Welcome! SVMI FOLLOW UP DAYS Oakland December 2013 Tracy Lewis, Priscilla Solberg, Tracy Sola, and Jeff Trubey

Welcome!SVMI FOLLOW UP DAYSOakland December 2013

Tracy Lewis, Priscilla Solberg, Tracy Sola, and Jeff Trubey

TASKS,TOOLS,& TALK

FOR INQUIRY AND RE-ENGAGEMENT

2013-2014 © SVMI TASKS, TOOLS, TALK 3

SMPs&

SBAC

LESSONSVS

UNITS

DISCOURSEQUESTIONS

RE-ENGAGEMENT

TASKS, TOOLS,TALK

FORMATIVEASSESSMENT

Goals for the Follow Up Days• deepen our mathematics Content

Knowledge• refine our Pedagogical Content

Knowledge• plan for continuous improvement (day by

day, minute by minute)• understand better the different SVMI tools

(i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons)


Goals for the Follow Up Days • understand the different kinds of lessons

(e.g., conceptual understanding, problem solving, procedural fluency, re-engagement, etc.)

• understand the difference between lessons and units

• understand the value of Learning groups


TODAY’S SESSIONS:


Enjoy your day!SVMI FOLLOW UP DAYS


Agenda

• Norms• Problem of the Month• Stuck / Mindsets• Geometry Standards across the grades• Reflection• Constructing a Transition Unit

Community Agreements and Norms

No one is as smart as all of us are together• Respect• Individual think time• Everyone participates• Everybody helps• Leave no one behind• Take responsibility

The Silicon Valley Mathematics Initiative

Math Assessment Collaborative

Content Student

Teacher

Learning

Problem of the Month

The Shape of Things•Read through all

of the levels. •Begin working level A.•When you are ready, share

your strategies with a partner or group. •Continue with other levels.


Solo, Partner, GroupPlease read all levels of the Problem of the Month.

As you read…• think of clarifying questions you may have for your

partner and/or group. • think of possible strategies you might like to try.

Then…• ask your clarifying questions of your partner and/or

group and share your ideas on possible strategies.

• begin working on Primary Version Level A first.

Quick Write• Take a few minutes to record what you

know so far.

• What will you investigate when you return to the POM or what wonderings do you have?


Video of Little Big League


“Stuck”

• What strategies did you use to persevere when getting stuck?

• Discuss at your table the specific actions/talk that helped you move ahead.

• Popcorn ideas

•I can do this. •I can’t do this.•Challenges are fun. •This is too hard.•I’m not good at math.•I seem to be on the right track.•What I’m doing isn’t working, what else can I try?•What I’m doing isn’t working, I give up?

What do we think when a problem is challenging?

2 Groups of Belief

• Fixed Mindset

• Growth Mindset

Eduardo Briceno

TED Talk November 18th, 2012

Growth mindset • In what ways have you seen mindset

impact your students’ learning? (give examples)

• How would or could you adjust your teaching knowing a student’s mindset?

• How might mindset impact your own learning - including your experience with Problem of the Month?

Mindset Sort• With a partner, spread out the statements

from your packet

• Taking turns, pick up a statement and place it under the correct heading until they are all sorted. Discuss why, as you place each one.


POM Re-visited


Status Poster Status Poster

With a partner, select a Level of the POM you are still exploring.•The focus of your poster should be on your processes so far and where you think you want to go next and/or questions/wonderings you have about this level.•Remember to justify or explain your processes you have used so far and why they make mathematical sense.

Justification PosterJustification Poster

• Select a Level of the POM to share the findings you have discovered so far.

• Feel free to choose any level that you feel you and your partner have completed.

• The focus of your poster should be on how your findings can be justified mathematically and how your findings make sense.

• Please state which Standards for Mathematical Practice that you used in this level.

Geometry Standards• Count off from 1 to 10

• Get together in groups with the same number.

• Read through the standards for the grade level you are examining.

• Make a poster for your grade level geometry expectations.

• Be prepared to share with te wole group.


Connection to POM• Take a gallery walk of the POM posters,

looking for evidence of your grade’s standards.

• On post-its, write the grade level and standard number of which you see evidence.

• What Mathematics Practices do you see?

ReflectShare

Practice

Learning is both an active and reflective process. Though we learn by doing, constructing, building, talking and writing, we also learn by thinking about events, activities and experiences. This confluence of experiences and thought combines to create new knowledge. Both action and reflection are essential ingredients in the construction of knowledge. Indeed it is difficult to extricate one from the other since we are often “parallel processing”



– reflecting upon activities even as we are in the midst of doing or experiencing them. Because learning is so often subconscious, we don’t realize we’ve actually gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then is the vehicle for critical analysis, problem-solving, synthesis of opposing ideas, evaluation…and creating meaning – in short many of the higher order thinking skills we strive to foster in our students.

Making Connections, Caine,R.&Caine,G.

Your Turn…during this session:


Reflection• Take five minutes to write and reflect on

something new you learned today.• With colleagues, brainstorm how you can

assure your conversation will be equitable.• Utilize the remaining time to share and

explore what you have learned today.• End your reflection time with five minutes

to write about or share what questions remain for you.


Break out groups• K-2

• 3-5

• 6-8

• HS


Developing a Transition Unit


Documents

Welcome! SVMI FOLLOW UP DAYS Oakland December 2013 Tracy Lewis, Priscilla Solberg, Tracy Sola, and Jeff Trubey