1. Prepared for the Professional Learning Network of the SMYTH COUNTY SCHOOLS by Dan Mulligan, flexiblecreativity.com March 2014 RIGOR with NURTURING Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008)

2. Premise of the Workshop As the United States continues to compete in a global economy that demands innovation, the U.S. education system must equip students with the four Cs: 1. 1.critical thinking and problem solving, 2. 2.communication, 3. 3.collaboration, and 4. 4.creativity and innovation.

3. R EADING C OMPREHENSION, THE V IRGINIA M ATH SOL, AND S KILLS FOR A S UCCESSFUL L IFE Grade 3 Math Grade 5 Math

4. Essential Elements of a Vertically Articulated Curriculum (Attained Curriculum) Essential Skills & Processes Essential Knowledge Essential Vocabulary LEARNING TARGET (attained curriculum)

6. Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)! Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)!

8. Who owns this? 1. 1. Count the value of collections of coins and bills up to $5.00. 2. 2. Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other by pouring the contents of one container into the other. 3. 3. Display gathered data in tables, either in rows or columns. 4. 4. Identify examples of points, line segments, rays, angles, and lines 5. 5. Recognize and demonstrate appropriate use of the equals sign in an equation. 6. 6. Extend a given pattern, using numbers, geometric figures, symbols, pictures, or objects. 7. 7. Identify which numbers are even or odd. 3.8a 1.10b K.14b 3.15a 4.16c 2.20c 5.3d The K – 5 Edition

10. Essential Elements of a Vertically Articulated Curriculum (Attained Curriculum) Essential Skills & Processes Essential Knowledge Essential Vocabulary LEARNING TARGET (attained curriculum)

11. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

13. VENN DIAGRAMS Plane Shapes Solid Shapes

14. Tools to Facilitate Deeper Thinking The word expresses an action The word is a ____________ 4 9 16 1 7 11 3 36 25 causeeffect a. b. Place the following numbers in the Venn Diagram: 4928121

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20. That was the sound of rigor in mathematics… Driving Question: How does learning math sound in your class, school, or division?

21. Essential Elements of a Vertically Articulated Curriculum (Attained Curriculum) Essential Skills & Processes Essential Knowledge Essential Vocabulary LEARNING TARGET (attained curriculum)

24. Essential Vocabulary page 6

25. Find out which words are "your" words. Read the Curriculum Framework for your grade level, highlighting the words you think your students won't know. Then go back to each year prior to yours and highlight those words. Next, create a pre-assessment for your students with these critical words and glue it in their Interactive Notebook. A simple list of words followed by columns marked "Yes" (I understand), "No" (I don't understand) and "Maybe" (I might understand) is a start. Use this information and your professional judgment to decide which words have not yet been mastered and require instruction. I DENTIFYING THE WORDS TO TEACH … page 7

27. Select a partner at your table – NOT currently seated next to you and sit together. On a notepad, write the numbers 1 to 7 in a vertical list.

29. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’.

30. Work with your partner to prepare a conceptual example that can be shared with your staff. page 46

32. Kinds of Evidence – Continuum of Evidence Informal Check for Understanding

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41. Students OWN a Vertically Articulated Problem Solving Strategy

46. KEY QUESTION: Why are common assessments so important? “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins, Assessment Trainers Institute WHY do we ASSESS: 1. INFORM INSTRUCTIONAL DECISIONS 2. ENCOURAGE STUDENTS TO TRY

47. Talk to Me… Directions – –Form a team of EIGHT (8) people… – –Determine the person with the most sisters and then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!! – –Determine the person with the least sisters and send them to pick-up a grid sheet for each person. – –Distribute a grid sheet to each team member.

49. Follow-up Debriefing Each pair should share with your other team members the method you used to graph the figure. Discuss with your team: –Which method appeals to you? –Is there another method that you would prefer? Prepare for a “pairs choice of method” with a new graph.

51. Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

52. Formative Assessment Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning. Council of Chief State School Officers, October 2006 Notes: Process rather than a particular test…. It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

53. Things associated with school Books Report Cards Teachers School Bus Cafeteria Pencils Erasers Things associated with shapes Quadrilateral Vertex Three-dimensional Angle Area Right Triangle Things associated with numbers Decimal Prime Perfect Square Numerator Divisible Integers Even

56. Thank you for your commitment to children! "It's your attitude, not just your aptitude that determines your ultimate altitude." -- Zig Ziglar Dan

57. Three types of curricula exist in any classroom: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Effective Instruction: focus Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary

58. Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of instructional strategies with fidelity. Enjoy working with your new best friend. instructional strategies Please send a table representative to pick-up a resource for each team member.

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62. 62 Identifying Similarities and Differences

63. WHAT’S MY RULE? Theme: Sports YESNo StrikeStick SplitPuck PinHoop GutterGoal Rule: Bowling Terms

64. WHAT’S MY RULE? Theme: Geometry YESNo TriangleCube RectanglePyramid SquarePentagon QuadrilateralOctagon Rule: Plane figures with less than 5 sides.

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66. ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator? A = bh Opposite sides equal 1 right angle Right Triangle 4 sides 3 sides 4 right angles A = ½ bh Rectangle One side is the longest

67. O PEN T ASK AND C ONSTRUCTED R ESPONSE page 48

69. page 60 That was the sound of rigor in mathematics… Driving Question: How does learning math sound in your class, school, or division?