1. Creating Active Thinkers Taking the Ultimate Journey Kitty Rutherford

2. Who’s in the Room”

3. Norms Listen as an Ally Value Differences Maintain Professionalism Participate Actively 11/22/2015 page 3

4. Let’s Define the Problem We in the mathematics world are all about problem solving. If we want to follow best practices, develop the Mathematical Practices, help students develop 21 st century skills, we have to move beyond the traditional teaching model.

5. High School Rows of 5, all eyes on the chalk board, blue overhead marker smeared from palm to elbow…. Students asleep or praying for a fire drill.

6. First Grade The Leader The Ethics Police The “I’m Finished First” Winners The Do-Overs

7. Instruction Must Change TIMSS and other international measures Common Core State Standards N.C. Teacher Evaluation Process

8. Types of Math Problems Presented How Teachers Implemented Making Connections Math Problems

9. Lesson Comparison United States and Japan The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms The emphasis on understanding is evident in the steps of a typical Japanese lesson Teacher instructs students in concept or skill Teacher solves example problems with class Students practice on their own while teacher assists individual students Teacher poses a thought provoking problem Students and teachers explore the problem Various students present ideas or solutions to the class Teacher summarizes the class solutions Students solve similar problems 9

10. US Data / Hong Kong Hong Kong had the highest scores in the most recent TIMSS. Hong Kong students were taught 45% of objectives tested. Hong Kong students outperformed US students on US content that they were not taught. US students ranked near the bottom. US students ‘covered’ 80% of TIMSS content. US students were outperformed by students not taught the same objectives.

11. Why is change necessary?

12. 8 + 4 = [ ] + 5

13. Percent Responding with Answers Grade7121712 & 17 1 st - 2 nd 3 rd - 4 th 5 th - 6 th Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

14. 8 + 4 = [ ] + 5 Percent Responding with Answers Grade7121712 & 17 1 st - 2 nd 558138 3 rd - 4 th 5 th - 6 th Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

15. 8 + 4 = [ ] + 5 Percent Responding with Answers Grade7121712 & 17 1 st - 2 nd 558138 3 rd - 4 th 9492510 5 th - 6 th Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

16. 8 + 4 = [ ] + 5 Percent Responding with Answers Grade7121712 & 17 1 st - 2 nd 558138 3 rd - 4 th 9492510 5 th - 6 th 276212 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Carpenter, Franke, & Levi Heinemann, 2003

17. Estimate the answer to (12/13) + (7/8) A. 1 B. 2 C. 19 D. 21 Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers. NAEP

18. How are you feeling?

19. Let’s Do Some Math!

20. The Famous Horse Problem A farmer buys a horse for $60. Later he sells it for $70. He buys it back for $80. Finally, he sells it for $90.

21. Shoe Store Problem A man walks into a shoe store and buys a pair of shoes for $5. He pays with a $20. The store owner goes next door to the baker to get change for the $20, returns, and gives the customer his change. That afternoon the baker shows up with a police officer, declaring that the $20. was counterfeit, and he wants his money back. The shoe shop owner returns his money. How much did he make or lose?

22. Feeling Better? More research

23. Students were given this problem: 168 20 4 th grade students in reform math classes solved it with no problem. Sixth graders in traditional classes responded that they hadn’t been taught that yet. Dr. Ben Klein, Mathematics Professor Davidson College

24. Research Students are shown this number. Teacher points to the 6 and says, “Can you show me this many?” 16

25. Research When the teacher points to the 1 in the tens place and asks, “Can you show me this many?” 16

26. Research By third grade nearly half the students still do not ‘get’ this concept. 16

27. More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 1824 218.4 2824 384

28. We know “What” Students Need… 21 st Century Skills, critical thinking and problem solving, collaboration and leadership, agility and adaptability, oral and written communication, accessing and analyzing information. Tony Wagner, Rigor Redefined

29. But Not “How” to Meet Their Needs Common Core Standards for Mathematical Practice

30. 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. Standards for Mathematical Practices

31. Creating Active Thinkers Do You Value Thinking? Turn and Talk with your shoulder partner about your Teacher Test.

32. The First Step “ Before all else, a classroom environment that fosters complex thinking must be predictable and safe.” Creating Active Thinkers, page 34 How do you know if your classroom is safe and predictable?

33. The Next Step “Complex thinking is developed in students primarily through the careful planning and teaching of lessons.” Creating Active Thinkers, page 37 What do you need to keep in mind when planning a lesson?

34. Jigsaw on Teacher Strategies

35. Let’s Jigsaw!

36. Find your Teacher Strategy #

37. Find your Teacher Strategies Color

38. Student Responsibilities “The student takes his or her cues from the teacher.” Include your students in the journey. Meet some of your students Creating Active Thinkers, page 97-99

39. Student Behaviors Read the student behaviors on page 101. Compare student behaviors to the Standards for Mathematical Practice. Surprise?

40. Developing These Behaviors The first step is to let students in on the game. They must be explicitly taught about these nine behaviors.

41. Self Assessment Students are amazingly honest when assessing themselves. Creating Active Thinkers, page 117 – 121; 136-137

42. Self Assessment Doesn’t Always Work The last pages contain Observation Forms, to help you see what your students and others see. Creating Active Thinkers, Appendix C

43. For all you do for our students!

44. Kitty Rutherford kitty.rutherford@dpi.nc.gov Contact Information Website: www.ncdpi.wikispaces.net

45. What questions do you have?