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

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

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

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

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

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:

06.03.16 Summer PD #TrinityLearns

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

Goals:

  • I can design reading and writing lessons using the structure of the mini-lesson.
  • I can nurture a community of learners with a growth mindset towards learning mathematics, where making thinking visible is safe, even when students make a mistake.

Dates:  June 6-9 (M-TH)

  • Reading: Tiffany Coleman
  • Writing:  Lisa Eickholdt
  • Math:  Jill Gough, Becky Holden, Kerry Coote
    • Monday:
      • Balanced Literacy
      • Structure of Workshop – Non-negotiable essentials
      • Standards for Mathematical Practices
    • Tuesday:
    • Wednesday
      • How to read a Unit of Study in Writing
      • Three-Act Tasks

3 Days of PD (3 90 min sessions)

Please bring:

  • Units of Study in Reading and Writing
  • Envision Math Book and Student Workbook