1. ORCHESTRATING THE MATH PRACTICES WITH AT-RISK STUDENTS Presentation at Palm Springs 11/6/15 Jen Silvajsilva@mrpk.orgjsilva@mrpk.org Jim Shortjshort@vcoe.orgjshort@vcoe.org Dr. Vicki Vierravvierra@vcoe.orgvvierra@vcoe.org

3. Introductions Take a minute to think about, and then be ready to share with the others at your table:  Name  School  District  Something you are doing to increase accessibility for at risk students  One thing you hope to learn today 3

4. Workshop Goals  Understand the math practices as a doorway rather than a barrier for at risk students  Engage in hands-on classroom activities suitable for grades 8-11  Special thanks to Sherry Fraser and the Interactive Mathematics Program  Understand supports and scaffolds needed by at risk students  Revisit the critical importance of helping these students develop a Growth Mindset 4

5. Workshop Norms ATP Administrator Training - Module 1 – MS/HS Math 1. Bring and assume best intentions. 2. Step up, step back. 3. Be respectful, and solutions oriented. 4. Turn off (or mute) electronic devices.

6. Never Tell An Answer Please remember the enormous responsibility we all have as learners not to spoil anybody else’s fun. The quickest way to spoil someone else’s fun is to tell them an answer before they have a chance to discover it themselves. Susan Pirie

7. Checkerboard Squares  Please complete “Checkerboard Squares”  What math content is being addressed?  Which Math Practices are being used in this activity?

8. Part 1: Standards for Mathematical Practice 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 8 2011 © CA County Superintendents Educational Services Association

9. Checkerboard Squares  Please consider your at risk students  Students with special needs  English Learners  Chronic low achievers  How would they respond to this activity?  What are some strategies that you might use to engage and support them?

10. Math Practices: Open Doors for At-Risk Students

11. Research suggests SWLDs need math learning experiences that:  Provide authentic, meaningful contexts (SMP 1, 4)  Model learning strategies using multisensory techniques (SMP 5, 1, 2, 4)  Provide students with opportunities to use language to describe understanding (SMP 3, 6)  Provide multiple practice opportunities (SMP 8) Van Garderen, 2007; International Center for Leadership in Education, 2011; Baxter et. al., 2007

12. Research suggests ELs need math learning experiences that:  Connect math with students’ life experiences and existing knowledge (SMP 1, 4)  Use visual supports such as concrete objects, videos, illustrations, and gestures (SMP 5, 1, 2, 4)  Provide ample opportunity to connect language to math representations such as tables, graphs, equations, and diagrams (SMP 1, 3, 6, 2, 4, 5, 7)  Involve discussion of students’ math reasoning through their writing and problem-solving. (SMP 1, 3, 6) Chval & Chavez, 2011; Furner et. al., 2005; Zahner, 2012; Ng & Lee, 2009; Chval & Khisty, 2009

13. Common Ground for the Needs of SWLDs and ELs

14. A Growth versus a Fixed Mindset  Students must believe that they are capable of learning in order to engage in the work of learning!  https://engagetheirminds.wordpress.com/2014/04 /16/growth-mindset-videos/ https://engagetheirminds.wordpress.com/2014/04 /16/growth-mindset-videos/  http://www.mindsetworks.org http://www.mindsetworks.org  Video introduction

15. Mindset – Carol Dweck

17. A Growth versus a Fixed Mindset  The Two Mindsets handout  Notice the graphic organizer summarizing the 2 mindsets  Using “The Two Mindsets” worksheet First do it for something you worked hard to achieve Now think of something you want to accomplish – revisit later  Mindset Growth Rubric

18. Scoring the Profile  Use the scoring guide to work out  Your mindset profile  Your perception of your students’ mindset  What is your mindset with regard to your students and their learning of math?  FFW: What are the causes of a fixed mindset in math?

19. MARCELLA’S BAGELS!!! THE ROAD TO BREAKFAST… Thank you to Trevor McDermott-Weis for this portion of the presentation. Power point he developed to use with his very high needs students!

20. MARCELLA AND SONYA

21. MARCELLA DECIDED TO PICK UP SOME BAGELS FOR HERSELF AND HER DAUGHTER

22. ON THE SIDE OF THE ROAD… SOME FOLKS COLLECTING FOOD FOR FAMILIES IN NEED.

23. NEAR THE BEACH… “HEY BRO, CHECK IT OUT! THAT CHICK HAS SOME BAGELS!”

24. ALMOST HOME… “MMMMMM!!! ! SUSAN LIKES BAGELS!!!”

25. FINALLY HOME!!!

26. WHERE’D ALL THE BAGELS GO!!!!!

27. OR A BETTER QUESTION MAY BE… HOW MANY BAGELS DID MARCELLA START WITH?!?!?

28. “ ” I PITY THE FOO WHO DOESN’T KNOW HOW MANY BAGELS MARCELLA STARTED WITH! LETS THINK ABOUT IT…. HOW COULD WE FIGURE THIS OUT? WHAT INFORMATION DO WE KNOW FOR SURE? WHERE DO WE START?

29. LETS START AT THE END AND WORK BACKWARDS… HOW MANY BAGELS DID MARCELLA END UP WITH WHEN SHE REACHED HER DAUGHTER SONYA? HOW MANY DID THEY EAT?

30. DOING AND UNDOING GETTING DRESSED SHOES AND SOCKS WHAT DO WE DO? PUT ON SOCKS THEN PUT ON SHOES GETTING UNDRESSED SHOES AND SOCKS WHAT DO WE DO? TAKE OFF SHOES TAKE OFF SOCKS Very important mathematical idea– doing and undoing

31. DOING AND UNDOING Very important mathematical idea– doing and undoing To Undo Something: We do the opposite, in the opposite order!!

32. LETS UNDO MARCELLA’S TRIP… AFTER MEETING SUSAN HOW MANY BAGELS DID MARCELLA HAVE? MEETING SUSAN WHAT WAS THE LAST THING SUSAN DID? WHAT DID SHE DO BEFORE THAT? WHAT IS THE OPPOSITE OF WHAT SUSAN DID? UNDOING SUSAN’S WORK Remember: To undo something, we do the _________, in the _________ order!

33. LETS UNDO MARCELLA’S TRIP… AFTER MEETING SURFERS HOW MANY BAGELS DID MARCELLA HAVE? MEETING SURFERS LAST THING ? FIRST THING ? OPPOSITE ? UNDOING SURFER’S WORK Remember: To undo something, we do the _________, in the _________ order!

34. LETS UNDO MARCELLA’S TRIP… AFTER MEETING CHARITY WORKERS HOW MANY BAGELS DID MARCELLA HAVE? MEETING CHARITY WORKERS ?? UNDOING CHARITY WORKER’S WORK Remember: To undo something, we do the _________, in the _________ order!

35. SOOOOOOO… HOW MANY BAGELS DID MARCELLA LEAVE THE BAKERY WITH? PLEASE SHOW HOW YOU GOT TO YOUR CONCLUSION AND WRITE DOWN YOUR ANSWER IN SENTENCE FORM.

36. Promoting a Growth Mindset  How do the kinds of tasks and questions that have been posed today support the development of a Growth Mindset?  What kind of feedback do we provide?  How do we deal with mistakes in the classroom?  How do we help ALL students learn to engage in “productive struggle?”

37. Websites with Resources  Growth Mindset:  Mindsetworks.org  Math Tasks and Ideas:  Blog.mrmeyer.com  Youcubed.org  Map.mathshell.org  Insidemathematics.org  Interactive Mathematics Program  Iat.com/courses/mathematics

38. Evaluations  Thank you for attending this section  Please take a moment to provide feedback on the session per the next slide  Suggestions for improvement are always welcomed!

39. 0 1 2 3 Send your text message to this Phone Number: 37607 Strongly Disagree Strongly Agree Disagree Agree Speaker was well- prepared and knowledgeable (0-3) Speaker was engaging and an effective presenter (0-3) Session matched title and description in program book (0-3) Other comments, suggestions, or feedback (words) ___ ___ ___ ___________ _12342__ _ Example: 38102 323 Inspiring, good content poll code for this session (no spaces) Non-Example: 38102 3 2 3 Inspiring, good content (1 space) Non-Example: 38102 3-2-3Inspiring, good content