1. Dates: Thursday, Nov. 21 Time: 5:00 pm to 8:00 pm Location: Victor Scott School Aspiring for Teacher Leadership

2. Aspiring for Math Teacher Leadership What’s on the menu today Exploring the Three-Part Lesson through engaging in math tasks Shifts in Teaching Practices What are the look-fors in Mathematics Lessons? - Using the Quality Teaching Rubric Goal Setting Facilitator: Rebeka Matthews Sousa – rsousa@moed.bmrsousa@moed.bm Content Specialist Teacher for Mathematics 5:00 pm 5:45 pm 6:15 pm 7:30 pm

3. Getting Started O Did you figure it out? O Did you try it with your students? How did they make out with this? 1. Shade one more square so that this shape has one line of symmetry 2. Shade two more squares so that this shape has rotational symmetry

4. Developing Leadership skills Coaching and Professional Development Content and Pedagogy Knowledge Build on content knowledge Quality Instructional practices Develop of a common language for the elements of good teaching (using rubric)

5. Let’s recap on the Fixed Volume lesson Reflection: O What were some of the main components of teaching and learning that you experienced in this lesson? O How does this lesson fit with the Mathematics Teaching Rubric Mathematics Teaching Rubric

6. Math Task - Activate Fixed Volume O A company wants to package it’s product. Their product has a fixed volume of 12 cubic units. O Here are 12 cubes. How can they be arranged to form a cuboid? O Are there other ways, given this fixed volume to create a cuboid shaped package? Draw a sketch

7. Instructional Approaches Teacher Directed Student Practice Problem Solving - Application Problem Solving Scenario or Task Student Discovery Teacher Facilitated Sharing The Traditional Approach Teacher Centred The Three-Part Model Student Centred

8. What are some elements of the teaching through problem-solving/inquiry based framework? Three-partsTeacher could…Student Role BEFORE Engage “Activate thinking” Launch Task. Model manipulatives Solve a similar/simpler problem with the students Think about the problem. Ask questions for clarification. DURING Teaching through Problem Solving Students “doing” Mathematics Using questioning and prompting to guide students, but not giving solution. Ask about the strategies they are using and why they have selected them? Working through the problem. Using manipulatives and various strategies. AFTER Reflect and Connect “Share time” Addresses misconceptions and facilitates discussion based on student responses. Direct instruction. Student shares ideas, through process

9. Engage in Math Task (Modeling a Three-part lesson)

10. Learning Objectives In this session, Mathematicians will: O Use properties of multiplication to solve multiplication problems involving the basic facts developing quick recall and fluency.

11. Math Task - Activate Remember when you were learning addition facts How does knowing 6 + 6 help you figure out 6 + 7? What is a FACT? A fact is something that you already know and have mastered without counting

12. Math Task - Activate Pretend that you do not know what 6 x 5 is, but you do know what 5 x 5 is. How could you use 5 x 5 to help to determine 6 x 5?

13. Math Task - Activate Pretend that you do not know what 6 x 5 is, but you do know what 5 x 5 is. How could you use 5 x 5 to help to determine 6 x 5? Without using the dot array, suppose you know 3 x 5 but not 6 x 5. How could use 3 x 5 to determine 6 x 5?

14. Math Task – Working on it Launching the task, your TASK: Suppose you did not know the answer to 6 x 8, how could you figure it out using some facts that you do know? THINK independently writing your ideas down for 3 minutes, Can you come up with more than one way? SHARE with a partner

15. Math Task – Reflect and Connect O T/P/S to discuss your ideas with partner first O You may use usual explanations to show how they would work it out mentally

16. Extending the problem O How could these strategies help with a more difficult problem like 16 x 3?

17. Reflection O What were some of the main components of teaching and learning that you experienced in this lesson? O How does this lesson fit with the Mathematics Teaching Rubric Mathematics Teaching Rubric

18. What is Mathematics? What is Mathematics all about? What is the most important thing that you want your students to learn from your math lessons?

19. Mathematics Education Reform Student Expectations for doing Mathematics Shifts in Classroom Practice Teaching Skills require includes O Problem Solving, O Reasoning and Proof, O Communication, O Connections, and O Representation All highlight ways of acquiring content knowledge O Problem Solving, O Reasoning and Proof, O Communication, O Connections, and O Representation All highlight ways of acquiring content knowledge

20. Mathematical Processes O Problem Solving, O Reasoning and Proof, O Communication, O Connections, and O Representation All highlight ways of acquiring content knowledge

21. Shifts in Classroom Practice

22. Teaching Through Problem Solving What are some changes that are required for these “shifts” to occur? How does the three-part model for teaching support these shifts in classroom practices?

23. Coaching Models Before Preconference Planning During Classroom visit Data Collection After Post- conference Reflection

24. Classroom Observations O Why do conduct classroom observations? O Who benefits from the visits? O What are we looking for? O What makes a math lesson a GREAT math lesson?

25. What makes a math lesson a GREAT math lesson? What are we looking for during classroom observations?

26. Engaging in Math Tasks What is your group looking for? Groups LEARNING GOALS Micquita Desmond FRAMEWORK FOR TEACHING Vivienne Denise STUDENT ENGAGEMENT Debbie O’Shandah Gina VISUAL MODELS/MANIPULATIVES Tori Chantal Tamika COMMUNICATION Keitha Lauren Angela QUESTIONING Andrea Beverley Laveta MONITORING STUDENT LEARNING Renee Calvert COMMUNITY OF LEARNERS Crystal Angelique

27. What makes a math lesson a GREAT math lesson? What are we looking for during classroom observations? Focus on: What the students doing and saying? What the teacher is doing and saying? RECORD ALL EVIDENCE ON THE PAPER PROVIDED. https://www.youtube.com/watch?v=ZFdeCkjwACQ

28. Assignment #1 O What are your schools SMART GOALS according to your SIP? O How has our discussions in these sessions align with your schools SMART GOALS? O In terms of your own teaching, what is your professional goal as linked to your schools’ SMART GOAL? O Set a date to conduct some Instructional Rounds in your school.

29. Example Smart Goal SMART Goal = Math Problem-solving O During the 2013-14 school year, all students will improve their math problem-solving O Skills as measured by a 1.0 year gain in national grade equivalent growth from the 2012-13 to the 2013-14 ITBS math problem solving sub test.

30. Example Smart Goal SMART Goal = Student Engagement through Questioning O During December 2013 – February 2014, teacher will use 60% higher order thinking questions in mathematics lessons to engage students in their math problem-solving O Percentage of higher order thinking questions will be monitored using Total Participation Techniques-- Cognitive Engagement Quadrants