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6.1
WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP2014-2015 SCHOOL YEAR
SESSION 6 • 19 NOV 2014INCREASING THE PROBABILITY OF PRODUCTIVE STRUGGLE
6.2
TODAY’S AGENDA
Revisiting Sample and Population Mean: A web-based tool
Principles to Actions: Supporting Productive Struggle
Break
Model lesson: engageny Grade 7, Lesson 22
Lesson Planning (Lesson Debrief for tonight’s teachers)
Closing remarks & For Next Time
6.3
LEARNING INTENTIONS AND SUCCESS CRITERIA
We are learning to…
Identify productive struggle in our learning and teachingUse sample data to decide if two population means differPlan, teach, and reflect on a probability and statistics-
focused lesson that embodies the Mathematics Teaching Practices
6.4
LEARNING INTENTIONS AND SUCCESS CRITERIA
We will be successful when we can:
Describe aspects of productive struggle in our own learning and teaching
Identify teacher actions that can support engaging our students in productive struggle
Express the difference in sample means as a multiple of a measure of variability
Understand that a difference in sample means provides evidence that the population means are different if the difference is larger than what would be expected as a result of sampling variability alone.
6.6
ACTIVITY 1 SAMPLE MEANS AND POPULATION MEANS
Sampling distribution simulator:
http://onlinestatbook.com/stat_sim/sampling_dist/index.html
6.8
ACTIVITY 2 PRINCIPLES TO ACTIONS: PRODUCTIVE STRUGGLE
Briefly discuss the following with your group: What does productive struggle look like?
Describe some examples of productive struggle from your own experience.
What makes struggle unproductive?
6.9
ACTIVITY 2 PRINCIPLES TO ACTIONS: PRODUCTIVE STRUGGLE
For this week, we asked you each to bring an example of productive struggle and unproductive struggle from your classrooms.
Use the template provided to briefly describe instances of productive struggle. Include the following: What does productive struggle look like in the classroom?
As a teacher, what actions can we take (before, during, and after teaching) to support engaging students in productive struggle?
6.13
GROUPS AND ROLES
Class Meeting
Teaching (Debrief Partners)
Planning Coaching
4 A (facilitators) B, C, D E, F, G
5 B (facilitators) C, D, E A, F, G
6 (today) C (F, G) D, E A, B
7 D (A) E, F, G B, C
10 E (B, C) F, G D
11 F (D, E) None None
12 G (everyone) None None
A: Michelle, Allison, Hallie, Brian B: Walter, Molly, Lisa C: Lori, Mark S. D: Phil, ClaireE: Mark H, Jenny F: Krista, Lindsay, Melissa G: Heather, Brooke, Alan
6.14
FOR NEXT TIME
Read the Overview to the Grades 6-8 Probability and Statistics progression document and the Grade 6 progression.
Complete the Problem Sets for Grade 7, Lesson 22Please bring your completed problem sets and reflections to Class 8, two sessions from now – Bring your Grade 8 book next time please!
Bring a small (representative) set of student work to class from a task that engaged students in productive struggle. Be prepared to discuss what the productive struggle looked like, what you did to support it, and how that struggle resulted in student learning via the student work.