Math Leadership Support Network ’08-’09 MLSN 2008 - 2009 Change Leadership Assessment KSI Number Sense

Math Leadership Support Network ’08-’09

MLSN MLSN 2008 - 20092008 - 2009

Change LeadershipAssessmen

t

KSI

Number Sense


GROUP NORMS

Cell Phone

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Two Feet

Participate

Sidebars


AgendaAgenda Registration/GamesRegistration/Games Advance OrganizerAdvance Organizer ChangeChange Leadership Leadership Assessment – Assessment – How to Grade…How to Grade… KDE updatesKDE updates Literature ConnectionLiterature Connection Grade-Level Breakouts – Number/EstimationGrade-Level Breakouts – Number/Estimation

Conceptual Change ModelConceptual Change Model ReflectionsReflections


Advance OrganizerAdvance OrganizerFocus forFocus for today:today:

Change Leadership - What can I do, in my current role, to impact change in instructional practice? What are my internal/external obstacles? What is my commitment in this change process?

Assessment/Grading – What can I do to implement change toward standards-base grading?


Advance Organizer Advance Organizer (cont’d)(cont’d)Focus forFocus for today:today:

Conceptual Change Model – How does the CCM change the learning environment?

Number – How does estimation (understanding and application) play a role in helping our students develop number sense?



Your assignment from Jan: Your assignment from Jan:

Given the sample data set for Given the sample data set for your school/district, come up your school/district, come up with a game plan for addressing with a game plan for addressing an issue (or issues) revealed by an issue (or issues) revealed by the data. The game plan can be the data. The game plan can be for this semester, this summer, for this semester, this summer, and/or next year…and/or next year…

* If you used the survey in your own school/district, * If you used the survey in your own school/district, you can use that data instead…you can use that data instead…


Change Change Leadership Leadership

Homework Discussion:Homework Discussion:

1) Find at least 2 other 1) Find at least 2 other participants in the room with participants in the room with your same data set (same your same data set (same color)…. Decide which color)…. Decide which participant will be the participant will be the recorder…(get recording recorder…(get recording sheet)sheet)


Homework Discussion Homework Discussion (cont’d):(cont’d):

2) Consider the issues 2) Consider the issues revealed by the revealed by the resulting data set… resulting data set… Which Which issueissue(s) would (s) would you want to address you want to address first? Why?first? Why?



3) What 3) What strategiesstrategies would you use to would you use to address the issue(s)? address the issue(s)? What would be your What would be your general general game plangame plan??



4) As you think about your 4) As you think about your game plan, consider game plan, consider possible possible obstacles obstacles to to implementing change for implementing change for this learning community.this learning community.


Change Change Leadership Leadership

Chapter 3:Chapter 3:

Committing Ourselves to Committing Ourselves to the Challenge…the Challenge…

Chapter 4:Chapter 4:

Why Is This So Hard? Why Is This So Hard? Generating Momentum for Generating Momentum for Change…Change…


Changing Our Changing Our Vision…Vision…

Inward Inward

OutwardOutward


Obstacles to Obstacles to Generating Momentum Generating Momentum for Change…for Change…CHANGE CHANGE is an adaptive is an adaptive

problem…we have to figure it problem…we have to figure it

out as we go…out as we go…in flightin flight..

We can’t take a sabbatical and spendWe can’t take a sabbatical and spendthe rest of the year planning on the rest of the year planning on being a better teacher, coach, admin., etc. being a better teacher, coach, admin., etc.

next time around….next time around….


Obstacles to Systemic Obstacles to Systemic Change…Change…

Momentum “sappers”:Momentum “sappers”: ReactionReaction ComplianceCompliance IsolationIsolation

With your table group, discuss how With your table group, discuss how these factors are obstacles to these factors are obstacles to change in your learning change in your learning community…community…


Change Change LeadershipLeadership……

WHAT CAN WHAT CAN

II DO? DO?


Self Reflection Self Reflection of Obstacles …of Obstacles …

What are my external What are my external obstacles , and which of obstacles , and which of these can I influence?these can I influence?

What internal obstacles do I What internal obstacles do I create? How do my create? How do my actions impede my actions impede my progress toward goals?progress toward goals?


Make the CommitmentMake the Commitment

1. Write down one or two 1. Write down one or two aspects of your own role aspects of your own role that, if you were able to that, if you were able to dedicate yourself to them, dedicate yourself to them, would make the biggest would make the biggest contribution toward contribution toward improving instruction in improving instruction in your learning community.your learning community.



2. What is the most 2. What is the most important thing that you important thing that you need to get better at, or need to get better at, or should change, in order to should change, in order to make progress toward this make progress toward this goal?goal?



3.3. Frame your goal:Frame your goal:

I am committed to I am committed to the value or the value or importance of…importance of…



Make sure the commitment is Make sure the commitment is

something you want to changesomething you want to change

about about yourselfyourself and/or the way and/or the way

youyou do things…. do things…. ((NotNot – “I am – “I am

going to change everyone else going to change everyone else

around me.”)around me.”)


Your Commitment Your Commitment Should…Should…

Be true for youBe true for you Be focused on improved Be focused on improved

instructioninstruction Have room for growthHave room for growth Implicate youImplicate you Be important to youBe important to you


What can I do as a What can I do as a change agent change agent in in my learning my learning community?community?

Where do I start?Where do I start?

THINK THINK ABOUT:ABOUT:


Assessment/Assessment/GradingGrading



ESTIMATION ESTIMATION Think Think AboutsAbouts

What is the difference What is the difference between an estimate between an estimate and a guess?and a guess?



Why estimate?Why estimate?

When should we When should we estimate?estimate?



How can we help How can we help students become students become better estimators?better estimators?

How can we assess How can we assess their ability to their ability to estimate?estimate?


Types of ESTIMATION:Types of ESTIMATION:

MeasurementMeasurementQuantityQuantityComputationalComputational


COMPUTATIONAL COMPUTATIONAL ESTIMATION ESTIMATION StrategiesStrategies::

Front-endFront-end ClusteringClustering RoundingRounding Compatible/Nice NumbersCompatible/Nice Numbers Special NumbersSpecial Numbers


Grade-Grade-Level Level

BreakoutsBreakouts


Middle School Middle School MathMathUsing theUsing the

Conceptual Change ModelConceptual Change Model


As we think about As we think about ProbesProbes, , Progress Progress MonitoringMonitoring, , Assessment For Assessment For LearningLearning, etc., we need to ask ourselves , etc., we need to ask ourselves the following questions…the following questions…

1. What is the learning target for the 1. What is the learning target for the problem(s)? Is the target clear to both problem(s)? Is the target clear to both the teacher and the student?the teacher and the student?

Reminder…Reminder…


Think Abouts… Think Abouts… (cont’d)(cont’d)

2. What will it look like if the student 2. What will it look like if the student

masters that learning target? (What masters that learning target? (What

is “good enough”?)is “good enough”?)

3. If the student doesn’t master the 3. If the student doesn’t master the learning target, what are the gaps in learning target, what are the gaps in his/her understanding? How do I his/her understanding? How do I determine gaps and what do I do next?determine gaps and what do I do next?


Commit to an OutcomeCommit to an OutcomeExamine the jar containing Examine the jar containing popcorn kernels. On your own, write popcorn kernels. On your own, write down how many kernels you think are down how many kernels you think are in the jar and how you arrived at your in the jar and how you arrived at your estimate. estimate. Think about what materials and Think about what materials and

information you would need to solve information you would need to solve the problem.the problem.


Expose BeliefsExpose Beliefs

Share your estimate of the Share your estimate of the number of popcorn kernels in the number of popcorn kernels in the jar with other members of your jar with other members of your group. group.

Discuss each other’s predictions Discuss each other’s predictions and strategies. Is there more than and strategies. Is there more than one approach that makes sense?one approach that makes sense?


Expose Beliefs (cont’d)Expose Beliefs (cont’d)

Select a member of your group to Select a member of your group to

write down everybody’s ideas - write down everybody’s ideas - share the estimates and strategies share the estimates and strategies with the rest of the class.with the rest of the class.


Confront BeliefsConfront Beliefs In your group, come up with an In your group, come up with an

agreement about how to test the agreement about how to test the strategies for estimating the number of strategies for estimating the number of kernels. Avoid counting every kernel. kernels. Avoid counting every kernel.

How does what you found out compare How does what you found out compare to your original estimates and ideas? to your original estimates and ideas? Prepare to share your group’s ideas Prepare to share your group’s ideas with the rest of the class.with the rest of the class.


Accommodate the Accommodate the ConceptConcept

Share your group’s findings with the Share your group’s findings with the class. Discuss the merits of each class. Discuss the merits of each strategy.strategy.

Based on what you have observed Based on what you have observed and heard, write down the strengths and heard, write down the strengths and weaknesses of the strategies. and weaknesses of the strategies. Which approach makes sense?Which approach makes sense?


Accommodate the Accommodate the ConceptConcept

In your own words, explain a In your own words, explain a strategy for estimating large strategy for estimating large numbers that makes sense to you numbers that makes sense to you and explain why you support that and explain why you support that approach.approach.


Extend the Concept Extend the Concept (cont’d)(cont’d)

Here we dealt with estimating large Here we dealt with estimating large numbers of popcorn kernels. During numbers of popcorn kernels. During the recent Presidential Inauguration, the recent Presidential Inauguration, the press frequently referred to the the press frequently referred to the estimated size of the crowd in estimated size of the crowd in attendance. What are some strategies attendance. What are some strategies that may have been used to estimate that may have been used to estimate the number of people in attendance?the number of people in attendance?



Given a photograph, how could we Given a photograph, how could we estimate the size of the crowd? estimate the size of the crowd? Does it make a difference in the Does it make a difference in the estimate if we use different sized estimate if we use different sized grids? Should we sample from more grids? Should we sample from more than one source? Does it matter than one source? Does it matter from what angle the photo was from what angle the photo was taken?taken?



What are some other examples of What are some other examples of estimating large quantities you can estimating large quantities you can think of? think of?

What are some other careers that What are some other careers that might use estimation?might use estimation?


Go Beyond…Go Beyond…

What are some other questions or What are some other questions or problems on estimating large problems on estimating large numbers that you would like to numbers that you would like to explore? How would you proceed?explore? How would you proceed?


Probes and Probing Probes and Probing Questions…Questions…

If this jar has 120 jelly beans in it now, estimate how many jelly beans would be in the jar when it is full?

Determine if the estimate is HIGH or LOW and explain your reasoning:

100? 500? 240? 130? 1000?





100? 500? 150? 200? 400?





100? 500? 240? 130? 400?



25 in this 25 in this sectionsection

Estimate the number of pink blooms in the photo…

Is the given estimate HIGH or LOW? Explain.

50? 250? 100? 1000?

25



What are some other What are some other probes and probing probes and probing questions that you could questions that you could use to assess a student’s use to assess a student’s ability to ability to estimateestimate quantityquantity ??



Think Abouts Think Abouts again…again…

1.1. What is the learning target for the What is the learning target for the problem(s)? Is the target clear to both problem(s)? Is the target clear to both the teacher and the student?the teacher and the student?

2. What will it look like if the student 2. What will it look like if the student

masters that learning target? (What masters that learning target? (What

is “good enough”?)is “good enough”?)


Think Abouts… Think Abouts… (cont’d)(cont’d)

3. If the student doesn’t master 3. If the student doesn’t master the learning target, what are the the learning target, what are the gaps in his/her understanding? gaps in his/her understanding? How do I uncover gaps and what do How do I uncover gaps and what do I do next?I do next?

Documents

Math Leadership Support Network ’08-’09 MLSN 2008 - 2009 Change Leadership Assessment KSI Number Sense