Committee Learning Plan and Agenda

11.01.17 Embolden Your Inner Mathematician: Building Procedural Fluency from Conceptual Understanding #TrinityLearns

jgough Committee Learning Plan and Agenda

Build procedural fluency from conceptual understanding.

Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

8:00 15 min Homework discussion, Q&A,
Problem of the Week
8:15 30 min Strategies and Number Strings
8:45 40 min Minilessons for …

Read, select, and design –
anticipate and connect to strategies

  • Read and discuss one number string
  • Brainstorm important strategies and
  • Anticipate how learners will think and
  • Solve using Post-it notes
  • Connect to essential learnings or skills
9:30 End of session

Homework:

  • Implement Number Strings (high-level demand tasks) to build procedures with connections
  • Read:Build procedural fluency from conceptual understanding
    • What the Research Says: The Relationship of Understanding and Fluency (pp. 91-92)
    • Promoting Equity by Building Procedural Fluency from Conceptual Understanding  (pp. 93-95)

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

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

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

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

10.11.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , ,
3:30 5 min Establishing Intent, Purpose, Norm Setting
3:35 15 min
  • Would you rather? task 
  • Construct a viable argument
  • Show you work so reader understands
  • Debrief
3:50 30 min Common formative assessment

  • Number Talks
  • For the next meeting – bring team common assessment
4:20 05 min Construct a viable argument

  • Reading homework
  • Discussion prep
4:25 5 min Closure and Reflection (I liked (and why), I wish, I wonder)
2017-18 Feedback and Attendance Form
4:30 End of session

Stevens, John. “Would You Rather….” Would You Rather…?, 1 Nov. 2016, www.wouldyourathermath.com/placevalue/.

09.13.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , , , , , ,

Questions for 2017-18

September 13 Meeting

 

3:30 5 min Establishing Intent, Purpose, Norm Setting

  • How is the year going? What are you looking
    forward to this year?
    Did you survive Hurricane Irma?
3:35 5 min Goals for Math Committee

  • 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
    eachgrading 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.
3:40 5 min Number Splats – Steve Wyborney (@SteveWyborney)
3:45 30 min Planning for Splats
4:15 15 min Talking Points from Elizabeth Statmore (@chessemonkeysf)
4:25 5 min Closure and Reflection (I liked (and why), I wish, I wonder)
2017-18 Feedback and Attendance Form
4:30

End of session

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:

05.03.17 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…”

03.27.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , , , , , , , , ,

Monday, March 27, 2017 at 3:00pm
Location: Kristi Story’s Room
Kerry Coote, Becky Holden, 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

3:00 5 min Maintenance 
3:05 20 min Talking Points:

 Jill facilitates
3:25 05 min Book Club warm-up:

 Jill facilitates
3:30 20 min Use Visible Thinking Routines to guide
discussion about Chapter 3:

 All
3:55 20 min Feedback – “I learned…, “I liked…,”I felt…” All

Resources:

02.27.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , , ,

Monday, February 27th, 2017 at 3:00pm
Location: Kristi Story’s Room
Becky Holden, Kristi Story, Kerry Coote

Goals:

  • I can make sense of tasks and persevere in solving them.
  • I can reason abstractly and quantitatively.
  • I can look for and make use of structure.

Learning Plan

3:05 5 min Quick scan of Jo’s YouCubed article (pp. 2, 11)
3:05 20 min Solving equations visually
3:25 5 min Book Club warm-up
3:30 20 min Use Visible Thinking Routines
to guide discussion
3:55 5 min Feedback – “I learned…, “I liked…,”I felt…”

Read Chapter 2: Reason Abstractly and Quantitatively

Resources:

Update on PD (Goal: Scale our work to our teams.)

Van de Walle, John. Teaching Student-centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2. Boston: Pearson, 2014. Print.


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