1. On Going Support Training October 22, 2015 Grades 4-5 Presenters: Julie Villeneuve, Fran Gibson, and Kami Cadeaux

2. The PLC at Work Culture Page 2 My role as a teacher is to evaluate the effect I have on my students. It is to “know thy impact,” it is to understand this impact, and it is to act on this knowledge and understanding. This requires that teachers gather defensible and defendable evidence from many sources, and hold collaborative discussions with colleagues and students about this evidence, thus making the effect of their teaching visible to themselves and to others. (p.19) John Hattie Visible Learning for Teachers: Maximizing Impact on Learning (2012)

3. High-Leverage Team Actions Research-informed actions that produce the greatest benefits for your efforts A Cycle for Analysis and Learning Page 4 What? How?

4. Chapter One- Before the Unit Page 7

5. HLTA 1: Make Sense of Agreed-On Essential Learning Standards and Pacing What do we want students to know and be able to do? PLC Discussion using: Framework Chapters Eight SMPs Go Math Curriculum Page 14

6. Reality Check- Before the Unit P. 18 “It is helpful to diagnose your team’s current reality and action prior to launching the unit. Ask each member to individually assess your tem on the first high leverage team action using the status check tool. Discuss your perception of your team’s progress on making sense of the agreed- on essential learning standards and pacing.” P.18

7. P. 22 HLTA 2- High Demand Tasks Conversation- “ah-ha’s” or clarification P.27 Identify the Cognitive Demand of Your Tasks

8. Examine a High Level Task P.27 1.Solve the problem on your own. 2.Use the three questions to guide a discussion about the task at your table. How are your responses the same? Different? How do these tasks support the essential learning standard? With which SMPs might students engage while solving this task? Write two questions about Cho and the sock puppets. Each question should lead to a different answer. The answers to the questions should be 3 and 2. Do not use the words estimate, about, or round in your problems. Go Math 4.3 Interpret Remainders

9. Prepare to Use a High Level Task P. 30-31 Discuss: 1.Your expectations for student demonstration of high quality work (both successful and unsuccessful approaches) in defense of their mathematical argument for the task. 2.Discuss how your lesson plan for this problem promotes student communication of their argument with others and allows peer to peer based solution defense. P. 31

10. Your Team’s Progress “It matters less which stage your team is at and more that you and your team members are committed to working together to focus on understanding the learning standards and the best activities and strategies for increasing student understanding and achievement as your team seeks Stage IV- sustaining.” P. 34

11. Next Steps Engage your PLC in Before the Unit Planning Make progress with HLTA 1- Essential Learning Standards Make progress with HLTA 2- High Demand Tasks Explore HLTA 3, 4, and 5. Your Task for Fall/Winter Ongoing Support Professional Development: Creating High Cognitive Demand tasks Academic Discourse Regional Lesson Study Days Next time: During the Unit Grade 5- Nov. 3 MT Nov. 5 YR and T Grade 4 Feb. 3

12. Making Connections

13. Problem Solving Using the tools at the center of your table, create a visual representation to solve the problem below. Each student in Mr. Smith’s class has a box of 24 crayons. If there are 17 students in Mr. Smith’s class, how many crayons are there in all?

14. 4 th Grade Framework

15. 5 th grade Framework

16. Problem Solving Using the tools at the center of your table, create a visual representation to solve the problem below.

17. 4 th Grade Framework

18. 5 th grade Framework

19. Table Talk Discuss the connection between how your table solved the problems and the framework.

20. Base 10 and Area Models

21. Let’s try it…. Model the following problems using base ten blocks, quick pics and an area model. 182 ÷ 13 195 ÷ 15 216 ÷ 18 126 ÷ 6

22. Connection to SMPs SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically.

23. Connections made Framework and Go Math 4 th to 5 th grade standards Multiplication and division models Manipulatives use and SMPs Area models to base 10

24. Standards for Mathematical Practices Using your grade level chapter from the California Framework, discuss: How do the Standards for Mathematical Practice fit into your direct instruction portion of your lesson? What are you working on? – Concerns? – Successes?

25. How do you build 100% participation and deepen conceptual understanding? Turn And Talk Turn and Talk involves every student Turn and Talk helps student clarify thoughts Turn and Talk helps students talk about errors or uncertainties Turn and Talk helps student share thinking Turn and Talk helps student listen to other’s thinking

26. Teacher’s Role Why and when would a teacher use Turn and Talk? What is teacher’s job during Turn and Talk? What is the teacher’s role after Turn and Talk?

27. Guided Math Discussion 5 Talk Moves – Math Solutions Revoicing: Teacher repeats what the student says Restating/Repeating: Student restates what a peer says Agree/Disagree (Silent Signals): Students consider each others’ reasoning Add On: Contribute, extend or expand on what has been said Wait Time: Teacher utilizes wait time so students have time to process their own thinking and prepare to talk Revision: Student gets new information, considers it and changes mind if it makes sense.

28. How does Repeat/Restate build 100% Participation? Repeating gives the rest of the class another rendition of the first student’s contribution. Repeating gives more time to process the first statement. Repeating adds to the likelihood that they will follow the conversation and understand the point. Repeating provides evidence that the other students could and did hear the student’s statement. Repeating, yet again, clarifies the student claim and provides the student with evidence that he/she is being heard.

29. Teacher’s Role Why and when would a teacher use Repeating in the classroom? What is teacher’s role during Repeating? What is the teacher’s role after Repeating?

30. Standards for Mathematical Practice What math practices are supported by Turn and Talk, and Repeating?

31. Guidelines For Classroom Video Viewing Keep focused on your observations of: – 100% participation with Turn and Talk, and Repeating – Students’ understanding and how on how the classroom discourse is serving the mathematical goals of the lesson – Teacher moves

32. 100% Participation/Talk Moves www.teachingchannel.org/videos/student-participation-strategy?fd=1 www.teachingchannel.org/videos/student-participation-strategy?fd=1

33. Structure for Effectiveness What structures need to be in place for Turn and Talk to be most effective? What structures need to be in place for Repeating to be most effective?

34. Guided Math Discussion 5 Talk Moves – Math Solutions Revoicing: Teacher repeats what the student says Restating/Repeating: Student restates what a peer says Agree/Disagree (Silent Signals): Students consider each others’ reasoning Add On: Contribute, extend or expand on what has been said Wait Time: Teacher utilizes wait time so students have time to process their own thinking and prepare to talk Revision: Student gets new information, considers it and changes mind if it makes sense.