Southern Regional Education Board Numeracy Leadership 1 12/02 Numeracy Leadership Welcome!

SouthernRegionalEducationBoard

Numeracy Leadership 112/02

Numeracy Leadership

Welcome!

Numeracy Leadership 2


12/02

It Figures

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Soda Challenge

The challenge is to get the coin completely under the bottom of the can of soda without anyone touching the can of soda.



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Welcome

Introduce one of your partners:• Name• Position• School• Goal for the training



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Course Overview

Day One: Introduction Who Cares? Why Numeracy is

Everyone’s JobDay Two: What Are Our Math Expectations?

• Standards• Vertical Alignment

What is Good Math Instruction?• Best Practice in Lesson Design



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Course Overview

Day Three: What is Good Math Instruction?

Part II• Differentiating Instruction• Choosing and Using Textbooks

The Work of the Numeracy Leadership Team• Data Needs• Setting Goals• Action Steps



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Course Overview

Day Four: Numeracy Strategies Teacher Preparation and

Professional Development Summary and Portfolio

Assignments



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Module Goal

By the time school leaders successfully complete this module, you will be able to:• Lead a school-based team in the

planning and implementation of a comprehensive process that will increase numeracy throughout the school.



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Group Norms and Housekeeping

Group Norms: Participate Listen with an

open mind Ask questions Work toward

solutions Honor

confidentiality Meet commitments

or let others know if you are struggling to do so

Logistics: Phone calls Rest rooms Breaks Lunch Punctuality Sharing



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Essential Question 1

What is numeracy? What affects numeracy and what does numeracy affect?



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A Story From Elementary School

Parent Teacher Student in 2nd grade (low level

group) Student in 2nd grade (high level

group) Same students in ninth grade



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What is numeracy?

Numeracy is more than just math. Numeracy is the ability to

understand quantitative information in academics, the workplace, and in daily life.

Those who lead the school in promoting numeracy must understand numeracy.

“Quantitative literacy”



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Just an Excuse? 1

Students aren’t ready to learn.

--Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998.



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Just an Excuse? 2

Teachers and administrators have low expectations for students.




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Just an Excuse? 3

Parents aren’t doing enough.




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Just an Excuse? 4

I was just following orders.




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Just an Excuse? 5

We don’t have enough money.




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Just an Excuse? 6

Teachers do not have adequate training.




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Just an Excuse? 7

The tests used to measure achievement do not provide a fair assessment of what our students are learning.




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Just an Excuse? 8

We don’t have enough time.




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Just an Excuse? 9

This is just a fad.




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Just an Excuse? 10

Students are using math materials that have been dumbed down.




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Just an Excuse? 11

Ineffective instructional methods are being used.




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Just an Excuse? 12

Schools waste too much time on nonacademics.




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What is numeracy? What affects numeracy and what does numeracy affect?

What squares with my

thinking?

What’s still rolling around in my mind? What do

I need to

change?



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What are good and poor numeracy practices?



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Reflections

Think of a specific time when you had high levels of confidence and satisfaction in your math abilities.

What conditions led to this feeling?



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Small Group Activity

Assignments:• Handout E: Numeracy in K-12• Handout F: Survey Results• Handout G: Instruction• Handout H: Acceleration• Handout I: Tracking, Opportunity• Handout J: Student Success,

Homework



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Team Activity

For each of the three surveys: What trends and patterns are

there in the responses? What are “best practices?” How does the data here relate to

best practice? What can we learn from this?



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What are good and poor numeracy practices?


thinking?


I need to

change?



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Brain Teaser

It is possible to drink out of this can without:• Opening it• Puncturing it• Destroying it in any way

How?



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Cut It Out!

There are at least two ways to cut the string so that the cup will remain suspended!

How?



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Questions and Answers

I still have a question about _______.

I can answer a question about ______.



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Essential Questions 3 and 4

How can we ensure that our curriculum is structured for maximum student achievement from K-12?

How can we make sure that standards, assessment, and instruction are aligned and we all have a deep understanding of the progression?



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Videotape Discussion Questions

Which factors do/don’t affect differences in student achievement between the US and other countries?

Compare and contrast US and Japanese curricula.



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Big Ideas

Coherence: Important mathematical ideas are organized. Typically, there are fewer, but richer and deeper, topics.

Strands: Algebra, geometry, etc. Must be interconnected, with interconnections prominent in the curriculum and class materials.

Articulation: There are clear relationships among lessons, units, courses, and grade level, with increasingly rigorous development of ideas.

Focus: Work is meaningful to academic and life pursuits.

Adapted from EDThoughts: What We Know About Mathematics and Teaching. McREL, 2002.



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Team Activity

Organize curriculum standards related to algebra from K-12.

Discuss/unwrap them— deep understanding

Check for:• Coherence• Articulation• Focus

Check match among curriculum, assessment, and instruction.

PAGESAll: 37 – 40

K - 2: 90 – 963rd – 5th: 158 – 163 6th – 8th: 222 – 2319th – 12th: 296 – 307

Table for all: 394



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How can we ensure that our curriculum is structured for maximum student achievement from K-12?

How can we make sure that standards, assessment, and instruction are aligned and we all have a deep understanding of the progression?

What squares with my thinking?

What’s still

rolling around in

my mind?

What do I need

to change

?



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What are the qualities of effective lessons, and how can I build or revise lessons to be effective?



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What are the qualities of effective lessons, and how can I build or revise lessons to be effective?


thinking?


I need to

change?



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Review of Days 1 and 2

What are the key learning points from Days One and Two?• Refer to your notes and

Participant’s Guide



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How can we tell if our textbooks support the curriculum?

How can we best use parts of text to support learning?



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How can we tell if our textbooks support the curriculum?

How can we best use parts of text to support learning?


thinking?


I need to

change?



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How can we differentiate instruction to ensure that all students learn to their full potential?



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How can we differentiate instruction to ensure that all students learn to their full potential?


thinking?


I need to

change?



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What data should we gather and track related to numeracy?

What does this data tell us?



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What data should we gather and track related to numeracy?

What does this data tell us?


thinking?


I need to

change?



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What objectives for numeracy should we set at the school level for the next year?



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Objectives

What objectives do we expect to reach as a school?

Which ones are our top, immediate priorities?• Ask each individual to mark three

priorities.• Tally the totals.• Come to consensus.



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What objectives for numeracy should we set at the school level for the next year?


thinking?


I need to

change?



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Essential Questions 11-13

How can we put a numeracy leadership team in place and help it to be successful?

What steps should we include in our team’s action plan?

What kind of professional development can we put in place that will really make a difference in numeracy?



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Keys to Professional Development

Sharing Lesson study Action research Customizing and solving problems Study groups on professional

reading Reflection/analysis of classroom

practice Coaching and mentoring Teacher rounds



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Team Action Planning

Choose three goals• Work toward best practices• Support school improvement plan

Develop an action plan for each goal• May divide up the work• Include professional development• Address culture issues



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Essential Questions 11- 13

How can we put a numeracy leadership team in place and help it to be successful?

What steps should we include in our team’s action plan?

What kind of professional development can we put in place that will really make a difference in numeracy?


thinking?


I need to

change?



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Team Presentations

Our plan (goals and action steps) What we did right What we’d do differently Impact so far Issues (from your homework log) Questions for the group



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Concurrent Sessions

Three rounds Choice of topics in each round During the round, you may choose

to:• Share strategies• Choose one strategy and discuss it in

detail• Demonstrate a strategy• Discuss common elements that made

a variety of strategies successful Please help us keep strictly to the

time limits!

Southern Regional Education Board Numeracy Leadership 1 12/02 Numeracy Leadership Welcome!

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Transcript of Southern Regional Education Board Numeracy Leadership 1 12/02 Numeracy Leadership Welcome!