Secondary MathematicsSecondary MathematicsProfessional DevelopmentProfessional Development

October 9, 2014October 9, 2014

OutcomesOutcomes

Build capacity to prepare and teach lessons Build capacity to prepare and teach lessons aligned to the Common Core State Standards aligned to the Common Core State Standards for mathematicsfor mathematics

Analyze tasks from the curriculum by Analyze tasks from the curriculum by anticipating student responses, challenges for anticipating student responses, challenges for students, and making modifications for the students, and making modifications for the needs of English Learners and Students with needs of English Learners and Students with DisabilitiesDisabilities

AgendaAgenda

Opening TaskOpening Task Professional Reading and VideoProfessional Reading and Video Course Alike Group Work Planning & Sharing Course Alike Group Work Planning & Sharing EvaluationsEvaluations

MS Opening Task: MS Opening Task: Two-Step EquationsTwo-Step Equations

  Use the whole numbers 1 through 9 only one Use the whole numbers 1 through 9 only one time each to find the largest possible values time each to find the largest possible values for x. for x.

HS Opening Task: Two-Step HS Opening Task: Two-Step EquationsEquations

Directions: Use the whole numbers 1 through Directions: Use the whole numbers 1 through 9 only one time each to find the largest 9 only one time each to find the largest possible values for x. possible values for x.

Professional ReadingProfessional Reading

Marking the TextMarking the Text

1.1. Number the Number the paragraphsparagraphs

2.2. Circle key terms, cited Circle key terms, cited authors and other authors and other essential words or essential words or numbers.numbers.

3.3. Underline the authorUnderline the author’’s s claims and other claims and other information relevant to information relevant to the reading purpose. the reading purpose.

2

1

3

The Mathematics of Hope:The Mathematics of Hope:Moving from Performance to Moving from Performance to

Learning in the Math ClassroomLearning in the Math Classroom

Authors ClaimsWhat I do with my students

that aligns with the authors claimsIdeas that I can try

that align with the authors claims

VideoVideo

Carol DweckCarol Dweck http://www.youtube.com/watch?http://www.youtube.com/watch?

v=kXhbtCcmsyQ&list=PLyfOv-v=kXhbtCcmsyQ&list=PLyfOv-BonyEFle45Eg0xpB0mkgjJ9tKZb&index=4BonyEFle45Eg0xpB0mkgjJ9tKZb&index=4

Article:The Mathematics of Hope:

Moving from Performance to Learning in the Math Classroom

Video:Teaching a Growth Mindset

Professor Carol Dweck

Small Group WorkSmall Group Work

How do we engage in the cycle of inquiry How do we engage in the cycle of inquiry (Plan-Do-Check-Act) to develop and revise (Plan-Do-Check-Act) to develop and revise curriculum in order to close the achievement curriculum in order to close the achievement gap for all students?gap for all students?

How do we modify a task to promote the use How do we modify a task to promote the use of academic vocabulary and ensure equity for of academic vocabulary and ensure equity for our linguistically diverse student population? our linguistically diverse student population?

Reminders:Reminders:

Honor the work of your peers by reading their Honor the work of your peers by reading their work and asking clarifying questions.work and asking clarifying questions.

Make positive suggestions about how you Make positive suggestions about how you might modify the activities for your students.might modify the activities for your students.

If you have suggestions for changes or If you have suggestions for changes or additions that youadditions that you’’d like to add to the d like to add to the curriculum, please e-mail Jennifer curriculum, please e-mail Jennifer Montgomery @ Montgomery @ jennifer.montgomery@pusd.org with a with a detailed description of your suggested changesdetailed description of your suggested changes

Course Alike PlanningCourse Alike Planning Go into Ed Caliber and choose one task that Go into Ed Caliber and choose one task that

you will use soon with your students and do the you will use soon with your students and do the following:following: Anticipate student solutions by solving the Anticipate student solutions by solving the

problem in as many ways as you can think of problem in as many ways as you can think of and delineating where you think students and delineating where you think students will have problems.will have problems.

Plan how you will address these problemsPlan how you will address these problems Plan how you will address the needs of Plan how you will address the needs of

English Learners and Students with English Learners and Students with Disabilities.Disabilities.

EvaluationsEvaluations