1. MATH INITIATIVE OF EVERY STUDENT COUNTS Meaningful Distributed Practice

2. Distributed Practice is… Arithmetic Developed Daily (ADD) or Daily Math Review (DMR) are examples Consistent practice distributed over a long period of time. presented in a short amount of time (5-10 minutes) Focus on recall of procedure

3. Meaningful Distributed Practice Similar to DMR but with “conditions”, 5-10 minutes, whole class, students work and report, preview or review MDP is a math initiative from Every Student Counts (ESC) and is part of the Iowa Core Curriculum in mathematics Research-based instructional strategy

4. What is MDP? A 2 week cycle of questions that concentrates on one specific area or skill determined by data analysis – Is driven by your classroom data! Questions develop a deeper understanding of the concept – “an inch wide but a mile deep” Helps students be fluent and flexible Encourages multiple reasoning strategies, representations and solutions More open ended, higher level thinking questions

5. What’s the difference between MDPs and DMR? Number of concepts and skills addressed in 9 consecutive mini-lessons Time spent per concept Level of thinking Opportunities for multiple ways of solving Effectiveness of feedback Focus on thinking rather than on answers

6. Examples and Non-Examples of MDP Questions: Instead of... 0+5, 1+4, and 2+3 Ask...There are 5 candies in the jar. The candies can be red or blue. What combinations of candies could be in the jar? Write number sentences to tell your ideas.

7. Examples and Non-Examples of MDP Questions Instead of... Round these numbers to the nearest hundred. Ask... Write 3 different numbers that could be rounded to 500, if you rounded them to the nearest hundred.

8. The MDP Format or Template Grade level, Big Idea, Preview or Review 6-12 consecutive school days Top box is area to show what you want the students to see or hear, what you will write on board or project for students to see

9. The MDP Format or Template continued Questions – Questions to get the students thinking and let them know what they are working to solve or do Anticipated student responses: Think about misconceptions students may have or what they may struggle with What will you do: What guiding question could you ask?

10. Writing an MDP cycle Day 1 and the final day may be the same question. This will help measure growth. Days 2 on, could be questions that will deepen the learning and understanding of the one topic you are choosing to focus on! Each day builds on the day before. Consider higher level thinking questions from your list of open-ended questions.

11. Now, it’s your turn! Collaborate with grade level peers to write a 10 day MDP cycle. Choose 1 skill or topic to develop that the students are struggling with (use classroom data, L to J data, etc.) or to “set the stage” for upcoming learning.