Year: 2017

09.13.17 Embolden Your Inner Mathematician: Elicit and use evidence of student thinking #TrinityLearns

jgough Open Registration Professional Development , , , , , , , , , , , ,

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

Elicit and use evidence of student thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Slide deck

7:15 45 min Establishing Intent, Purpose, Norm Setting
8:00 15 min Continuing Talking Points – Elizabeth Statmore (@chessemonkeysf)
8:15 20 min Number Splats – Steve Wyborney (@SteveWyborney)
8:25 20 min Fraction Splats – Steve Wyborney (@SteveWyborney)
8:45 15 min Planning for Splats
9:00 15 min Closure and Reflection

  • I learned to pay attention to…
  • I learned to ask myself…
  • A new mathematical connection is…
9:15 End of session
  • Elicit and use evidence of student thinking using Splats. What will/did you learn?Homework:
  • Write to describe your quest for Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Deeply read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.

09.06.17 Embolden Your Inner Mathematician: Elicit and use evidence of student thinking #TrinityLearns

jgough Open Registration Professional Development, Summer Professional Development Plans , , , , , , , , , ,

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

Elicit and use evidence of student thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Slide deck

7:15 15 min Welcome, Materials, Q&A
7:30 15 min Establishing Intent, Purpose, Norm Setting

  • Ambitious Teaching
  • NCTM’s Principles to Action (@NCTM, #NCTMPtA)
  • Read The Dot
7:45 10 min Break for Birthday Breakfast
7:55 10 min Talking Points from Elizabeth Statmore (@cheesemonkeysf)
8:10 20 min Subitizing (a.k.a. Dot Talks)
8:30 25 min Number Talk
8:55 10 min Planning

  • Anticipate
  • Plan to Monitor
  • Sequence anticipated responses
9:05 10 min Closure
9:15 End of session

Homework:

  • Explore Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

06.07.17 Empower Learners #TrinityLearns

jgough Summer Professional Development Plans , , , , , , , , , , , ,

Summer Literacy and Math Professional Learning
June 5-9, 2017
Day 3 – Empower Learners
Jill Gough (@jgough) and Becky Holden (@bholden86)

I can empower learners to reach for the next independent level in their learning.

Learning target and pathway:

UED: 8:45 – 11:15  / EED: 12:15 – 2:45

Slide deck

8:45 /
12:15		 15 min Norm and Purpose Setting
Read Aloud – Giraffes Can’t Dance by
Giles Andreae and Guy Parker-Rees
(@worldofhappy) and (@Guyguyyug)
9:00 /
12:30		 45 min Place Value vertical alignment game
(Whose grade-level is it?)
9:45 /
1:15		 15 min Conferring in Math
(similarities and differences to R&W workshop)
from Cathy Fosnot (@CTFosnot)
10:00 /
1:30		 60 min
  • Natasha had $8.72. She spent $4.89 on a gift for
    her mother. How much money does Natasha have left?
  • Seesaw 3-Act Task
    from Graham Fletcher (@GFletchy) 
  • Gilbert had 81 stickers. Then he bought some more
    and now he has 312 stickers. How many did he buy?
Analyzing student work to practice conferring
(critique the reasoning of others)

  • What is going well?
  • What structure or repeated reasoning do you see?
  • What assessing or advancing question should you ask?

In other words, for each student can you write:

  • I like…because…
  • I wonder…
  • What if…
11:00 /
2:30		 15 min Closing this session with purpose

Resources:

06.06.17 Mathematical Flexibility #TrinityLearns

jgough Committee Learning Plan and Agenda, Summer Professional Development Plans , , , , , , , ,

Summer Literacy and Math Professional Learning
June 5-9, 2017
Day 2 – Mathematical Flexibility
Jill Gough (@jgough) and Becky Holden (@bholden86)

I can demonstrate mathematical flexibility to show what I know in more than one way.

Learning target and pathway:

UED: 8:45 – 11:15  / EED: 1:15 – 2:45

 Slide deck

8:45/12:15 15 min Norm and Purpose Setting
9:00/12:30 15 min Read Aloud: The Pout-Pout Fish Goes to School
by Deborah Diesen (@DebbieDiesen)
9:15/12:45 15 min WODB form and lesson design

  • I can demonstrate mathematical flexibility and
    show what I know in more than one way.
  • I can show my work so that a reader understands
    without having to ask me questions.
9:30/1:00 30 min Apples and Bananas Task

  • I can show what I know in more than one way.
  • I can use appropriate tools strategically.
  • I can make sense of tasks and
    persevere in solving them.
  • I can show my work so that a reader understands
    without having to ask me questions.
10:00/1:30 30 min Select, sequence, and connect

  • Share work and thinking
  • Look at what was monitored
  • Debrief planning
10:30/2:00 30 min Estimation 180 from Andrew Stadel
(@mr_stadel)
11:00/2:30 15 min Closing this session with purpose
11:15/2:45 Session ends

Resources:

06.05.17 Make Sense and Persevere #TrinityLearns

jgough Committee Learning Plan and Agenda, Summer Professional Development Plans , , , , , , , , , , , , , ,

Summer Literacy and Mathematics Professional Learning
June 5-9, 2017
Day 1 – Make Sense and Persevere
Jill Gough (@jgough) and Becky Holden (@bholden86)

I can make sense of tasks and persevere in solving them.

Learning target and pathway:

UED: 8:45 – 11:15 / EED: 12:15 – 2:45

Slide deck

8:45/12:15 15 min Norm and Purpose Setting
9:00/12:30 10 min Read Aloud – The Dot by Peter Reynolds
(@PeterHReynolds)
9:10/12:40 20 min Number String from Catherine Fosnot
(@CTFosnot)
9:30/1:00 45 min 3-Act Task from Mike Flynn
(@MikeFlynn55)
10:15/1:45 45 min 3-Act Task from Robert Kaplinsky
(@RobertKaplinsky)
11:00/2:30 15 min Closing this session with purpose
11:15/2:45 End of session reflection and feedback

Resources:

06.02.17 Summer PD #TrinityLearns

jgough Committee Learning Plan and Agenda, Summer Professional Development Plans

As part of our practice, we offer in-house summer professional learning around literacy and numeracy.

There are two strands that both focus on the workshop model and conferring with students in literacy and in math.  Tiffany Coleman (@TColemanReads)and Lisa Eickholdt (@LisaEickholdt) will each join us on June 5th and 6th, respectively, to further our work in conferring.  On June 7th, Marsha Harris (@MarshaMac74) will round out the literacy work with a session on differentiation.  Jill Gough (@jgough) and Becky Holden (@bholden86) will facilitate three days of interactive math learning so that it parallels the work in literacy.
For our colleagues not able to join us, we will share our plans each day next week.
Here’s the big picture view of the professional learning days:
 Our essential learnings are based on ALT’s goal for all faculty-learners:

05.10.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda

Monday, May 10, 2017 at 3:10:3:45 (part of FSLT meeting)
Location: Community Room
Vision and Direction for the 2017-18 school year
Kerry Coote, Kristi Story, Becky Holden, Caroline Tritschler

Goals:

  • To learn more math in order to pass it on to our grade level teams
  • To scale our learning to our teams
  • To deeply understand the Standards for Mathematical Practices
  • To deepen, differentiate, and extend learning for the students in our classroom (Instructional Core goal)

Action Steps:

  1. Participate in or recruit others to participate in Embolden Your Inner Mathematician
  2. Study and participate in discussions around Standards of Mathematical Practices, including reading and implementing ideas in Beyond Answers by Mike Flynn
  3. Refine and rework learning progressions for each grading period (and calibrate with “next door neighbor” grades) to deeply understand the essentials to learn, to improve actionable formative assessment techniques and strategies, and to know our learners as mathematicians.

Responsibilities of the Chairs:

  • To collaborate with the Director of Teaching and Learning to plan committee meetings, professional development, and team meetings
  • To work as a team to meet the above goals
  • To develop a plan for sharing, coaching, and teaching grade level members to further equip them with the tools to further gain confidence as a student of math.
  • To help teams facilitate and implement work in the instructional core: relationships between student, teacher, and mathematical content

Notes:

  • Find a common meeting time among chairs and DoT&L that is consistent before each meeting.  
  • Start the year – overarching goal (connects to the instructional core) and accomplish it by learning more math, scaling learning to our teams, and continuing mathematical practices through class and book chat.
  • Consider video of Embolden Your Inner Mathematician for missed sessions?

Resources:

05.05.17 Fall PD Opportunity #TrinityLearns

jgough Open Registration Professional Development

 

Trinity School would like to invite interested elementary mathematics teachers to participate in ongoing professional learning tis fall.  We will offer Embolden Your Inner Mathematician on Wednesday mornings through December.  Seating is limited. If interested,  please register soon.

Goals:

At the end of the semester, teacher-learners should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Details:

  • For: Pre-K–6 Educators
  • Dates: Wednesday mornings, Sept 2017 – Dec 2017
  • Time: 7:15 to 9:15 AM

(The flyer advertises an early morning start time of 7:15. Realistically, the hard start time is 7:30. We plan for 7:15-7:30 to be a time for coffee, questions, and celebrations of work.)

Facilitators:

The weekly schedule of topics are as follows:

The weekly schedule of topics can be viewed on the Embolden Your Inner Mathematician Google doc. If you are  interested in emboldening your inner mathematician and would like to join us, please contact us for additional details.

Jill Gough | Director of Teaching & Learning
Experiments in Learning by Doing | Jill Gough notes
jgough@trinitatl.org | @jgough

Trinity School | www.trinityatl.org
4301 Northside Parkway | Atlanta, GA 30327
Phone 404.240.6220 | Fax 404.231.8111

05.03.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , , ,

Wednesday, May 3, 2017 at 3:30pm
Location: Kristi Story’s Room
Becky Holden, Kerry Coote, Kristi Story

Goals:

  • I can make sense of tasks and persevere in solving them.
  • I can show my work so that a reader understands without having to ask me questions.

Learning Plan

3:35 5 min Maintenance – Video
3:10 10 min Announcements about PD:
Embolden Your Inner Mathematician		 Jill
3:40 20 min Revisit Integer Multiplication Jill
4:00 05 min Book Club warm-up:

 Becky and Kerry
4:05 20 min Use Visible Thinking Routines
to guide discussion about Chapter 3:

 All
4:25 05 min Feedback – “I learned…, “I liked…,”I felt…”

03.30.17 Mathematizing Children’s Literature #TrinityLearns

jgough All School Professional Development Plans ,

Math Committee Professional Development
Jill Gough (@jgough), Becky Holden (@bholden86), Marsha Harris (@marshamac74)

March 30, 2017 Morning Session: 
1/2 Kindergarten, 1/2 1st Grade, 1/2 2nd Grade, 1/2 3rd Grade

March 31, 2017 Morning Session:
1/2 Kindergarten, 1/2 1st Grade, 1/2 2nd Grade, 1/2 3rd Grade

Goals:

  • I can facilitate intentional tasks to improve numeracy and flexibility for all learners.
  • I can mathematize children’s literature to foster several of the Standards of Mathematical Practice.
    • I can make sense of tasks and persevere in solving them.

Learning Plan:

8:00 15 min Welcome and Intentions
8:15 60 min Numeracy through Literature – Notice and Note

How Many Seeds in a Pumpkin? (Mr. Tiffin’s Classroom Series)
by Margaret McNamara
9:15 60 min Designing for Learning (in vertical pairs)

  • Read and discuss
  • Brainstorm important concepts
  • Anticipate how learners will think and share
  • Connect to essential learnings or skills
  • Select presenter and get ready to monitor “students”
10:15 60 min Practice – Facilitate planned read aloud with others
in your base-team teachers serving as the learners.
11:15 10 min Next steps and challenge
11:30 Session ends with feedback, please

Resources:

Kindergarten and 1st Grade choices

2nd Grade and 3rd Grade choices