1. CCRS Meeting # 3 Planning for Mathematical Rigor
1/2 minute
Welcome participants to 3rd and final CCRS Meeting for school year.
(Facilitator Note: When facilitating, remember your audience is MATH LEADERS and we are equipping the math leaders on ways they can help the teachers in their school\district which will ultimately impact student learning.)
(Facilitator Note: Remember RIGOR is the SDE’s yearly focus for CCRS meetings. While facilitating, mention rigor, rigorous mathematical tasks, etc. when applicable.)

2. Guidelines for Today’s Learning
Be open to and respect all points of view.
Listen with an open mind and expect to learn from one another.
Accept responsibility for active and equitable participation by each group member.
Check for understanding. Before you counter an idea, be sure you fully understand what has been said.
Allow think time – before and after someone speaks.
Welcome questions.
1/2 minute (1)
(SAY) Take a moment and review the guidelines for today’s learning.
(Facilitator Note: These guidelines are consistent in all sessions.)

3. What actions have you had the opportunity to implement since the last CCRS meeting?
Next Steps
Reflect and identify 1-2 mathematics teaching practices that you want to begin strengthening in your own school\district
Develop a list of actions to begin the next steps of your journey toward ensuring mathematical success for all of your students.
What support do I still need?
10 minutes (11)
REFLECTION
HANDOUT #1
Ask participants to think back to the last CCRS meeting and what actions they had decided to take based on their thinking that day.
Ask participants to talk at their tables about actions they have taken or still plan to take.
Ask if there was anything discussed that might be valuable for the whole group to hear.

4. Outcomes Outcomes Participants will:
Make connections between rigor and questioning.
Analyze a video and discuss evidence of purposeful questioning.
Discuss and identify ways to support teachers as they plan and implement purposeful questioning.
1 minute (12)
(SAY) Take a moment and read today’s outcomes.
(Facilitator Note: Give participants a moment to read the outcomes silently, then summarize the outcomes in your own words.)

5. 8 Effective High-Leverage Instructional Teaching Practices for Mathematics
Establish mathematics goals to focus learning
Implement tasks that promote reasoning and problem solving
Use and connect mathematical representations
Facilitate meaningful mathematical discourse
Pose purposeful questions
Build procedural fluency from conceptual understanding
Support productive struggle in learning mathematics
Elicit and use evidence of student thinking
NCTM Principles to Actions, 2014, p.10
2 minutes (14)
(SAY)
These 8 Teacher Practices should be familiar to you. We have used them throughout the previous CCRS meetings. We are also continuing to use the NCTM publication “Principles to Actions” as a resource.
Over the previous CCRS meetings we have made connections between these 8 Teacher Practices and the 8 Standards of Mathematical Practice –which are what we want to see students doing. We have also looked for the occurrence of these teacher practices in a classroom video. Today we want to focus in on Effective Teaching Practice #5 - Pose purposeful questions.
[Facilitator Notes: Remember, these MTP provide a framework for strengthening the teaching and learning of mathematics. They represent a core set of high-leverage practices and essential teaching skills necessary to promote deep learning of mathematics.
By “high-leverage practices,” they mean “those practices at the heart of the work of teaching that are most likely to affect student learning” (Ball and Forzani 2010, p. 45 or PtA, p. 8).]
(Facilitator Note: The primary purpose of Principles to Actions (PtA) is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.)

6. Rigor
Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008)
1 minutes (15)
This should be familiar to you by now because it has been the focus of our CCRS learning this year.
Ask for a volunteer to read this slide.
(SAY) – Today we are focusing on Purposeful Questions.
What does Rigor have to do with Purposeful Questioning? Click to the next slide.

7. Posing Purposeful Questions
“Effective mathematics teaching relies on questions that encourage students to explain and reflect on their thinking as an essential component of meaningful mathematical discourse. Purposeful questions allow teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions.”
2 minutes (17)
(SAY)
Here is an quote about Purposeful Questions from Principles to Actions. Turn to Handout 2 and read this (on the right hand side of the page) to yourself.
Think about how it connects to Rigor.
(click to next slide)
NCTM Principles to Actions, 2014, pg. 35.

8. What connections do you make?
Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008)
Effective mathematics teaching relies on questions that encourage students to explain and reflect on their thinking as an essential component of meaningful mathematical discourse… (NCTM, 2014)
7 minutes (24)
HANDOUT #2
Give the participants about 30 seconds of think time and then ask again – How are purposeful questioning and rigor connected?
Take a few responses from the group and move on.
[Facilitator Notes: If no one responds you might say something like: teachers use questioning as a way to allow students to demonstrate their learning – we hope that learning is at high levels.]

9. Questioning
Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships.
NCTM, 2014
1 minute (25)
(SAY)
This is just one more reminder about how CRUCIAL questioning is.
Allow participants to read the slide and individually think about the quote and question.
(Below is a quote that can be used for TALKING POINTS if needed.)
Teachers’ questions are crucial in helping students make connections and learn important mathematics concepts. Teachers need to know how students typically think about particular concepts, how to determine what a particular student or group of students think about those ideas, and how to help students deepen their understanding.
MSC Secondary Math Academy, Year 2

10. Pose Purposeful Questions
Handout #3
Please read the excerpt from Principles to Actions (pages )
Highlight 2 or 3 Big Ideas
Find a partner from a different table/group to discuss your Big Ideas
15 minutes (40)
HANDOUT #3
(SAY)
Let’s read a little more about purposeful questioning. Handout #3 is an excerpt from “Principles to Actions.” Please read this short excerpt, including the information in the chart. As you read, highlight 2 or 3 Big Ideas that stand out to you.
(Facilitator Notes:
When most participants have completed reading (3-4 minutes) ask participants to get up, find a partner and have conversation about the Big Ideas.
Give them 5-6 minutes for this conversation. Have participants stay where they are and ask for comments from the whole group: What did you and your partner talk about? (Take a few comments and then send them back to their seats. 5-7 minutes)

11. Pose Purposeful Questions Teacher and Student Actions
3 minutes (43)
HANDOUT #4
(SAY)
We just read and talked about how important questioning is “however, merely asking questions is not enough to ensure that students make sense of mathematics and advance their reasoning” (NCTM, 2014, p. 35).
On this handout the chart is a summary of teacher and student actions when purposeful questioning is used in the classroom.
Take a couple of minutes to read over these actions.
ASK: What are teachers and students supposed to be doing?
These might be great look-for’s for you as a math leader as you provide support for your teachers and students.
Today we are going to use these teacher and student actions as our look-for’s as we watch a classroom video. Please record actions you see on this handout.
Before we watch the video let’s look at the task being discussed. (Click to next slide)
NCTM Principles to Actions, 2014, pg. 41.

12. Bubble Gum Task 1 minute (44) Look at HANDOUT #5
SAY: Take just a minute to read the task so you are familiar with what is being discussed on the video.

13. Bubble Gum Task 7 minutes (51)
View video (6:05) looking/ listening for teacher and student actions that match the handout. Remind participants to record actions that they see.
Let participants know that it may be difficult to hear all of the student responses (that is ok; they should still be able to identity actions.)
Whole group discussion: What teacher actions did you see?
What student actions did you see?

14. Types of Questions 2 minutes (53) HANDOUT #6 (SAY)
We know from previous CCRS sessions that Planning for the Questions that will be asked is important. Another crucial issue to consider is the types of questions that teachers ask.
What you see on the screen is the same chart that appears in your reading from Principles to Actions. A copy of this chart all-in-one is provided as Handout #6.
Remember that this is a synthesis of many other frameworks that may have different names for types of questions than you or your teachers use. For our purposes today we are going to use these four (4) types of questions as we read the transcript from the same video you just watched and identify what types of questions were being asked.
[Facilitator Notes:
If DOK comes up remember that these are TYPES of questions not Levels and cannot be directly linked to DOK levels]

15. Debrief Video\Transcript
10 minutes (63)
HANDOUT #7
(SAY)
Take the next 5 minutes to read over the transcript. Mark or highlight the questions that were asked and identify what type (1-4) based on the PtA chart. You may work with a partner as you try to determine question types.
Discuss whole group:
(ASK) What types of questions did you find? How did the questions asked by the teacher help students? Tell me how you know students were learning at high levels.
Facilitator Notes: The same question may be used for different purposes i.e. You may ask a question to get students to recall information or to push their thinking.

16. Thinking Through a Lesson Protocol
Part I
Selecting and Setting Up a Mathematical Task
Part II
Supporting Students’ Exploration of the Task
Part III
Sharing and Discussing the Task
3 minutes (66)
(Facilitator note: The purpose of this slide it to show connections between all three CCRS meetings and the TTLP.)
(SAY) We are at the point of wrapping up.
At the last CCRS meeting we looked at the TTLP and connected Part I to what we did at the first CCRS meeting when we discussed the importance of selecting appropriate rigorous tasks.
We watched the video about the Cornbread Task at meeting 2 and connected that to Part II of the TTLP as we saw students working in collaborative groups to explore and solve a rigorous task.
Today we have looked at questions and question types that might help support students’ exploration of the task in Part II, and could also promote sharing and discussing the task in Part III.
ASK: How does questioning connect to your every day work?
Give some wait time then click to next slide.

17. Trace the progression of questioning across the continuum
Models effective Questioning when leading colleagues in professional learning…
Leads colleagues in the formulation of essential Questions…
Use Effective Questioning strategies to engage the learners …
Uses effective Questioning strategies to facilitate learner interactions and discussions
Formulate and use Questions to engage students…
3 minutes (69)
(SAY)
Here is another chart that you should recognize. This is taken from the Alabama Quality Teaching Standards. This is Standard 2.7: Creates learning activities that optimize each individual’s growth and achievement within a supportive environment.
As we look across the continuum here is what this standard says about questioning (click so that each quote comes up. Read the quote out loud.)
Questioning is not something new, but is already a part of the work you do.
Questioning impacts the work you do everyday as you assess and advance teachers thorough the questions you ask.

18. What Else? Wrap Up 3 minutes (72)
(ASK something like one of these) What is rolling around in your head? What resonated with you today? Is there anything else you have a wonder about, comment on…?

19. Next Steps Reflect on where you and/or your district are now.
What goals might you set as next steps of your journey toward ensuring mathematical success for all of your students.
What support do I still need?
5 minutes (77)
HANDOUT #8
(SAY) Take these last few minutes to reflect on where you are now, where you want your district to go and how you might set goals that will move you forward.
(Facilitator Note: The participants will need this for the common planning session at the end of the day.