Summer Institutes

2013

ChangingTeacherPractice

ChangingStudentOutcomes

June’s remodeling

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Remodeling Session

2013 Mathematics

Summer Institute

DPI Mathematics Consultants

Welcome“Who’s in the Room”

Norms

• Listen as an Ally

• Value Differences

• Maintain Professionalism

• Participate Actively

Learner Outcome

With the development of thoughtful classrooms aligned to the Standards for Mathematical Practice, educators will understand and promote complex level thinking in students.

Session Objectives

• Provide strategies teachers can utilize to increase students’ complex level thinking.

• Connect the Strategies for a Thoughtful Classroom to the Standards for Mathematical Practice.

Let’s Define the Problem

First Grade

• The Leader

• The Ethics Police

• The “I’m Finished First” Winners

• The Do-Overs

High School

Rows of 5, all eyes on cell phones texting

Wondering what’s for lunch?

Students asleep or praying for a fire drill.

Why is change necessary?

8 + 4 = [ ] + 5

Turn and Talk

8 + 4 = [ ] + 5Percent Responding with Answers

Grade 7 12 17 12 & 17

1st - 2nd

3rd - 4th

5th - 6th

Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.Carpenter, Franke, & Levi

Heinemann, 2003

8 + 4 = [ ] + 5Percent Responding with Answers

Grade 7 12 17 12 & 17

1st - 2nd 5 58 13 8

3rd - 4th

5th - 6th

Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.Carpenter, Franke, & Levi

Heinemann, 2003

8 + 4 = [ ] + 5Percent Responding with Answers

Grade 7 12 17 12 & 17

1st - 2nd 5 58 13 8

3rd - 4th 9 49 25 10

5th - 6th

Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.Carpenter, Franke, & Levi

Heinemann, 2003

8 + 4 = [ ] + 5Percent Responding with Answers

Grade 7 12 17 12 & 17

1st - 2nd 5 58 13 8

3rd - 4th 9 49 25 10

5th - 6th 2 76 21 2Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.

Carpenter, Franke, & LeviHeinemann, 2003

Estimate the answer to (12/13) + (7/8)

A. 1B. 2C. 19D. 21

Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers.

NAEP

Students were given this problem:

168 204th grade students in reform math classes solved it with no problem. Sixth graders in traditional classes responded that they hadn’t been taught that yet.

Dr. Ben Klein, Mathematics ProfessorDavidson College

Research

Students are shown this number. Teacher points to the 6 and says, “Can you show me this many?”

16Constance Kamii

Research

When the teacher points to the 1 in the tens place and asks, “Can you show me this many?”

16Constance Kamii

Research

By third grade nearly half the students still do not ‘get’ this concept.

16Constance Kamii

More research - It gets worse!

A number contains 18 tens, 2 hundreds, and 4 ones. What is that number?

1824

218.4

2824

384Grayson Wheatly

Lesson ComparisonUnited States and Japan

The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms

The emphasis on understanding is evident in the steps of a typical Japanese lesson

•Teacher instructs students in concept or skill

•Teacher solves example problems with class

•Students practice on their own while teacher assists individual students

•Teacher poses a thought provoking problem

•Students and teachers explore the problem

•Various students present ideas or solutions to the class

•Teacher summarizes the class solutions

•Students solve similar problems

How are you feeling?

Let’s Do Some Math!

The Famous Horse Problem

A farmer buys a horse for $60.

How much money did the farmer make or lose?

Later he sells it for $70.

He buys it back for $80.

Finally, he sells it for $90.

Feeling Better?

Instruction Must Change

We know“What” Students Need…

21st Century Skills, critical thinking and problem solving, collaboration and leadership, agility and adaptability, oral and written communication, accessing and analyzing information.

Tony Wagner, Rigor Redefined

Teacher Evaluation

WIDA

Universal Design for Learning

A universally designed curriculum is developed from the start to be accessible as well as challenging, for ALL students.

We Know the “What”But Not “How” to Meet Their

Needs

Common Core Standards for Mathematical Practice

Creating Active Thinkers

Do You Value Thinking?

“Teacher Test”

Turn and Talk with your shoulder partner about your Teacher

Test.

How do we meet student needs?

The First Step

“Before all else, a classroom environment that fosters complex thinking must be predictable and safe.” Creating Active Thinkers, page 35

How do you know if a classroom is safe and predictable?

Characteristics of a safe and predictable classroom

• Shared decision making

• Lively exchange of opinions and ideas

• Visual evidence of student thinking

The Next Step

“Complex thinking is developed in students primarily through the careful planning and teaching of lessons.”

Creating Active Thinkers, page 37

What do you need to keep in mind when planning a lesson?

Jigsaw on Teacher Strategies

The Nine Teacher Strategies in the Thoughtful Classroom gives

us the

Nine Teacher Strategies

The teacher will…1.focus and refocus students on task. (pages 62-67)

2.ask open-ended questions.(pages 67-70)

3.ask extension questions.(pages 70-74)

4.wait for student responses.(pages74-78)

5.accept a variety of student responses.(pages 78-81)

6.encourage student interaction.(pages 81-84)

7.not give opinions or value judgments.(pages 84-86)

8.not repeat student responses.(pages 87-88)

9.ask students to reflect on their thinking.(pages 88-90)

Student Responsibilities

“The student takes his or her cues from the teacher.”

Include your students in the journey.

Meet some of your students…

Creating Active Thinkers, page 97-100

Student Behaviors

Read the student behaviors on page 101.

Are these student behaviors familiar?

Surprise!

Standards for Mathematical Practice.

Let’s do some math using some of the Strategies for a Thoughtful Classroom

Cube Problem

A block made of small cubes is dropped in paint. The block has four cubes on each edge as shown below. How many small cubes have paint on them?

Nine Teacher Strategies

The teacher will…1.focus and refocus students on task.

2.ask open-ended questions.

3.ask extension questions.

4.wait for student responses.

5.accept a variety of student responses.

6.encourage student interaction.

7.not give opinions or value judgments.

8.not repeat student responses.

9.ask students to reflect on their thinking.

Fraction Riddle

Using color tiles and grid paper.

Riddle 1: A rectangle is 1/2 red, 1/5 green, 1/10 blue, and the rest yellow. How much of the rectangle is yellow? Draw the rectangle on grid paper and record the fraction that tells which part is yellow.

Fraction Riddle

Using color tiles and grid paper.

Riddle 2: A rectangle is 3/5 red. The rest is blue and yellow but not in equal amounts. What could the rectangle look like? Record.

Fraction Riddle

Using color tiles and grid paper.

Riddle 3: A rectangle is 1/2 red and 1/3 blue. Also, it has one green tile and one yellow tile. What could the rectangle look like? What fractional part is green? Yellow? Record.

Try to make up your own riddle.

Nine Teacher Strategies

The teacher will…1.focus and refocus students on task.

2.ask open-ended questions.

3.ask extension questions.

4.wait for student responses.

5.accept a variety of student responses.

6.encourage student interaction.

7.not give opinions or value judgments.

8.not repeat student responses.

9.ask students to reflect on their thinking.

Self Assessment

Students are amazingly honest when assessing themselves.

Creating Active Thinkers, page 117 – 121; 136-137

Self Assessment Doesn’t Always Work

The last pages contain Observation Forms, to help identify what your students and others observe in you during instruction.

Creating Active Thinkers, Appendix C

What questions do you have?

• Learning Opportunities• Resources

AssessmentStudent

Information and Learner

Profile

Instructional Design, Practice

& Resources

Data Analysis and

Reporting

Information

a simpler, better information system to replace NC WISE

Integrated Instructional Solution

a new standards-aligned tool that connects instructional content with (e.g.

lesson plans, unit plans) assessment for better data analysis and decision making

Effectiveness

a simpler, better online evaluation system

Information Instruction

Educator Effectiveness:

Educator Evaluation

OpenClassCollaboration

SchoolnetPowerSchool

Truenorthlogic

Available for the start of the 2013-14 School Year

Home Base Website and Updates

•Home Base website is http://www.ncpublicschools.org/homebase/

•To sign up for Home Base Biweekly Newsletter, please go to http://goo.gl/appdp.

•We will continue to email the biweekly updates, but you can also find them archived on the Home Base website at http://www.ncpublicschools.org/homebase/updates/

Exploring Instructional Content

Open Education Resources (OER) Samples

• Home Base NCDPI-Vetted OER Samples Available at http://goo.gl/8sbFX

Sample Mathematics Resources

Summary: This site comprises six lesson activities including the definition of a fraction, equivalent fractions, addition of fractions, and multiplication of fractions. Students may respond online to get immediate feedback, or they can work the examples on grid paper.

Who Wants Pizza? A Fun Way to Learn About Fractions

Exploring Linear Data

Standards:•CCSS.Math.Content.8.SP.A.1•CCSS.Math.Content.8.SP.A.2•CCSS.Math.Content.8.SP.A.3•CCSS.Math.Content.HSS-ID.B.6c

Standards:•CCSS.Math.Content.3.NF.A.3a•CCSS.Math.Content.3.NF.A.3b•CCSS.Math.Content.4.NF.B.3a •CCSS.Math.Content.5.NF.A.1•CCSS.Math.Content.5.NF.A.2•CCSS.Math.Content.5.NF.B.4a

Summary: Students model linear data in a variety of settings that range from car repair costs to sports to medicine. Students work to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.

DPI Mathematics Section

Kitty RutherfordElementary Mathematics Consultant919-807-3841kitty.rutherford@dpi.nc.gov

Denise SchulzElementary Mathematics Consultant919-807-3839denise.schulz@dpi.nc.gov

Johannah MaynorSecondary Mathematics Consultant919-807-3842johannah.maynor@dpi.nc.gov

Ashton MegsonSecondary Mathematics Consultant919-807-3934ashton.megson@dpi.nc.gov

VacantK – 12 Mathematics Section Chief919-807-3838

Susan HartMathematics Program Assistant919-807-3846susan.hart@dpi.nc.gov

Facilitated Team Time Preparation

• To prepare for Facilitated Team Time, complete the brief reflection to identify the “big ideas” gained from this session that you will share with your Summer Institute team.

• To access the reflection document, visit http://bit.ly/SIreflection or scan the QR code.

• To access the reflection responses during Facilitated Team Time, visit http://bit.ly/SIresponses.

For all you do for our students!