Alabama College- and Career-Ready Standards for Mathematics

Quarterly Meeting #4

Thinking Through A Lesson Protocol (TTLP), Part II

Alabama Quality Teaching Standards (AQTS)Standard 1: Content Knowledge

Standard 2: Teaching and Learning

Standard 5: Professionalism

As professionals, we should take ownership of our professional growth and continued improvement

OutcomesParticipants will:•Reflect and discuss previous learning (QM 1 – 3) (10 – 15 minutes)

•Identify and evaluate strategies that provide effective instructional support (part II of TTLP – explore) – for the targeted standards and use of precise and accurate mathematics

Shifts

Learning Map

Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to support students without taking over the process of thinking for them and thus eliminating the challenge, what questions to ask to challenge those with varied levels of expertise, and how to organize and orchestrate the work of students. NCTM, 2000

Thinking Through a Lesson Protocol (TTLP) Planning Template

Escalator Video

http://www.youtube.com/watch?v=uVN-7h4YiAs&feature=related

Thinking Through a Lesson ProtocolBackwards Planning

What mathematical concepts will be developed

in the implementati

on of this task?

Set Up

What do you expect your students to do as they

engage in the lesson?

What will you see or hear that lets you know students are developing

understanding of the concepts?

What questions will you need to

ask to build mathematical

understanding?

Explore Share, Discuss, and

Analyze

K – 5 TasksK- 2 Task:Write two math story problems where both the answers would be 100. Write the equation that goes with each of your stories and show your computation. Put an “E” by the easy problem and an “H” by the hard problem and explain what makes the easy problem easy and the hard problem hard.

3 – 5 Task: Comparing is in the CardsPlace the following cards into the blanks to make the greatest number and the smallest number. Write these two numbers on a piece of paper with a <, >, or = to make a true statement. (Cards are 8, 3, 5, 1, and 7)____ ____ . ____ ____ ____

6 – 12 Tasks6 – 8 Task:Orange Juice Jungle: Which Tastes Juicier?If all orange concentrates are the same strength, which recipe would you expect to have the strongest orange taste?1) Oscar’s Juice: 2 cups concentrate, 3 cups water.2) Orangeade: 5 cups concentrate, 8 cups water3) Outrageous Orange: 3 cups concentrate, 4 cups water4) Julius’ Juice: 4 cups concentrate, 7 cups waterWork with a partner. Share reasoning and solution strategies.

9 – 12 Task:Administrative Assistant’s WagesWhat measure of central tendency would most closely represent the potential pay of a new administrative assistant if there are ten administrative assistants who all make about the same amount and a supervisor who makes ten times as much? In your group, discuss and justify why this would be the best choice.

TaskIn your table group…•Review and Solve the task•Complete the TTLP – Part II

Teacher’s SupportIn your table group…•Using the TTLP – Part II, discuss and chart out what instructional supports teachers could use to support students’ exploration of the task without reducing the cognitive demands of the task

“During the planning phase, teachers make decisions that affect instruction dramatically. They decide what to teach, how they are

going to teach, how to organize the classroom, what routines to use, and how to adapt instruction for individuals.”

Fennema & Frank, 2007

Job-a-Like ReflectionHow can we help teachers improve their capacity to anticipate and provide instructional supports for the difficulties students are likely to have with a particular task?

Session IIParticipants will:Discuss and reach a consensus on what is observable evidence of the degree to which students can independently demonstrate the targeted CCRS standards (hear, see, model, write) (Practice Standards)

Formative assessment is…Questioning rather than explaining.Listening rather than talking.Centered on student learning.Assessment for learning.

The instruction must change as a result of the assessment for it to be formative.

Why Formative Assessment?“Research reported shows conclusively that formative assessment does improve learning.”

- Assessment in Education 1998

“Reports conclude that formative assessment will improve student learning,

even when not done ‘perfectly’.” - James Popham, Ed.D (2011)

My Favorite “No” Video

K – 5 TasksK- 2 Task:Write two math story problems where both the answers would be 100. Write the equation that goes with each of your stories and show your computation. Put an “E” by the easy problem and an “H” by the hard problem and explain what makes the easy problem easy and the hard problem hard.

3 – 5 Task: Comparing is in the CardsPlace the following cards into the blanks to make the greatest number and the smallest number. Write these two numbers on a piece of paper with a <, >, or = to make a true statement. (Cards are 8, 3, 5, 1, and 7)____ ____ . ____ ____ ____

6 – 12 Tasks6 – 8 TaskOrange Juice Jungle: Which Tastes Juicier?If all orange concentrates are the same strength, which recipe would you expect to have the strongest orange taste?1) Oscar’s Juice: 2 cups concentrate, 3 cups water.2) Orangeade: 5 cups concentrate, 8 cups water3) Outrageous Orange: 3 cups concentrate, 4 cups water4) Julius’ Juice: 4 cups concentrate, 7 cups waterWork with a partner. Share reasoning and solution strategies.

9 – 12 TaskAdministrative Assistant’s Wages

What measure of central tendency would most closely represent the potential pay of a new administrative assistant if there are ten administrative assistants who all make about the same amount and a supervisor who makes ten times as much? In your group, discuss and justify why this would be the best choice.

Formative AssessmentUsing your task:How will you orchestrate the class discussion so that you accomplish your mathematical goals?How will you formatively assess?What data will you collect?

─ How should we use this data?How will this change the rest of your class and future classes?How will you consider learning supports in your assessment?

A key challenge mathematics teachers face in enacting current reforms is to orchestrate discussions that use students’ responses to instructional tasks in ways that advance the mathematical learning of the whole class.

Stein, Engle, Hughes, & Smith, 2006

Equity begins with an understanding of how the selection of tasks, the assessment of tasks, the student learning environment creates great inequity in our schools…

Timothy Kanold, February, 2010

Job-a-Like ReflectionAre there any aspects of your own thinking

and/or practice that our work today has caused you to consider or reconsider? Explain

Are there any aspects of your students’ mathematical learning that our work today has caused you to consider or reconsider? Explain.

Final thoughts comments?

2010 Course of Study: Mathematics Changes