11.08.19 Agenda: Embolden Your Inner Mathematician (Week 5) #TrinityLearns

Connecting Student Solutions:

  • Connecting Different Solutions to Each Other
  • Challenges to face and take up

Course Goals: At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can intentionally plan and teach using the 5 Practice Framework.

Session Goals: At the end of this session, participants should be able to say:

  • I can select cognitively challenging mathematical tasks that align to the specified learning goal.
  • I can work independently and collectively to predict how to select, sequence and connect student responses.

Resources:

Agenda and Slide Deck

Jill’s Notes:

10.25.19 Advance Your Inner Mathematician (Session 4) #TrinityLearns

Selecting and Sequencing Student Solutions:

  • Purposeful Selection to Tell a Coherent Story
  • Challenges to face and take up 

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

  • I can select cognitively challenging mathematical tasks that align to the specified learning goal.
  • I can work independently and collectively to anticipate student responses.

 

Resources:

Agenda

7:30 10 min Gather and connect

  • Remember the book: The 5 Practices in Practice and keep reading (should be through Monitor today)
  • Review the 5 Practices and the 2 prior steps
7:45 30 min Equation String for us (not our students)

  • Look for Regularity in Repeated Reasoning
  • Look for and Make Use of Structure
8:15 45 min Formidable Task: True or False: 3 x 16 = 6 x 8

  • Anticipate student thinking
  • Select, Sequence, and Connect using student work
    • Students
    • Mathematics
9:00 10 min Lesson debrief

Goal setting and planning for the next two weeks

9:10 5 min Intentional closure
9:15 Session 4 concludes

Jill’s notes:

10.09.19 Advance Your Inner Mathematician (Session 3) #TrinityLearns

Monitoring Student Work:

  • Assessing and Advancing Student Thinking
  • Challenges to face and take up

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

  • I can select cognitively challenging mathematical tasks that align to the specified learning goal.
  • I can work independently and collectively to anticipate student responses.
    • We can design and implement common assessment to learn what all students know.
    • I can assess fluency, i.e., accuracy, flexibility, efficiency.
    • I can anticipate strategies and tools students might use.

Resources:

Learning Plan  and Slide Deck

3:35 15 min Number Talk

  • Mental Math
    How do you know 81 – 25 = 14 x 4?
    Explain your reasoning.

  • Show your thinking so a reader understands without asking you questions
3:45 10 min Assessment Strategy Discussion

  • Prime for success
  • Assess for understanding
4:00 20 min Developing Common Assessment

  • Learning Goal
  • Task Selection
  • Anticipate
4:20 10 min Planning for assessment debrief and differentiation
4:30 End of Session 3

Jill’s Notes:

09.20.19 Advance Your Inner Mathematician (Session 2) #TrinityLearns

Anticipating Student Responses:

  • Notice and Respond to Student Thinking
  • Challenges to face and take up

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

  • I can select cognitively challenging mathematical tasks that align to the specified learning goal.
  • I can work independently and collectively to anticipate student responses.

Resources:

Agenda with Slide Deck

7:30 10 min Gather and connect
7:45 30 min Look for Regularity in Repeated Reasoning

  • Mental Math 

    Which is greater, 79 x 25 or 75 x 29?
    Explain your reasoning.
    Fawn Nguyen Math Talks.
         and
    Which is greater, 15 x 6 or 16 x 5?
    Explain your reasoning. 

  • Visual Literacy builds conceptual understanding
8:15 45 min

Formidable Task

Solve It Like Mondrian.” Brilliant.
  • Learning Goal
  • Task Selection – Cognitively Challenging
  • Anticipation
9:00 10 min Lesson debrief

Goal setting and planning for the next two weeks

9:10 5 min Intentional closure
9:15 Session 2 concludes

Jill’s notes:

09.11.19 Agenda: Embolden Your Inner Mathematician (Week 2) #TrinityLearns

Embolden Your Inner Mathematician Session 2 
Subitizing, Number Talks, and Choral Counting:
#NCTMP2A: Elicit and use evidence of student thinking

Course Goals:

At the end of the semester, participants 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 mathematical tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

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.

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

  • I can make sense of tasks and persevere in solving them.
  • I can elicit and use evidence of student thinking.
  • I can construct a viable argument and critique the reasoning of others.
    • Show your thinking so a reader understands without asking your questions.

Agenda and Slide Deck

7:30 15 min Gather and connect

Jill
7:45 15 min Break for Birthday Breakfast
8:00 5 min Elicit and Use Evidence of Student Thinking Jill
8:05 20 min Subitizing with Beanie Boo pictures Becky
8:25 20 min Choral Counting Kerry
8:45 30 min Beanie Boo Task – image Jill
9:15 End of session

Jill’s Notes:

Homework:

Read pp. 207-211 from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

  • What the Research says: Elicit and Use Evidence of Student Thinking
  • Promoting Equity by Eliciting and Using Evidence of Student Thinking

Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.

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.

09.06.19 Advance Your Inner Mathematician (Session 1) #TrinityLearns

Advance Your Inner Mathematician Session 1 

For teachers to continue learning after Embolden Your Inner Mathematician and anchored in Smith and Stein’s The 5 Practices in Practice: Successfully Orchestrating Mathematical Discussion in your Middle School Classroom.

From Dan Meyer

” But the maxim I hold most closely right now is that we act ourselves into beliefs more often than we believe our way into action. So I encourage you more than anything right now to adopt a series of productive actions that can reshape your beliefs.

Here are five such actions: anticipate, monitor, select, sequence, and connect. Those actions can convert a teacher’s love for math into a love for students and vice versa.”

In this six session series, we will study and implement these 5 practices in your classroom.

Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

  • I can specify a learning goal and set an intention for learning.

  • I can select cognitively challenging mathematical tasks that align to the specified learning goal.

Resources:

Agenda with Slide Deck

7:30

10 min

Gather and connect

7:45

45 min

Look for Regularity in Repeated Reasoning

3 Reads Protocol

8:30

20 min

Lesson Debrief

  • Learning Goal

  • Task Selection – Cognitively Challenging

  • Anticipation

8:50

20 min

Goal setting and planning for the next two weeks

9:10

5 min

Intentional closure

9:15

Session 1 concludes

I can look for and express regularity in repeated reasoning. 

Jill’s notes:


Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.

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., and Miriam Gamoran Sherin. The 5 Practices in Practice: Successfully Orchestrating Mathematical Discussion in your Middle School Classroom. (Corwin Mathematics Series). SAGE Publications, 2019.

10.10.18 FSLT Math Agenda #TrinityLearns

Goals

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

Agenda:

10 min Establishing Intent, Purpose, Norm Setting

  • How is the math in your classroom going?
  • Did anyone try an Estimation 180?
Brian and Caroline
20 min Mathematizing Literature Examples

Additional Resources:

Brian and Caroline
20 min Planning for Mathematizing Literature (Designing for Learning)

  • Gather in groups or work individually,
    explore literature, plan lessons to bring
    back to your classroom and team
  • Read, Explore, Plan, Anticipate
  • Connect to learning progressions, essential learnings or skills.

Groups

05 min Share Out:

  • What did you decide to bring back to your team?
  • How will it be used in your grade level? Why is it useful?
  • What can your students learn from it?

All

05 min Closure and Reflection

(I liked… because…, I wish…, I wonder…)

Please complete the 2018-19 Feedback and Attendance Form.

All

10.10.18 Agenda: Embolden Your Inner Mathematician (Week 5)

Week Five of Embolden Your Inner Mathematician

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

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

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • 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.

Today’s Goals

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

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

Implement tasks that promote reasoning and problem-solving:Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can show my work so that a reader understands without have to ask me questions.

Tasks:

  • Read and “do the math” from Each Orange Had 8 Slices by Paul Giganti Jr. (Author), Donald Crews (Illustrator).
  • Select, read, and mathematize a book of your choice. Plan a lesson for your students.

[Cross posted at Experiments in Learning by Doing]


Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) 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.

09.19.18 FSLT Math Agenda #TrinityLearns

2018-19 Goals

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

2018-19 Action Steps

  1. Participate in or recruit others to participate in Embolden Your Inner Mathematician or Strengthen Your Inner Mathematician.
  2. Refine and rework learning progressions to deeply understand the essentials to learn, to improve actionable formative assessment techniques and strategies, and to know our learners as mathematicians.

Today’s Agenda:

3:30 Establishing Intent, Purpose, Norm Setting

  • How is the year going?
  • What are you looking forward to this year?
  • What are you interested in learning on the math committee?
3:40 Review Goals for Math Committee (above)

Review Action Steps (above)

3:45 Estimation 180 Example Lesson
4:00 Planning for Estimation 180

Caroline’s Kindergarten Estimation 180 Example

  • Gather in groups, Select specific Estimation 180 to bring back to your team
  • Explore, Plan, Anticipate
  • Connect
4:15 Share:

  • What did you decide to bring back to your team?
  • How will it be used in your grade level?
  • Why is it useful?
  • What can your students learn from it?
4:25 Closure and Reflection

(I liked… because…, I wish…, I wonder…)

Please complete the 2018-19 Feedback and Attendance Form.

End of session

11.13.17 FSLT Math Agenda #TrinityLearns

November Committee Meeting Agenda

3:00 5 min Establishing Intent, Purpose, Norm Setting
3:05 10 min Math Warm-Up

3:15 20 min Analyze common formative assessment

  • Number Talks
  • Look at what was anticipated and what happened
  • Analyze Data: What does the data tell you to do next?
  • For January meeting, bring your common assessment,
    what you anticipated would happen, and then what happened
    with 2 classes (or more)
3:35 20 min MP 3: Construct Viable Arguments and
Critique the Reasoning of Others

  • SMP LL2LU: What does that look like? What will you
    implement between now and January?
  • Discussion of Chapter 3 in Mike Flynn’s Beyond Answers
    using Sentence/Phrase/Word or Connect/Extend/Challenge
3:55 5 min Closure and Reflection (I liked (and why),
I wish, I wonder)
2017-18 Feedback and Attendance Form
4:00 End of session