Slide 10 minutes (11) What actions 3 have you had the - PDF document

Slide 1/2 minute 1 Welcome participants to 3rd and final CCRS Meeting for 2016-2017 school CCRS Meeting # 3 year. Planning for Mathematical Rigor (Facilitator Note: When facilitating, remember your audience is MATH http://alex.state.al.us/ccrs/ LEADERS and we are equipping the math leaders on ways they can help the teachers in their school\district which will ultimately impact student learning.) (Facilitator Note: Remember RIGOR is the SDE’s yearly focus for 2016-2017 CCRS meetings. While facilitating, mention rigor, rigorous mathematical tasks, etc. when applicable.) 1/2 minute (1) Slide Guidelines for Today’s Learning 2 • Be open to and respect all points of view. • Listen with an open mind and expect to learn from one (SAY) Take a moment and review the guidelines for today’s learning. another. • Accept responsibility for active and equitable participation by each group member. • Check for understanding. Before you counter an idea, be sure you fully understand what has been said. (Facilitator Note: These guidelines are consistent in all sessions.) • Allow think time – before and after someone speaks. • Welcome questions. Slide 10 minutes (11) What actions 3 have you had the opportunity to REFLECTION implement since HANDOUT #1 the last CCRS meeting? Ask participants to think back to the last CCRS meeting and what actions they had decided to take based on their thinking that day. Ask participants to talk at their tables about actions they have taken or still plan to take. Ask if there was anything discussed that might be valuable for the whole group to hear. Slide 1 minute (12) Outcomes Outcomes 4 Participants will : (SAY) Take a moment and read today’s outcomes. • Make connections between rigor and questioning. • Analyze a video and discuss evidence of purposeful questioning. • Discuss and identify ways to support teachers as they (Facilitator Note: Give participants a moment to read the outcomes silently, plan and implement purposeful questioning. then summarize the outcomes in your own words.)

Slide 2 minutes (14) 8 Effective High-Leverage Instructional Teaching Practices for Mathematics 5 1.Establish mathematics goals to focus learning (SAY) 2.Implement tasks that promote reasoning and problem solving 3.Use and connect mathematical representations 4.Facilitate meaningful mathematical discourse These 8 Teacher Practices should be familiar to you. We have used them 5.Pose purposeful questions 6.Build procedural fluency from conceptual understanding throughout the previous CCRS meetings. We are also continuing to use the 7.Support productive struggle in learning mathematics 8.Elicit and use evidence of student thinking NCTM publication “Principles to Actions” as a resource. NCTM Principles to Actions, 2014, p.10 Over the previous CCRS meetings we have made connections between these 8 Teacher Practices and the 8 Standards of Mathematical Practice –which are what we want to see students doing. We have also looked for the occurrence of these teacher practices in a classroom video. Today we want to focus in on Effective Teaching Practice #5 - Pose purposeful questions. [Facilitator Notes: Remember, these MTP provide a framework for strengthening the teaching and learning of mathematics. They represent a core set of high-leverage practices and essential teaching skills necessary to promote deep learning of mathematics. By “high-leverage practices,” they mean “those practices at the heart of the work of teaching that are most likely to affect student learning” (Ball and Forzani 2010, p. 45 or PtA, p. 8).] (Facilitator Note: The primary purpose of Principles to Actions (PtA) is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.) Slide 1 minutes (15) Rigor 6 Rigor is creating an environment in which This should be familiar to you by now because it has been the focus of our each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student CCRS learning this year. demonstrates learning at high levels. (Blackburn, 2008) Ask for a volunteer to read this slide. (SAY) – Today we are focusing on Purposeful Questions. What does Rigor have to do with Purposeful Questioning? Click to the next slide. Slide 2 minutes (17) Posing Purposeful Questions 7 “Effective mathematics teaching relies on questions that encourage students to explain and reflect on their thinking as an essential component of meaningful (SAY) mathematical discourse. Purposeful questions allow teachers to discern what students know and adapt Here is an quote about Purposeful Questions from Principles to Actions. Turn lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions.” to Handout 2 and read this (on the right hand side of the page) to yourself. Think about how it connects to Rigor. NCTM Principles to Actions, 2014, pg. 35. (click to next slide)

Slide 7 minutes (24) What connections do you make? 8 • Rigor is creating an • Effective mathematics environment in which teaching relies on each student is expected questions that HANDOUT #2 to learn at high levels, encourage students to explain and reflect on each student is their thinking as an supported so he or she Give the participants about 30 seconds of think time and then ask again – How essential component can learn at high levels, of meaningful and each student mathematical demonstrates learning are purposeful questioning and rigor connected? discourse … (NCTM, 2014) at high levels. (Blackburn, 2008) Take a few responses from the group and move on. [Facilitator Notes: If no one responds you might say something like: teachers use questioning as a way to allow students to demonstrate their learning – we hope that learning is at high levels.] Slide 1 minute (25) Questioning (SAY) 9 Effective teaching of mathematics uses purposeful questions to assess and This is just one more reminder about how CRUCIAL questioning is. advance students’ reasoning and sense making about important mathematical Allow participants to read the slide and individually think about the quote and ideas and relationships . question. NCT M, 2014 (Below is a quote that can be used for TALKING POINTS if needed.) Teachers’ questions are crucial in helping students make connections and learn important mathematics concepts. Teachers need to know how students typically think about particular concepts, how to determine what a particular student or group of students think about those ideas, and how to help students deepen their understanding. Slide 15 minutes (40) Pose Purposeful Questions 10 • Handout #3 HANDOUT #3 • Please read the excerpt from Principles to Actions (pages 36-37.) (SAY) • Highlight 2 or 3 Big Ideas • Find a partner from a different table/group to Let’s read a little more about purposeful questioning. Handout #3 is an excerpt discuss your Big Ideas from “Principles to Actions.” Please read this short excerpt, including the information in the chart. As you read, highlight 2 or 3 Big Ideas that stand out to you. (Facilitator Notes: When most participants have completed reading (3-4 minutes) ask participants to get up, find a partner and have conversation about the Big Ideas. Give them 5-6 minutes for this conversation. Have participants stay where they are and ask for comments from the whole group: What did you and your partner talk about? (Take a few comments and then send them back to their seats. 5-7 minutes)

Slide Pose Purposeful Questions 3 minutes (43) Teacher and Student Actions 11 HANDOUT #4 (SAY) We just read and talked about how important questioning is “however, merely asking questions is not enough to ensure that students make sense of NCTM Principles to Actions, 2014, pg. 41. mathematics and advance their reasoning” (NCTM, 2014, p. 35). On this handout the chart is a summary of teacher and student actions when purposeful questioning is used in the classroom. Take a couple of minutes to read over these actions. ASK: What are teachers and students supposed to be doing? These might be great look-for’s for you as a math leader as you provide support for your teachers and students. Today we are going to use these teacher and student actions as our look-for’s as we watch a classroom video. Please record actions you see on this handout. Before we watch the video let’s look at the task being discussed. (Click to next slide) Slide 1 minute (44) Bubble Gum Task 12 Look at HANDOUT #5 SAY: Take just a minute to read the task so you are familiar with what is being discussed on the video. Slide 7 minutes (51) Bubble Gum Task 13 View video (6:05) looking/ listening for teacher and student actions that match the handout. Remind participants to record actions that they see. Let participants know that it may be difficult to hear all of the student responses (that is ok; they should still be able to identity actions.) Whole group discussion: What teacher actions did you see? What student actions did you see?