1. Welcome! SVMI FOLLOW UP DAYS Oakland November 2013 Tracy Lewis, Priscilla Solberg, Tracy Sola, and Jeff Trubey

2. TASKS, TOOLS, & TALK FOR INQUIRY AND RE-ENGAGEMENT

3. 2013-2014© SVMI TASKS, TOOLS, TALK3 SMPs & SBAC LESSONS VS UNITS DISCOURSE QUESTIONS RE-ENGAGEMENT TASKS, TOOLS, TALK FORMATIVE ASSESSMENT

4. Goals for the Follow Up Days deepen our mathematics Content Knowledge refine our Pedagogical Content Knowledge plan for continuous improvement (day by day, minute by minute) understand better the different SVMI tools (i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons) 2013-2014© SVMI TASKS, TOOLS, TALK4

5. Goals for the Follow Up Days understand the different kinds of lessons (e.g., conceptual understanding, problem solving, procedural fluency, re- engagement, etc.) understand the difference between lessons and units understand the value of Learning groups 2013-2014© SVMI TASKS, TOOLS, TALK5

6. Math Talk – Which 2 are closer to each other in value? ¼½3/5 0.030.160.111 1 7/82 1/51 3/8 -4.42.1-1.3 __ 3 2 2 3√72 66.6% 2/30.67 2013-2014© SVMI TASKS, TOOLS, TALK6

7. TODAY’S SESSIONS: INTRO TO SVMI OR BELIEFS RE-ENGAGEMENT REFLECT SHARE PRACTICE PLAN A RE- ENGAGEMENT LESSON FROM YOUR WORK 2013-2014© SVMI TASKS, TOOLS, TALK7

8. Enjoy your day! SVMI FOLLOW UP DAYS

9. Beliefs Drive our assumptions and decisions

10. What is your reaction to the following scenario?

11. You are driving down the road at a sedate 40 miles per hour in fairly heavy traffic. A small, beat up sedan comes up from behind you, zigzagging in and out of traffic, traveling far too fast for conditions. He cuts in front of you, almost taking off your front bumper. Hanging his head out the driver's side window, he shouts something at you, and speeds away, continuing to quickly weave through traffic. 2013-2014© SVMI TASKS, TOOLS, TALK11

12. Share your reactions

13. By the way, in case you are curious, the fellow driving the beat up sedan was on the way to the hospital with his wife who was seven months pregnant. Her labor started unexpectedly in the car. The hospital was only 2 blocks away. The life of both the mother and the baby were at risk. What he shouted out of his window was "I am so sorry, please excuse me.” What did you think he said? 2013-2014© SVMI TASKS, TOOLS, TALK13

14. Our beliefs drive the assumptions we make.

15. What are beliefs?

16. beliefs cannot be directly observed or measured but must be inferred from what people say, intend, and do. (Pajares, 1992, p. 207) 2013-2014© SVMI TASKS, TOOLS, TALK16

17. Turn and Talk: Purpose: Define “beliefs” Product: Write on one side of an index card a list of three statements that define beliefs.

18. Whole group: Share definitions of beliefs?

19. SHARE YOUR IDEAS In your table groups share the set of index cards Rotate Index Cards Share the new set Note any “stand out” words or phrases 2013-2014© SVMI TASKS, TOOLS, TALK19

20. the lenses through which an individual looks when interpreting the world and as such affects the way one interacts with the world (Philipp, 2007) 2013-2014© SVMI TASKS, TOOLS, TALK20

21. Turn and Talk: Purpose: Share your beliefs about learning mathematics. Product: On the reverse of the index card write a list of 3 statements that define your beliefs about learning math.

22. Whole group: Share definitions of beliefs about learning mathematics?

23. Share index cards & rotate Focus questions What patterns do you find? Are these pattern across grade spans or not? How do these statement affect teaching math? 2013-2014© SVMI TASKS, TOOLS, TALK23

24. Break

25. TASKS, TOOLS, & TALK FOR INQUIRY AND RE-ENGAGEMENT

26. Re-engagement

27. IN THIS SESSION: Putting Re-engagement In Context How Old Are They? Pizza Crust Re-teaching vs. Re-engagement 2013-2014© SVMI TASKS, TOOLS, TALK27

28. Context

29. 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 Practice

30. Administer Tasks Examine Student Work Inform Teacher Knowledge Inform Instruction Formative Assessment Cycle MARS Tasks Tools for Teachers and PD Materials Re-engagement Lessons Common Core Standards Scoring and Student Works Protocols

31. The design of scaffolded performance assessment tasks Core Ramp Access Top Core

32. How old are they? THE TASK

35. 2013-2014© SVMI TASKS, TOOLS, TALK35 Mathematics What are the big mathematical ideas of the task?

36. How old are they? THE RUBRIC

38. How old are they? RE-ENGAGEMENT

40. How old are they? THE RE-ENGAGEMENT TOOLKIT

42. 2013-2014© SVMI TASKS, TOOLS, TALK42 Informing Instruction

46. 2013-2014© SVMI TASKS, TOOLS, TALK46 more Tools for Teachers

48. How old are they? A RE-ENGAGEMENT LESSON

49. How Old Are They? clip 2013-2014© SVMI TASKS, TOOLS, TALK49

50. How was the re-engagement activity designed to provide access to all students in class? What were the core concepts the students needed to learn and understand? Discussion Prompts What did the students communicate? How was the student’s work used to deepen the understanding of the core mathematical concepts? Describe the components of the activity that supported students to work at higher cognitive levels? What did the teachers do to facilitate deeper student thinking?

51. Re-teaching vs. Re-engagement Cognitive level is usually lower. Revisit student thinking. Teach the unit again. Address basic skills that are missing. Do the same or similar problems over. Practice more to make sure student learn the procedures. Focus mostly on underachievers. Address conceptual understanding. Examine task from different perspective. Critique student approaches/solutions to make connections. The entire class is engaged in the math. Cognitive level is usually higher.

52. Pizza Crust PLANNING A RE-ENGAGEMENT LESSON

53. Pizza Crust Begin by working the task. What are the big mathematical ideas? Where might students struggle? 2013-2014© SVMI TASKS, TOOLS, TALK53

54. Pizza Crust rubric 2013-2014© SVMI TASKS, TOOLS, TALK54

55. Tools for Teachers 2013-2014© SVMI TASKS, TOOLS, TALK55

56. Pizza Crust analysis 2013-2014© SVMI TASKS, TOOLS, TALK56

57. Planning movie Pizza Crusts

58. As you watch the video pay attention to… How does Antoinette describe re-engagement? What did the teachers look for in the student work? What were their findings? What did the teachers decide to front load in the re- engagement lesson? Why do you think they made that decision? What was the primary focus of the lesson that they were planning? What did the teachers find was most difficult for the students? 2013-2014© SVMI TASKS, TOOLS, TALK58

59. As you watch the video pay attention to… How does Antoinette describe re-engagement? What did the teachers look for in the student work? What were their findings? What did the teachers decide to front load in the re- engagement lesson? Why do you think they made that decision? What was the primary focus of the lesson that they were planning? What did the teachers find was most difficult for the students? 2013-2014© SVMI TASKS, TOOLS, TALK59

60. Break-out Groups K-2 3-5 - auditorium 6-8 Algebra – H.S 2013-2014© SVMI TASKS, TOOLS, TALK60

61. Re-engagement Work the task Learn the rubric Score student work Make a line plot to display results. Use Tools for Teachers to analyze work. Select student work for re-engagement. Write re-engagement prompts. 2013-2014© SVMI TASKS, TOOLS, TALK61

62. The Task Work the task Jot down the big mathematical ideas. 2013-2014© SVMI TASKS, TOOLS, TALK62

63. Rubric Discuss the rubric, coming to agreement as how to interpret it. 2013-2014© SVMI TASKS, TOOLS, TALK63

64. Score Score your student’s work. Make a line plot of the results. Discuss your findings. 2013-2014© SVMI TASKS, TOOLS, TALK64

65. Tools for Teachers Use the pages provided by Linda to analyze the responses. 2013-2014© SVMI TASKS, TOOLS, TALK65

66. Student work Select student work for re-engagement Use form to justify your selection 2013-2014© SVMI TASKS, TOOLS, TALK66

67. Re-engagement Write a re-engagement task. 2013-2014© SVMI TASKS, TOOLS, TALK67

68. Next steps This afternoon you will have a chance to look at your own student work and plan a re-engagement task to take back and use. 2013-2014© SVMI TASKS, TOOLS, TALK68

69. Lunch

70. Reflect Share Practice

71. Learning is both an active and reflective process. Though we learn by doing, constructing, building, talking and writing, we also learn by thinking about events, activities and experiences. This confluence of experiences and thought combines to create new knowledge. Both action and reflection are essential ingredients in the construction of knowledge. Indeed it is difficult to extricate one from the other since we are often “parallel processing” 2013-2014© SVMI TASKS, TOOLS, TALK71

72. 2013-2014© SVMI TASKS, TOOLS, TALK72 – reflecting upon activities even as we are in the midst of doing or experiencing them. Because learning is so often subconscious, we don’t realize we’ve actually gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then is the vehicle for critical analysis, problem-solving, synthesis of opposing ideas, evaluation…and creating meaning – in short many of the higher order thinking skills we strive to foster in our students. Making Connections, Caine,R.&Caine,G.

73. Your Turn…duri ng this session: 2013-2014© SVMI TASKS, TOOLS, TALK73

74. Reflection Take five minutes to write and reflect on something new you learned today: Math talk, reengagement, tools, lesson study, sharing protocols, etc. With colleagues, brainstorm how you can assure your conversation will be equitable. Utilize the remaining time to share and explore what you have learned today. End your reflection time with five minutes to write about or share what questions remain for you and what you would like to try in your classroom. 2013-2014© SVMI TASKS, TOOLS, TALK74

75. Reflection Take five minutes to write and reflect on something new you learned today. With colleagues, brainstorm how you can assure your conversation will be equitable. Utilize the remaining time to share and explore what you have learned today. End your reflection time with five minutes to write about or share what questions remain for you. 2013-2014© SVMI TASKS, TOOLS, TALK75

76. Break-out Groups K-2 3-5 - auditorium 6-8 Algebra – H.S 2013-2014© SVMI TASKS, TOOLS, TALK76

77. Re-engagement Work the task Learn the rubric Score student work Make a line plot to display results. Use Tools for Teachers to analyze work. Select student work for re-engagement. Write re-engagement prompts. 2013-2014© SVMI TASKS, TOOLS, TALK77

78. The Task Work the task Jot down the big mathematical ideas. 2013-2014© SVMI TASKS, TOOLS, TALK78

79. Rubric Discuss the rubric, coming to agreement as how to interpret it. 2013-2014© SVMI TASKS, TOOLS, TALK79

80. Score Score your student’s work. Make a line plot of the results. Discuss your findings. 2013-2014© SVMI TASKS, TOOLS, TALK80

81. Tools for Teachers Use the pages provided by Linda to analyze the responses. 2013-2014© SVMI TASKS, TOOLS, TALK81

82. Student work Select student work for re-engagement Use form to justify your selection 2013-2014© SVMI TASKS, TOOLS, TALK82

83. Re-engagement Write a re-engagement task. 2013-2014© SVMI TASKS, TOOLS, TALK83