1. Alabama College- and Career-Ready Standards for Mathematics
Thinking Through A Lesson Protocol (TTLP), Part II
Quarterly Meeting #4
Welcome Participants to the fourth Quarterly Meeting.

2. Alabama Quality Teaching Standards (AQTS)
Standard 1: Content Knowledge Standard 2: Teaching and Learning Standard 5: Professionalism
We will look at some of the quality teaching standards. These CCRS meetings support our Alabama Quality Teaching Standards.
Researchers identify a strong relationship between teachers’ content knowledge and the achievement of their students.
Instruction and assessment are the vehicles by which teachers design and deliver rigorous and relevant learning experiences for all learners. Research provides compelling evidence relating student achievement to teachers’ use of appropriate instructional strategies selected from a rich repertoire based on research and best practice.
Current research relates teacher collaboration, shared responsibility for student learning, and job-embedded learning in professional communities to higher levels of student achievement. Teachers have formerly work in isolation and independent of other. We have to personally committed to continuous learning and improvement.

3. This is an opportunity to do just that!
As professionals, we should take ownership of our professional growth and continued improvement
This is an opportunity to do just that!
You love learning or you would not have chosen to make a living in a field that requires constant learning. Use this process (the CCRS Quarterly Meetings) to continually reflect on your strengths and your areas for growth.

4. Outcomes Participants will: Reflect and discuss previous learning
(QM 1 – 3) (10 – 15 minutes)
Identify and evaluate strategies that provide effective instructional support
(part II of TTLP – explore) – for the targeted standards and use of precise and accurate mathematics

5. Shifts
Pass out a copy of the major shifts. Have participants read individually (2 minutes) and then distribute copies of the learning map of the first three QM sessions which reflects the outcomes for the sessions. Have participants read/reflect individually. Then ask participants to pair and share. Bring the group back together as a whole and close by making a connection to the 3 major shifts and how they have been addressed throughout the QM’s. (Time: 10 – 15 minutes).

6. Learning Map

7. Worthwhile tasks alone are not sufficient for effective teaching
Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to support students without taking over the process of thinking for them and thus eliminating the challenge, what questions to ask to challenge those with varied levels of expertise, and how to organize and orchestrate the work of students. NCTM, 2000
Have participants read the slide.

8. Thinking Through a Lesson Protocol (TTLP) Planning Template
Remind participants about the protocol from last session (on slide). Part I connects to the Learning Goals and the Alabama Insight Tool is a very good resources to help teachers identify and/or determine goals. Today’s learning will focus in depth on Part II and III of the protocol.

9. Escalator Video
Play the video and have participants reflect on how students think. Cut notes from facilitator
Discuss how in the United States, right now, students often stop when something doesn’t go exactly as they had planned. They don’t recognize that they have the tools to move on.
Can stop after the moment blackout at 1:06, or wait until the music starts at 1:38.

10. Thinking Through a Lesson Protocol Backwards Planning
What will you see or hear that lets you know students are developing understanding of the concepts?
What questions will you need to ask to build mathematical understanding?
What mathematical concepts will be developed in the implementation of this task?
What do you expect your students to do as they engage in the lesson?
Share, Discuss, and Analyze
Set Up
Explore
SAS Secondary Mathematics Teacher Leadership Academy, Year 1

11. • What misconceptions do
students have?
• What questions will you ask to
focus their thinking?
• What will you see or hear that
lets you know how students
are thinking about the
mathematical ideas?
assess students’
understanding of key
mathematical ideas, problem
solving strategies, or the
representations?

13. K – 5 Tasks
K- 2 Task: Write two math story problems where both the answers would be 100. Write the equation that goes with each of your stories and show your computation. Put an “E” by the easy problem and an “H” by the hard problem and explain what makes the easy problem easy and the hard problem hard.
3 – 5 Task: Comparing is in the Cards Place the following cards into the blanks to make the greatest number and the smallest number. Write these two numbers on a piece of paper with a <, >, or = to make a true statement. (Cards are 8, 3, 5, 1, and 7) ____ ____ . ____ ____ ____

14. 6 – 12 Tasks 9 – 12 Task: Administrative Assistant’s Wages
Orange Juice Jungle: Which Tastes Juicier?
If all orange concentrates are the same strength, which recipe would you expect to have the strongest orange taste?
1) Oscar’s Juice: 2 cups concentrate, 3 cups water.
2) Orangeade: 5 cups concentrate, 8 cups water
3) Outrageous Orange: 3 cups concentrate, 4 cups water
4) Julius’ Juice: 4 cups concentrate, 7 cups water
Work with a partner. Share reasoning and solution strategies.
9 – 12 Task:
Administrative Assistant’s Wages
What measure of central tendency would most closely represent the potential pay of a new administrative assistant if there are ten administrative assistants who all make about the same amount and a supervisor who makes ten times as much?
In your group, discuss and justify why this would be the best choice.

15. Task In your table group… Review and Solve the task
Complete the TTLP – Part II

16. Teacher’s Support In your table group…
Using the TTLP – Part II, discuss and chart out what instructional supports teachers could use to support students’ exploration of the task without reducing the cognitive demands of the task

17. “During the planning. phase, teachers make. decisions that affect
“During the planning phase, teachers make decisions that affect instruction dramatically. They decide what to teach, how they are going to teach, how to organize the classroom, what routines to use, and how to adapt instruction for individuals.”
Fennema & Frank, 2007

18. Job-a-Like Reflection
How can we help teachers improve their capacity to anticipate and provide instructional supports for the difficulties students are likely to have with a particular task?

19. Session II
Participants will: Discuss and reach a consensus on what is observable evidence of the degree to which students can independently demonstrate the targeted CCRS standards (hear, see, model, write) (Practice Standards)

20. Formative Assessment is like…
Ask participants to think about formative assessment. Based on what they believe formative assessment is ask them to go to one of the four corners. (10 minutes)

21. Formative assessment is…
Questioning rather than explaining.
Listening rather than talking.
Centered on student learning.
Assessment for learning.
The instruction must change as a result of the assessment for it to be formative.
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22. Why Formative Assessment?
“Research reported shows conclusively that formative assessment does improve learning.”
- Assessment in Education 1998
“Reports conclude that formative assessment will improve student learning, even when not done ‘perfectly’.”
- James Popham, Ed.D (2011)
It is always good to back things up with research, so... Students will learn more and retain it for a longer period. It is a shift to self direction and self assessment so students feel ownership of their learning
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23. My Favorite “No” Video Begin video at 2:22
As participants are watching the video ask them to reflect on the following questions:
How does this strategy allow for immediate re-teaching?
How does Ms. Alcala use assessment data to inform her teaching?

24. K – 5 Tasks
K- 2 Task: Write two math story problems where both the answers would be 100. Write the equation that goes with each of your stories and show your computation. Put an “E” by the easy problem and an “H” by the hard problem and explain what makes the easy problem easy and the hard problem hard.
3 – 5 Task: Comparing is in the Cards Place the following cards into the blanks to make the greatest number and the smallest number. Write these two numbers on a piece of paper with a <, >, or = to make a true statement. (Cards are 8, 3, 5, 1, and 7) ____ ____ . ____ ____ ____
Revisit the task and participants solution strategies.

25. 6 – 12 Tasks
6 – 8 Task
Orange Juice Jungle: Which Tastes Juicier?
If all orange concentrates are the same strength, which recipe would you expect to have the strongest orange taste?
1) Oscar’s Juice: 2 cups concentrate, 3 cups water.
2) Orangeade: 5 cups concentrate, 8 cups water
3) Outrageous Orange: 3 cups concentrate, 4 cups water
4) Julius’ Juice: 4 cups concentrate, 7 cups water
Work with a partner. Share reasoning and solution strategies.
9 – 12 Task
Administrative Assistant’s Wages
What measure of central tendency would most closely represent the potential pay of a new administrative assistant if there are ten administrative assistants who all make about the same amount and a supervisor who makes ten times as much?
In your group, discuss and justify why this would be the best choice.
Revisit the task and participants solution strategies.

26. Formative Assessment Using your task:
How will you orchestrate the class discussion so that you accomplish your mathematical goals?
How will you formatively assess?
What data will you collect?
How should we use this data?
How will this change the rest of your class and future classes?
How will you consider learning supports in your assessment?
Have Participants focus on the first part of Part III of the TTLP.
Have a few selected participants share out.
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27. A key challenge mathematics teachers face in enacting current reforms is to orchestrate discussions that use students’ responses to instructional tasks in ways that advance the mathematical learning of the whole class.
Stein, Engle, Hughes, & Smith, 2006

28. Equity
Have participants look at the second part of the third component of the TTLP and address the questions.
Have participants to stand-up find someone that they don’t work with and share their learning on the TTLP (what each part focuses on).

29. Equity begins with an understanding of how the selection of tasks, the assessment of tasks, the student learning environment creates great inequity in our schools…
Timothy Kanold, February, 2010
Close with this slide.

30. Job-a-Like Reflection
Are there any aspects of your own thinking and/or practice that our work today has caused you to consider or reconsider? Explain
Are there any aspects of your students’ mathematical learning that our work today has caused you to consider or reconsider? Explain.
Final thoughts comments?

31. 2010 Course of Study: Mathematics Changes
Notes:
When Common Core was released, high school standards were divided into Conceptual Categories, not courses. When the AL course of study committee designed the courses, they had no idea that the state would adopt Quality Core as an end-of-course assessment. When the crosswalk was done between the COS and QualityCore, there were some discrepancies. A task force was brought together in January 2013 to make recommendations as to what should be changed.
Algebra I and Geometry were pretty closely aligned. Algebra II and PreCalculus was not. The task force recommended these changes and they were made in March 2013.
The newest COS can be found on alsde.edu; click on Special Links, then Courses of Study. Then, Math.
Summary of changes can be found on the CCRS website under Math, Resources.