1. Nate Franz Supervisor of Mathematics December 17, 2013 Mathematics Leadership Academy

2. First Draft Final Draft Back to Austin 2 Targeted and specific feedback on wing shape and color.

3. Promoting Understanding 3 DimensionsCore Features Nature of Classroom Tasks Make mathematics problematic Connect with where students are Leave behind something of mathematical value Role of the Teacher Select Tasks with goals in mind Share essential information Establish classroom culture Social Culture of the Classroom Ideas and methods are valued Students choose and share their methods Mistakes are learning sites for everyone Correctness resides in mathematical argument Mathematical Tools as Learning Supports Meaning for tools must be constructed by each user Used with purpose – to solve problems Used for recording, communicating, and thinking Equity and Accessibility Tasks are accessible to all students Every student is heard Every student contributes These are the wing shape and color in mathematics!

4. Example from Last Month Read through the feedback statement. What feedback components do you recognize from our time together last month? If this team came to you looking for revisions, what would you suggest? 4 recognition statement identify an issue suggested solution

5. Feedback Statements Recognition Statement Identification of Issue State a Suggested Solution All rooted in dimensions and core features, evidence- based, and student focused. 5

6. Clever Hans How do we create Clever Hanses in our classrooms? 6

7. Work the Task 7 Mom makes small apple tarts, using three-quarters of an apple for each small tart. She has 20 apples. How many small apple tarts can she make?

8. Nature of Classroom Tasks Evaluate the task based on the Mathematical Task Framework and the Dimensions and Core Features that Promote Understanding. What features of the task allow connections? What mathematical value is inherent in the task? 8 Mom makes small apple tarts, using three-quarters of an apple for each small tart. She has 20 apples. How many small apple tarts can she make?

9. Role of the Teacher and Social Culture Read the transcript of the students solving the “apple tart problem”. As you read, consider the Dimensions and Core Features. What is the role of the teacher during this learning session? What are two things we can learn from Ms. Lombard? What can you infer about the social culture of the classroom? 9

10. Role of the Teacher Selecting high-level task Allow students to work without continual interruption and interference Didn’t undermine the social culture they are trying to build 10

11. Clever Hans How do we create Clever Hanses in our classrooms? 11

12. Be Less Helpful 12

13. Be Less Helpful 13

14. Possible Inferences about Social Culture Ideas and METHODS are valued Students choose and SHARE their methods MISTAKES are learning sites for everyone Correctness resides in mathematical ARGUEMENT 14

15. Summary of our Learning Tasks predict performance! Give feedback that promotes understanding  The math, task, instruction, assessment  Rooted in the Dimensions and Core Features Less is more 15

16. Reflection Based on what we’ve covered together the past four months, how can you fold our experiences and XX into your leadership in mathematics, Instructional Rounds and PLCs? What additional supports or assistance are still need to make this work thrive in every school and every classroom? 16