8, Alg1, Alg2, Geo, other…). They will put their selection on a Post It, along with their name, on the appropriate Grade Level poster, (3 – 5 participants per group). THE GOAL IS to have more than one district at each table.

25. PRIME+
10:00-10:15`

26. After Break
Please establish and sit with your Grade/Content Level Cross-District Group.
The AFTERNOON FOCUS is:
Deciding on a CCSS Content Topic you expect to teach before the next session.
Selecting a Rich Mathematical Task.
Incorporating Anticipating Student Responses in your lesson and discuss how you will Monitor students as they work.
Planning lesson to teach before next session:
Form grade/subject level cross-district groups – (Table tents with subject areas on them)
Decide on CCSS content topic you expect to teach before next session or a CCSS content topic that your students struggle with and is important to the mathematics they have and will study.
Look for Rich Mathematical Tasks – consider MAISA, SBAC practice items, MARS that address the learning needs of that topic. PROVIDE RESOURCE GUIDE

27. HOMEWORK
Teach the lesson to your students, reflecting on the results from Anticipating Student Responses and Monitoring.
Be prepared to share/reflect with your group. Specific examples/samples would be helpful.
Homework is teaching the lesson to your students and reflecting on the strengths and weaknesses lessons response by students. Come to session #2 prepared to
share/reflect with the group.

28. Assessment/Evaluations
PRIME+
Assessment/Evaluations Re
Thank you for your participation!
Session #2
November 14, 2013 (CCRESA)
November 21, 2013 (GISD)