1. Planning & Preparation
Welcome, Math Teachers!
Planning & Preparation

2. What’s expected?

3. Knowing Your Students

4. What we already know How Student’s Learn What can we do address this?
Pre-/Mis-conceptions
Connecting to student’s experiences
Addressing metacognition
What can we do address this?

5. DATA

6. Things we can do to get to know our students
Learning Styles
Three C’s
Control
Competence
Connnectedness
Differentiate

7. Activity 1
Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective.
Objective: Students will be able to solve multi- step equations by using inverse operations.

8. The Scenarios
Jimmy is hyperactive and likes to dance around the room when class is near the end. He is a visual learner, a solid mathematician, and enjoys excelling and being the “best.” He gets very excited to start new topics, but they don’t hold his attention for long.
Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong math skills, but does not always complete work.
Jack failed math three times. He likes to rap and play games and knows more about computers than anyone. He seems to learn best with hands-on activities. His reading, writing, and math skills have only slightly improved over the last 2 years.
Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her math skills are above grade level.

9. What are we tasked to do?
Designing daily lessons to meet learners’ unique needs
Presentation by 9th grade team

10. Looking at Data
DATA

11. Ways to look at data
Frame a key idea or topic
What?
Why?
When?
How?

12. Methods to look at data
Research
Expert?

13. Next Steps Develop and Refine a Plan of Action Goals Strategies
Measuring Success

14. Follow Through Putting the Plan to work
What are we going to use as data (i.e. student work samples, CTBS, benchmarks, etc…)

15. Making Sense of it all
Analyzing Data
LASW
LATW

16. Putting it all together

17. What does this mean for me?
Co-planning schedule
Classroom walk-throughs
Common structures are in place
LASW
Common Tasks

18. Teaching

20. Student Engagement Five Levels Authentic Engagement Ritual Engagement
Passive Compliance
Retreatism
Rebellion

21. Student Engagement Three Types of Classrooms
The Highly Engaged Classroom
The Well-Managed Classroom
The Pathological Classroom

22. Student Engagement What is the present status of your classroom?
Where would you like to be?
How could you get there?

23. Talking Slips Share
Each person takes three sticky notes in his hand. Answer each question on a sticky with you personal thoughts/reflections.
Select a person to begin a discussion about the ideas relative to the personal reflection topic.
Sharing can go in any order, but as each person contributes to the discussion he places a sticky note in the center of the table. Each person contributes three times.
Stop and add new information to your personal written reflection.

24. Student Engagement Factors that Influence Student Achievement
Teachers Can Control
Teachers Can Influence
Teachers Can’t Control
Increasing Student Engagement involves Motivation!

25. Student Engagement Self System of Motivation Metacognitive System
Relevance
Student success
Positive Interactions
Metacognitive System
Goals for student learning/personal goals
Consistent feedback in reference to goals
Teaching practical skills
Cognitive System
Input of Information
Constructing meaning
Storing in memory
Accessing from memory

26. Questioning Techniques
What do we see in the classroom?
Do you have an answer?
Darryl, do you an answer to question #2?
Do you have any questions?
Does everybody understand
Can someone explain…?

27. Activity
What words, phrases, ideas, etc…, come to mind when you think of the word “Questions,” and how do they relate to students’ learning.

28. Ineffective Questioning Techniques
Yes/No
Selective questioning
Calling out names
Monotone voice
Misleading/Vague
Informing students he/she has the wrong answer
Answering your own ?
Do you have…?
Asking the same ? over and over
Does everybody…?
Can someone explain to me…?
Standing in the same location
Everyone, what is…?

29. What does High Level Questioning Look-Like/Sound Like?

30. The Original Bloom’s Taxonomy
Evaluation
All NOUNS for processes
One dimensional
Synthesis
Hierarchical
Degrees of difficulty as the basis for the difference between levels of the taxonomy
Analyzes
Application
Multiple types of Knowledge
Very cognitively ambiguous verbs
Comprehension
Failure for trained educators to recognize questions at higher levels as more difficult than at lower levels
Knowledge
Fall 2006

31. Fall 2006

32. Teaching
Checking for Understanding
Student Discourse (talk)

33. Student Discourse What is it?
Classroom discourse refers to the written and oral ways of representing, thinking, communicating, agreeing, and disagreeing that teachers and students use to engage in those tasks. It also refers to the ways in which teachers orchestrate and promote talk and to the interplay of intellectual, social, and physical characteristics that shape the ways of knowing and working that are expected in the classroom.
2012, National Council of Teachers of Mathematics

34. Student Discourse
How would you rate the mathematical conversations in your class?
Activity:
Make a T-chart
On one side label what “Is” considered student discourse, on the other side, label what it “Is Not.” Is
Is Not

35. Student Discourse
Report out!

36. Extension Norms and Expectations…how are those ideals communicated?
How do you know if that communication was successful?

37. Student Discourse
Read the article titled “Let’s Talk…” and highlight 5 big ideas that are of interest to you.
Use “The Final Word” strategy to facilitate the conversation
On the chart paper come up with a statement that best summarizes your groups thoughts on the article.
Post your chart in the designated area in the room.

38. Gallery Walk
Take some post-it notes to make any additional comments on the charts in the room.
You will move on the signal!

39. How would your group revise your list?
Student Discourse
What is the most difficult level to move?
Obstacles/Issues
How can you overcome those issues?
How would your group revise your list?

40. Expert Groups Group A – Making the Right (Discourse) Moves…
Group B – Making the Most of Mathematical…
(While reading think about: the strategies shared in those articles, how will they increase discourse in your classroom, and how does implementing the strategy impact your role in the classroom?)
Record your ideas and present them (you decide).

41. Expert Groups Reorganize into your second grouping.
Share ideas from your article with the other group members.
Next Steps!!!!!