Implementing the Mathematical Practices through TEAMwork

Implementing the MathematicalPractices through TEAMworkAmy Hunter, PhDLEAD Public SchoolsEntering ActivityPlease answer the questions posed on the posters around the roomIntroduction

I am Amy Hunter, I am the Mathematics Specialist for LEAD Public Schools. We are a charter management organization. We have 5 schools, 2 of which are zoned enrollment schools residing in Metro Nashville Public Schools. 1 is part of the Achievement School District. But I am new to LEAD Public Schools as of July 1st. I moved here from Kentucky where I worked as a Mathematics Education Recovery Specialist; helping low performing schools improve their math programs. I am excited to be living and working TN because I have worked with the CCSSM for three years now and I am happy to use Kentuckys experience (both good and bad) to implement the core in Tennessee.

3Learning ObjectivesDescribe the characteristics of high-quality mathematics instruction as described by the TEAM rubric and CCSSMP.Identify connections between TEAM indicators for effective instruction and the CCSS MathematicalPractices; citing evidence from each text.Describe the TEAMwork coaching model being implementing at LEAD public schools.

TEAM and CCSSMP in ActionObjective: Describe the characteristics of high-quality mathematics instruction as described by the TEAM rubric and CCSSMP.

Setting the Stage6.RP Understand ratio concepts and use ratio reasoning to solve problems.1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.

We have a lot to do during this session. Our learning objectives are:Describe the characteristics of high-quality mathematics instruction as described by the TEAM rubric and CCSSMP.Identify connections between TEAM indicators for effective instruction and the CCSS MathematicalPractices; citing evidence from each text.Describe the TEAMwork coaching model being implementing at LEAD public schools.And to achieve these learning goals we are going to be doing some math today. It is important to note that the purpose of enacting this lesson is not for you to master the mathematics but instead to experience a lesson that implements the mathematical practices and best practices indicated by TEAM.So, to get started we are going to do a problem. To set the stage: you are 6th grade math students who have been working on the following clusters and practice standards:

6Productive StruggleWork independently for 5 minutes to complete the Sharing Gasoline taskDont worry about being correctThis is about experiencing productive struggle with complex problemsTargeted FeedbackExamples of targeted feedback on papers-Does this method consider the entire trip? To and From School? How do your calculations change? How might your equation change?Does your method consider sharing the cost between all passengers in the car at one time?

NO SCORESIn the classroom, I would collect your papers, and write feedback on them in the form of guiding questions. Then you would get your paper back with questions and have a few minutes to read the questions and consider changes. We are going to skip that part for obvious reasons, during the next activity there are some questions on each paper for you to consider as you work with your groups to solve this problem collectively. 8Collaboration and ExplorationSteps for how you will work as a team:Take turns explaining your method and how you think your work could be improved.Listen carefully to each other. Ask Questions if you dont understand.After each person in the group has explained, plan a joint strategy that is better than each of your separate ideas.Make sure that EVERYONE in the group can explain your reasoning.Write a brief outline of the PLAN; tell the steps you would use to solve this problem

In the classroom teachers would need to emphasize that students are working as a team and each paper brings something positive to the collective solution.Here are the steps for how you will work as a team:Take turns explaining your method and how you think your work could be improved.Listen carefully to each other. Ask Questions if you dont understand.After each person in the group has explained, plan a joint strategy that is better than each of your separate ideas.Make sure that EVERYONE in the group can explain your reasoning.Write a brief outline of the PLAN.do not solve the problem, just tell the steps you would use to solve.

9Summary of Big IdeasShare your plans-What are the things you must consider in this problem?Does this method consider the entire trip? To and From School? How do your calculations change?-Unit rate is not 30 but 15 is the amount of money per segment.Does this method share costs between passengers in the car during the same part of the journey?Does this method share the costs proportionally to the distance traveled?What type of ratio is 10:8:5:2? Part-Part If we convert a part-part to a part-wholewhat is the whole?What does the decimal .4 mean in the context of the problem? What does it represent? Consider the units in the ratio 10:25.Does this method consider the entire trip? To and From School? How does your equation need to change to account for both trips? 10Focused RevisionStudents revise their work, improving their own answers using:Targeted feedbackGroup collaborationSummary of Big IdeasConnecting TEAM to CCSSMPObjective: Describe the characteristics of high-quality mathematics instruction as described by the TEAM rubric and CCSSMP.

TEAM and CCSSM ConnectionsDirections and Guiding Questions- Read SMP 1, 2, and 3Review TEAM domains Cross-reference both documents highlighting connections using the lesson as the context.What part of the lesson exemplified ____TEAM indicator? What part of the lesson exemplified _____SMP? What is the relationship between descriptors? Give an example of the relationship.

Now you will work to connect our experience to TEAM and the CCSSM. Work with a partner to highlight connections between TEAM indicators and CCSSM. Both TEAM and CCSSM are dense and include many indicators/descriptions; in the interest of time, I have narrowed our focus to TEAM indicators for Activities and Materials, Problems Solving, and Thinking and CCSSM 1, 2, 3.Participants will work with their elbow partner to highlight connections between the TEAM indicators for Activities and Materials, Problems Solving, and Thinking and CCSSM 1, 2, 3.Directions and Guiding Questions- Read SMP 1, 2, and 3Review TEAM domains Cross-reference both documents highlighting connections using the lesson as the context.What part of the lesson exemplified ____TEAM indicator? What part of the lesson exemplified _____SMP? What is the relationship between descriptors? Give an example of the relationship. 13Sharing a Model Objective: Describe the TEAMwork coaching model being implementing at LEAD public schools. So the big question is how do we make this happen? My answer is through instructional coaching in the classroom. The process I used in Kentucky and use now at LEAD follows a cycle:

14Coaching ModelFirst, I observe using the TEAM rubric. Then the Teacher(s) and I discuss what I saw. I am careful to share that my work with them is TEAMwork, not evaluation. The intention is for them to improve their practice by trying new things and working with me to implement. Guskey (2002) explains the paradox that for teachers to adopt a new practice they must see it work in their classroom first. But whats challenging is when a new practice is tried, it rarely works the first time! Thats where I come in to help teacher test out ideas and strategies.The second step is for use to craft a plan of action around ONE TEAM goal. Here is an example. The plan is what allows me to infuse best practice in our work. We use the strategies to achieve the goal instead of making the use of the strategies our GOAL.The third step is to implement the plan. Plans sometimes include reading a professional article or resource but often include me co-planning and co-teaching with a teacher and I frequently use the lesson model you experienced:Productive struggleProvide feedback Collaboration and explorationSummary of Big IdeasFocused RevisionThe fourth step is to reflect on our work. From there the teacher and I might continue our work or we might need repeat the process.The final step starts the process over but also evaluates implementation. I return to observe the teacher to see if they have continued/changed the strategy. Then we start over.

15Observe/InvestigateCollaboration/PlanningCollaboration/PlanningMeasure/Reflect

Lesson Model. Plans sometimes include reading a professional article or resource but often include me co-planning and co-teaching with a teacher and I frequently use the lesson model you experienced:Productive struggleProvide feedback Collaboration and explorationSummary of Big IdeasFocused RevisionThe fourth step is to reflect on our work. From there the teacher and I might continue our work or we might need repeat the process.The final step starts the process over but also evaluates implementation. I return to observe the teacher to see if they have continued/changed the strategy. Then we start over.

20Coaching ModelThese models are very similar because they embody best-practice for COACHING AND TEACHING21Learning ObjectivesDescribe the characteristics of high-quality mathematics instruction as described by the TEAM rubric and CCSSMP.Identify connections between TEAM indicators for effective instruction and the CCSS MathematicalPractices; citing evidence from each text.Describe the TEAMwork coaching model being implementing at LEAD public schools.

ahunter@leadpublicschools.org

Please contact me with any questions regarding the presentation!