Materials Color tiles 2 color counters Paper Problem on labels
Table copies of SMP (actions and questions) Instructional Rounds
Documentation Slide 2 Todays Mathematics Classrooms RSD Assistant
Principals September 24, 2014 1:00 pm 3:30 pm Sue Larson Nora
Ramirez Slide 3 Outcomes Understand the foundation for these
sessions Give input to the planning of these sessions Experience
doing mathematics planned with the instructional shifts in mind
Become familiar with the documentation instrument for the
Instructional Rounds Slide 4 Agenda Reflect on implementation What
guides these sessions: the 360 feedback Experience the
instructional shifts through problem solving Instructional rounds
documentation Closure, evaluation and input Slide 5 List of
Questions form August Session Slide 6 Reflecting on Implementation
Journal - Reflect on something you did, said, or planned that
resulted from our last session(s) a tool you have used since our
last session Share with your group Whole group sharing Slide 7 What
Guides our Planning The 360 Feedback: Input on Strengthening the
Instructional Leadership in Mathematics Slide 8 What Guides our
Planning The 360 Feedback Teachers Coaches Principals District
Leadership District Leadership Slide 9 360 Feedback Summary Results
PrincipalsCoachesTeachersDistrict Leadership Flip chart of the
standards what to look for Understand the big picture More refined
understanding of what to look for during observations/evaluations
Understand Instructional shifts Inquiry lesson (look like)
Effective T to S and S to S interactions How to be effective w/o
math expertise Slide 10 Summary Results
PrincipalsCoachesTeachersDistrict Leadership Flip chart of the
standards what to look for Overview of standards to understand
complexity and changes Understand the big picture Understand the
use of manipulatives & the need for S to be able to show their
thinking. More refined understanding of what to look for during
observations/evaluation s Practice what they are learning, e.g.
design and try out lessons, visit classrooms & discuss the
learning or view video clips Understand Instructional shifts
Inquiry lesson (look like) Effective T to S and S to S interactions
How to be effective w/o math expertise Understand instructional
shifts, recognize inquiry/constructivist teaching vs. direct
instruction and appropriateness of each; S to S dialogue; T to S
interactions; questioning strategies; and the need to students to
be able to show their thinking. Slide 11 Summary Results
PrincipalsCoachesTeachers District Leader- ship Flip chart of the
standards what to look for Overview of standards to understand
complexity and changes Specific training in the standards and goals
at each grade level and across grade levels. Understand the big
picture Understand the use of manipulatives & the need for S to
be able to show their thinking. Understand gaps between AZCCRS math
and enVision More refined understanding of what to look for during
observations/e valuations Practice what they are learning, e.g.
design and try out lessons, visit classrooms & discuss the
learning or view video clips Identify what appropriate student and
teacher discourse looks like; and how to develop critical thinking
and questioning strategies Provide quality feedback (glow and grow)
Differentiate PD for staff Understand Instructional shifts Inquiry
lesson (look like) Effective T to S and S to S interactions How to
be effective w/o math expertise Understand instructional shifts,
recognize inquiry/constructivist teaching vs. direct instruction
and appropriateness of each; S to S dialogue; T to S interactions;
questioning strategies; and the need to students to be able to show
their thinking. Understand the pedagogical shifts Be able to
provide support and feedback related to effectively using a variety
of methodologies: -the Balanced Math Framework curriculum
map/pacing guide Slide 12 Summary Results PrincipalsCoachesTeachers
District Leadership Flip chart of the standards what to look for
Overview of standards to understand complexity and changes Specific
training in the standards and goals at each grade level and across
grade levels. Need to know the standards Understand the big picture
Understand the use of manipulatives & the need for S to be able
to show their thinking Understand gaps between AZCCRS math and
enVision More refined understanding of what to look for during
observations/evalua tions Practice what they are learning, e.g.
design and try out lessons, visit classrooms & discuss the
learning or view video clips Identify what appropriate student and
teacher discourse looks like; and how to develop critical thinking
and questioning strategies Provide quality feedback (glow and grow)
Differentiate PD for staff Understand Instructional shifts Inquiry
lesson (look like) Effective T to S and S to S interactions How to
be effective w/o math expertise Understand instructional shifts,
recognize inquiry/constructivist teaching vs. direct instruction
and appropriateness of each; S to S dialogue; T to S interactions;
questioning strategies; and the need to students to be able to show
their thinking. Understand the pedagogical shifts Be able to
provide support and feedback related to: -effectively using a
variety of methodologies: -how to use the Balanced Math Framework
and curriculum map/pacing guide Slide 13 Based on this input and
what we have done to date, Are we on track? What do we need to
spend more time on? Has anything else surfaced for you that needs
to be addressed? Slide 14 Experiencing Mathematics Learning July
Constructivist lesson Aug Video of inquiry lesson (intended) Sept
Problem solving lesson Slide 15 Problem Solving Slide 16 Pigs and
Hens A farmer had a bunch of pigs and hens and lost count of how
many of each he had. He was trying to count them as they moved
around and found that he could count ___ heads and ___ legs. How
many of each animal did he have? Chicken and Slide 17 Pigs and Hens
A farmer had a bunch of pigs and hens and lost count of how many of
each he had. He was trying to count them as they moved around and
found that he could count 50 heads and 140 legs. How many of each
animal did he have? Chicken and Slide 18 Standard 4.OA.A.3. Solve
multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems
in which remainders must be interpreted. Represent these problems
using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding. Slide 19 Problem Solving
Experience How was the problem solving implemented? What
instructional shifts did you notice? What was the role of the
teacher? Your role? What Standards for Mathematical Practices did
you exhibit or did you notice others exhibiting? Slide 20 Problems
of the Day in enVision Slide 21 Problem of the Day enVision 4 th
Grade Slide 22 5 th Grade enVision Slide 23 6th Grade enVision
Slide 24 Problem Solving Teacher presents problem Students discuss
meaning and estimate answer Students work individually, then in
pairs while the teacher monitors asks guiding questions that
promote the SMPs assesses students understanding chooses students
to present Teacher facilitates discourse requiring students to
explain, defend, ask questions, clarify, model with equations, use
representations and appropriate tools, use precise language, make
connections, etc. Teacher facilitates a class summary and an
individual reflection Slide 25 Your Turn Slide 26 Marios Marbles
Mario had some marbles. He gave half of them to Julie. Then he gave
a third of what he had left to Sofia. Now he has 12 marbles. How
many marbles did he have in the beginning? What do you know about
the situation? What are you being asked to find? What do you know
about the answer ? Slide 27 Marios Marbles Slide 28 One-half to
Julie Slide 29 One-third to Sofia Slide 30 One-half to Julie
One-third to Sofia 12 Slide 31 One-half to Julie One-third to Sofia
12 6 Slide 32 One-half to Julie One-third to Sofia 12 6 18 Slide 33
One-half to Julie One-third to Sofia 12 6 18 36 Slide 34 Another
Look at Marios Marbles Slide 35 x ? Slide 36 x of x 1313 ? Slide 37
x 1313 ? Write an equation(s) to describe this situation. Slide 38
Instructional Rounds Documentation Review document Use document to
reflect on problem solving activity Slide 39 Slide 40 Outcomes
Understand the foundation for these sessions Give input to the
planning of these sessions Experience doing mathematics planned
with the instructional shifts in mind Become familiar with the
documentation instrument for the Instructional Rounds Develop
awareness of beliefs about the teaching and learning of mathematics
Enhance skills to overcome unproductive beliefs among your faculty
Slide 41 Evaluation, Feedback and Input Complete the projects
evaluation form Complete the + / form giving us input on your needs
related to your role in supporting the teaching and learning of
mathematics OR complete the stem, To enable me to me more effective
in my role as a mathematics instructional leader I would like
..
