Elementary Mathematics Liaison Learning Community Dialogue 1 September/October,2013

Elementary Mathematics Liaison Learning Community

Dialogue 1

September/October,2013

AGENDA

Learning in ContextSix Mathematical Shifts at WorkProfessional Development: A New DirectionEffective Teacher Development: What Does the Research Show?Current Efforts on Professional Learning CommunitiesFIU Certificate ProgramSTEM

Lunch

Effective Implementation of a Blended Curriculumo How to Use the District Elementary Mathematics

Pacing GuidesHMH Go Math! Florida Technology Resourceso Supporting Learning Differences

Elementary Mathematics Updates

Learning in Context

http://insidemathematics.org/problems-of-the-month/pom-diminishingreturn.pdf

Diminishing Return

Some classes are going out for a picnic lunch. Theteachers bought drinks in packs for their classes.

Thirty-three students are in Mrs. Browne’s class. Mrs. Browne bought six-packs for her class. She needs helpers, so she picks students to carry one six-pack each.

Twenty-two students are in Mrs. Robinson’s class. Mrs. Robinson bought four-packs for her class. She needs helpers, so she picks students to carry one four-pack each.

Which teacher had to pick more helpers?Show how you found your answer.

Six Mathematical Shifts at Work

Six Mathematical Shifts of the Common Core State Standards

Focus, Coherence, and Rigor

FOCUS: deeply on what is emphasized in the Standards

COHERENCE: Think across grades, and link to major topics within grades

RIGOR: RequireFluency

Dual Intensity

Deep Understanding

Model/Apply

Mathematical Shifts

Shift 1: Focus

Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom.

Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

– Spend more time on Fewer Concepts

Shelbi Cole & Jason Zimba

Priorities in MathPriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Achievethecore.org

Shift 2: Coherence

Keep Building on learning year after year

Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.

Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.


Shift 3: Fluency

Spend time Practicing

The standards require speed and accuracy in calculation.

Teachers structure class/homework time for students to practice core functions/operations.

Students are able to apply a variety of appropriate procedures flexibly as they solve problems.


Grade Required FluencyK Add/subtract within 5

1 Add/subtract within 10

2Add/subtract within 20

Add/subtract within 100 (pencil and paper)

3Multiply/divide within 100

Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6Multi-digit division

Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8Solve simple 22 systems by inspection

Key Fluencies

Achievethecore.org

Shift 4: Deep Conceptual Understanding

Understand Math, Do Math, and Prove it


Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives.

Students are able to see math as more than a set of mnemonics or discrete procedures.

Conceptual understanding supports the other aspects of rigor (fluency and application).

Shift 5: Applications (Modeling)

Apply math in Real World situations


Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations.

Students can use appropriate concepts and procedures for application.

Shift 6: Dual Intensity

Think fast and Solve problems

Students need to both practice and understand mathematics.

There is more than a balance between these two priorities in the classroom – both are occurring with intensity.

Oregon Department of Education

Equal Intensity

YOUR TURNLet’s test your knowledge some

Mathematical Shifts . . .

Choose whether it meets:• Fluency• Conceptual Understanding• Application

Achievethecore.org

Standard Code ProblemFluency, Conceptual Understanding, or Application

Achievethecore.org


Achievethecore.org



Achievethecore.org


Achievethecore.org


Achievethecore.org

Professional Development: A New Direction

FRAYER MODEL

1. The group reads the text silently, highlighting it and writing notes in answer to the following three questions:• What do you Agree with in the text?• What parts of the text do you Aspire to?• What parts of the text give you the most Anxiety?

2. In a round, have each person identify one statement they agree with in the text, citing the text as evidence.

3. Continue the rounds with each of the remaining “A’s”, taking one at a time. Try to move seamlessly from one “A” to the next, giving each “A” enough time for full exploration.

4. End the session with an open discussion framed around a question such as: What implications does this have for professional development in my school?

5. Debrief the text experience.

Three A’s Protocol

Adapted from National School Reform Faculty

Professional Learning Communities

Professional learning communities can support the long-term professional learning efforts in

your school or district.

ASCD

You believe the fundamental purpose of your school or district is to ensure all students learn at high levels and you are committed to become a lifelong learner to make this a reality.You think collaborative teamwork and interdependence among teachers and administrators is a great way to continuously improve your school or district.You are hungry for evidence that students are learning and are ready.

Richard DuFour, Robert Eaker, Rebecca duFour

Three Big Ideas

What is a Professional Learning Community?

In education, the term professional learning community describes a collegial group who are united in their commitment to student learning.

http://www.ncpublicschools.org/profdev/resources/proflearn/

In the mid eighties, Rosenholtz (1989) found that teachers who felt supported in their own ongoing learning and classroom practice were more committed and effective than those who did not receive such confirmation.

Effective schools provide structure time for teachers to work together in planning instruction, observing each other's classrooms, and sharing feedback.These are the very attributes that characterize professional learning communities.

• Collaborative inquiry• Shared decision making• Joint planning of instruction


Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.

What do PLC’s look like in schools and districts?

Professional learning communities can “look” lots of ways, but they must include participants who share the following beliefs and behaviors.


• Caring deeply about learning.• Feeling free to take risks.• Challenging each other and raising the

expectations of everyone.• Respecting and valuing perspectives other than

their own by seeking and valuing every member’s input.

• Intentional in seeking to do the work better.• Aggressive in continually building capacity of

each member to work smarter.

A protocol consists of agreed upon guidelines for a conversation. This type of structure permits very focused conversations to occur. We use protocols for looking at student and adult work, giving and receiving feedback, solving problems or dilemmas, observing classrooms or peers, to push thinking on a given issue and to structure a discussion around a text.

http://www.nsrfharmony.org/

PROTOCOLS

1. Shared, Mission, Vision, and Values2. Collaborative Teams 3. Collective Inquiry4. Action Orientation/experimentation5. Commitment to Continuous school improvement6. Results Oriented7. SMART goals

A PLC is characterized by:

1. What is it that we want children to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t learn?

4. How will we respond when they have learned?

Team Collaboration four essential questions:

Strategic and SpecificMeasurableAttainableResults-OrientedTime-Bound

SMART Goals

A PLC model

Important points to remember:

• Develop a common language • Learn from each other • Develop action plans • Reconvene and reflect • Find the time to meet

regularly

Key Points for a Successful PLC

• Building Trust• Mastering Conflict• Achieving Commitment• Embracing Accountability• Focusing on Results

The school year starts on a very different note atFremont Elementary School. Instead of the normal large school professional development day that involves a presentation, Frieda Jackson leads the teachers through an analysis of student achievement.The meeting lasts all morning, as teachers dig throughvarious data sets and work in a variety of different configurations to learn how their students performed onstate tests. At the end of the meeting, teachers begin tothink about some actions the school will take…

They agree to meet each Tuesday and Thursday during their team planning time to continue their discussionsabout how to improve student writing. At their next professional development day meeting, they plan to bring their writing samples for scoring and analysis to identify areas in which to concentrate…

Scenario 1

Collaborative professional learning in school and beyond: A tool kit for New Jersey educators

Scenario 2

Teachers identify issues related to students’ motivation,high absenteeism, lack of basic study skills, and generallack of interest in science.Teachers agree there are some significant issues tostudy. They agree to use their professional developmenttime to gather data and examine the problem they identify as underenrollment of underrepresented students(mostly blacks and Hispanic) and female students inupper-level science courses. This problem becomes the focus of a four-month inquiry by the science teachers that involves the curriculum coach, counselors, the district’s science specialist, the assistant principal for curriculum and instruction, the school’s reading specialist, and a physical education teacher…


Scenario 3

Each year, Theresa Sanchez, the principal at Martin Middle School, has talked with team leaders about the number of failures in 7th grade. This year, Sanchez lays out a plan to form a new professional learning community to address this problem. She asks the team leaders to identify people to serve on the team.She listens as they talk about including a counselor and at least one 6th-grade teacher, and equal representation from 7th and 8th grade.At the first meeting, the counselor shares data about student academic performance. The team identifies several patterns within the data and begins to discuss these patterns across pairs…


Florida International University

Certificate Programs

Dr. Maria Fernandez, Associate Chair of the Department of Teaching and Learning

Program Leader and Associate Professor in Mathematics Education

http://en.wikipedia.org/wiki/Florida_International_University

STEMScience-Technology-Engineering-Mathematics

Michelle White, Executive Director

Department of Mathematics and Science

http://stem.dadeschools.net/index.html


http://www.dadeschools.net/

STEM


Effective Implementation of a Blended Curriculum

How to Use the District Elementary Mathematics Pacing Guide

This course description defines what students should understand and be able to do in mathematics by the end of Grade 5 for the 2013-2014 Blended Instructional Year. The course description includes the Common Core State Standards for Mathematics (CCSS) for Grade 5 and the Standards for Mathematical Practice. Ten (10) additional benchmarks have been identified from the Florida Next Generation Sunshine State Standards (NGSSS) for inclusion so that the mathematics FCAT 2.0 is addressed during this blended instructional year. While much of the NGSSS benchmark content is addressed in CCSS (both content and mathematical practice standards), a few key points specific to FCAT 2.0 need to be addressed:

• prime factorization • graphing data (continuous and discrete) • prime and composite numbers (along with factors and multiples) • order of operations • comparing, ordering and graphing integers • analyzing and comparing geometric shapes (edges, faces and

vertices) • surface area • deriving formulas for areas of shapes • construct and analyze line graphs and double bar graphs • properties of equalities • precision of measurement • interpretation of remainders

Grade 5 Course description

NGSSS Edition!

NGSSS Edition!

HMH Common Core Edition

NGSSS Edition!

Topic Assessment must include: Lessons 1.6, 2.3, and 3.8 from NGSSS edition

and

Chapter 2 from CCSS edition

HMH Go Math! Florida Technology Resources

Supporting Learning Differences

Paula Ginsberg, Manager of Training and Professional Development Florida

North: TBDCentral: TBDSouth: TBD

Follow-Up DUE DATES

Questions/Concerns:Department of Mathematics and Science

Elementary Mathematics1501 N.E. 2nd Avenue, Suite 326

Miami, Fl 33132Office: 305-995-1939

Fax: 305-995-4188

Documents

Elementary Mathematics Liaison Learning Community Dialogue 1 September/October,2013