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Opener – Team Sort
Table – Equation – Graph – Situation
Find your table team
The table, equation, graph, and situation must all connect
Where are your teammates?
WHAT DOES LEARNING LOOK LIKE?
Watch the videos and record:
What is important in this video segment related to mathematics?How are students building their understandings of the math?What is the teacher doing?
WHAT IMPORTANT MATHEMATICS IS HAPPENING?
Teaching Channel Presents
Reflections
Moving Ahead – Clip 29Moving Ahead – Clip 32
Share out whole group
TRU MATH SUITETEACHING ROBUST UNDERSTANDING OF MATHEMATICS
Research-based tools for studying and improving mathematics teaching, with a specific emphasis on helping students understand and solve contextually rich problems.
Schoenfeld, A. H., Floden, R. E., & the Algebra Teaching Study and Mathematics Assessment Project. (2014). An introduction to the TRU Math document suite. Berkeley, CA & E. Lansing, MI: Graduate School of Education, University of California, Berkeley & College of Education, Michigan State University. Retrieved from: http://ats.berkeley.edu/tools.html and/or http://map.mathshell.org/materials/pd.php.
TRU MATH GOALSTo teach for the robust understanding of mathematics
For those focused on helping students learn to work with mathematics
To support teacher learning and growth in a way that accounts for both how people learn and the complexity of teaching practice.
TRU MATH OFFERS:A set of questions organized around dimensions of teaching critically for students’ mathematics learning
Guided discussions fostering a process of learning together
Ongoing dialogue to support the development of students’ robust understanding of mathematics
TRU MATH CONTINUES THE LEARNING THROUGH:
Conversations grounded in classroom observations
Shared experiences from your classrooms and your students
Online continuation of today’s work
TRU MATH SUITETEACHING FOR ROBUST UNDERSTANDING OF MATHEMATICS
Analytic framework for characterizing important dimensions of mathematics classroom activity
A scoring rubric for capturing their presence in instruction.
Five minimally overlapping dimensions of mathematics classroom activity.
captures an essential aspect of productive mathematics classrooms — classrooms that produce powerful mathematical thinkers.
TRU MATH SUITETEACHING ROBUST UNDERSTANDING OF MATHEMATICS
FIVE DIMENSIONSConnect the Five Dimensions to our notes from the videosFind the dimension that connects to the content on the charts Place the dimension on a sticky note and post next to the words and to explain why
A SENSE OF SCALEWork individually to solve the questions.Share your document with someone at your table for feedback via questions – only ask questions – do not provide assistance.Work together as a group to analyze work done by students.Compare what students did with what you did.Review your initial work.Complete the new task.Share out Whole Group
A SENSE OF SCALE
Tour of Website - http://map.mathshell.org
DIMENSION STUDY- A SENSE OF SCALE
Group by DimensionRead your specific Dimension pagesAlso refer to QTRU Math page – focus on
the pre-observation and reflecting.Create a poster
Your dimensionCore questionYour summaryProvide connections to the lesson
OUR CONTINUED WORKTo respond to these questions as we take our learning into our classrooms
SECURITY CAMERA TASK
SECURITY CAMERA TASK
Work individually on the task Discuss your thinking with your small group – all strategies need to be sharedLarge group share out
SECURITY CAMERA TASK
Scoring RubricScore your taskScore a task done by a student
Different student per person at tableGroup with people having the same student to compare scores
http://map.mathshell.org/materials/tasks.php?taskid=273&subpage=expert
IMPORTANT MATHEMATICAL IDEAS
Our intention is to support discussions and questions about “Important Mathematical Ideas”.
“It is more important to work together to push our students and ourselves as educators toward more interconnected and fundamental understandings of mathematics than to decide exactly which ideas are most important.”
TRU MATH SCORING RUBRICS
VIDEO STUDY WITH RUBRICSSmall Group Discussion
1. Common Issues with Linear Equations
2. Statistical Analysis to Rank Baseball Players
3. Mixture Problems
4. Estimating Fish Population
5. Flowchart
RUBRIC SCORES1. Common Issues with Li
near Equations
2. Statistical Analysis to Rank Baseball Players
3. Mixture Problems
4. Estimating Fish Population
5. Flowchart
Whole ClassSmall GroupIndividual WorkStudent Presentations
INTRO TO PROBLEM SOLVING LESSONS – PART A
Group for each problemDiscuss the problem
List all the decisions that are being made for students
Revise the structured problemHand back some of the decisions to the students
INTRO TO PROBLEM SOLVING LESSONS – PART B AND C
Compare structured and unstructured problems
What decisions have been left for the students?What pedagogical issues will arise when you start to use unstructured problems like this?
Consider strategies for offering helpWhich ideas do you normally find most difficult to implement? Why is this?Is there any other advice you would add to this list?
INTRO TO PROBLEM SOLVING LESSONS – PART D
Observe and analyze a lessonAs you watch the video, consider the questions on the handoutSmall Group DiscussionLarge group Share OutActivity E will be saved for our online work
Plan a lesson, teach it and reflect on the outcomes
ONLINE FOLLOW-UP
http://map.mathshell.org/materials Expectations
Use a MARS Challenge LessonDig Deeper into dimensionsApply the rubrics to your classroom lessonActivity E – Unstructured Lesson Timeline – January-February, 2015SyllabusCredit – 1 graduate - BHSU
COURSE REGISTRATION
One graded graduate credit from Black Hills State University$40, check only, will not be cashed until Dec. or Jan. or mail to Marcia Torgrude, TIE, 1925 N. Plaza Blvd. Rapid City, SD 57702What will it look like?
Integrate at least two lessons
Online follow-up
Share experiencesSelect lessons today that you will integrate (notecard with name, session attended & lessons to facilitator before leaving today)
Complete lesson reflection (template provided)
Describe lesson integration on forum
Provide feedback to others
CLOSUREWhat value do you see in the 5 Dimensions of TRU Math?
What value do you find in the 5 Dimensions rubrics of TRU Math?
What were your thoughts as you developed unstructured tasks?
What questions do you still have?
Please complete the Survey at: http://bit.ly/LPNovember
