1. Scaled Platform: Middle Grades Mathematics
October 5-7, 2016
Division of Academics Department of Mathematics
“Giving our students the world”
Annie Klian, District instructional supervisor
Jennifer Guilamo, Tier 2/3 Lead Curriculum Support Specialist
Michelle White, executive director
Department of mathematics
Office of Academics and Transformation

2. Agenda: Framework of Effective Instruction
Content-Specific Feedback: Learning Activities and Artifacts
Formative Feedback
Data Debriefing Protocols

3. Intended Outcomes: Administrators will be able to:
Extend understanding of the Framework of Effective Instruction to apply to mathematics instruction
Provide formative feedback that is content-specific based on the learning activities and artifacts for each Pacing Guide Topic
Differentiate formative feedback based on the stage of the teacher

4. Framework of Effective Instruction
What is the purpose of the Framework?
How is this Framework used in your building?
What are the domains?

6. SYNERGY

7. Content Specific Feedback by Pacing Guide Topic

8. Math Content Focus: Tasks/Artifacts

9. Tasks/Artifacts

10. Our 6-8 Classrooms NOW…
Review the Content Focus At-A-Glance document for your group’s assigned grade level and current/approaching Pacing Guide Topic below.
Grade 6 Regular: Topic III
Grade 7 Regular: Topic II
Grade 8 Pre-Algebra: Topic III
Use the At-A-Glance documents and the provided McGraw-Hill books to review the referenced Inquiry Labs, visuals, and hands-on activities.
Be ready to share out what you would be looking for when you visit math classrooms during instruction of the concepts in this Topic.

11. Formative Feedback

12. Four Components of the Reflective Cycle
Pete Hall, ASCD Faculty

13. Unaware
Conscious
Action
Refinement

14. Refresher Activity
Review the Stage of the Continuum of Self Reflection assigned to your group. Be ready to summarize how this Stage may be identified and the formative feedback that would be provided for a teacher operating at this Stage.

15. Pete Hall’s Continuum of Self-Reflection

16. Pete Hall’s Continuum of Self-Reflection

17. Pete Hall’s Continuum of Self-Reflection

18. Pete Hall’s Continuum of Self-Reflection

19. Simulation: Formative Feedback

20. Video Clip

21. Diagnosing the Stage Group Activity-Part I
Each group will receive a set of math artifacts and a scenario.
Review the documents and identify at which stage of Pete Hall’s Continuum of Self-Reflection that you believe the teacher is currently operating. Discuss your thoughts with your group and provide evidence for your conclusion.
Post your group number, the name of the stage, and why you chose this stage on Padlet.

22. PADLET Activity
TABLE DISCUSSION: At which stage of Pete Hall’s Continuum of Self-Reflection is the teacher currently operating? Why did you select this stage? Post one note per group on Padlet.
Double click on the screen to create post-its. Type your response on the padlet.

23. Providing Math-Specific Feedback Group Activity-Part II
Discuss with your group the feedback you would provide for a teacher based on the provided artifacts, the teacher’s stage in the Continuum of Self-Reflection, and the Content Focus At-A-Glance. Prepare a skit to act out the conversation.
Also think about next steps as PLC support, Coach’s next steps if applicable, and other opportunities to build capacity.

25. Middle Grades Mathematics
Thank You!
Department of Mathematics
Middle Grades Mathematics
1501 N.E. 2nd Avenue, Suite 326
Miami, FL
Office:
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