Welcome!

Please do the following…

Sign in and find your name tag.

Help yourself to refreshments.

Sit where there is a binder at the table with your district’s name on a table tent.

SHIFT HAPPENS

Goals of the InstituteGoal for Participants

To deepen our understanding of the Standards for Mathematical Practice from the Common Core State Standards.

To give access to sense-making strategies and classroom climate regardless of adopted curriculum.

To increase teachers’ own math content knowledge and tie the experience back to teaching and learning.

To use student thinking and work to inform instruction and improve student learning.

Goal for Teaching Community

To develop instructional leadership capacity.

To support on-going professional development that encourages learning teams and reflective practice.

To develop a network and support system for inter- and intra- school collaboration.

To prepare teachers for the coaching partnership and establish a coach-teacher relationship.

Institute’s Theme

• The two Problems of the Month we will be working on involve engaging learners in problem solving.

• Research Articles: • Standards for Mathematical Practice from Common Core

Standards (CCSS) pages 6-8.• DRAFT CCSS Mathematical Practices in K-5.

• Daily breakout sessions will be working on building sense-making classrooms around the Standards for Mathematical Practice.

Standards for Mathematical Practice

Daily Institute Schedule 8:30 - 10:15 Problem Solving (Whole Group)

10:30 -11:50 AM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-Algebra, Lesson Study, Content Coaching)

12:00 - 12:35 LunchServed buffet style, sit where you are comfortable

12:35 -1:25 School Team PlanningRoom assignments posted and will be shared at end of the

morning

1:35 - 3:00 PM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-Algebra, Lesson Study, Content Coaching)

Introducing the Presenters• Math Content and Culture K-2: Mia Buljan

Khristy Leo

• Math Content and Culture 3-4: Tracy Sola

Margie Trainer

• Math Content and Culture 5-6: Mariana Alwell

Cecilio Dimas

• Math Content and Culture 7-Alg.: Becca Sherman

Jeff Trubey

• Lesson Study : Jackie Hurd, Barbara Scott

• Content Coaching: Sandy Devlin, Priscilla Solberg

• SVMI Director: David Foster

What are the Common Core State Standards?

• The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board.

• The Common Core State Standards were published June 2, 2010.

• The college and career ready math standards were adopted by California on August 2, 2010.

Key AdvancesAre aligned with college and work expectations;

Are clear, understandable and consistent;

Include rigorous content and application of knowledge through high-order skills;

Build upon strengths and lessons of current state standards;

Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and

Are evidence-based.

Mathematical Practices 1. Make sense of problems and persevere in

solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean doing mathematics? In the first place it means to be able to solve mathematical problems.

George Polya, (1887 - 1985) Father of Problem Solving; “How to Solve It”, 1945

Problems of the Month

A program to foster school-wide in math and problem-solving.

Enhance Your Personal Math Content Knowledge Using POM’s

Learning Math is Doing Math.

Doing math involves non-routine problems.

Perseverance and learning from mistakes are important attributes of good mathematicians.

Many reasons to pick a certain level (deepen knowledge of topic you will teach, explore idea in depth, etc.)

At every level you are encouraged to challenge yourself and mathematical understanding.

Why a Problem of the Month?

George Polya, said, “A problem is not a problem if you can solve

it in 24 hours.”

Problem of the MonthFractured Numbers

Fractured NumbersFractured Numbers

During this quiet think time, please read all levels of the Problem of the Month.

As you read…

• Think of clarifying questions you may have for your group.

• Think of possible strategies you might like to try to help you make sense of the problem.

Fractured NumbersFractured Numbers

In your group…

• Ask your clarifying questions of your group and share your ideas on possible strategies.

• Begin working on Level A. When you feel you’ve gone as deeply as possible into a level, move on to the next one.

Fractured NumbersFractured Numbers

While you are working, think about these questions:How are you making sense of the

problem?What are strategies you used when

you get stuck?What type of learning environment

do you need to do your best learning?

Where are we?Check-in Point – Part 1

Think about the following questions for the level you are currently working on or a level you feel you have completed…

Where are you in your thinking process? How are you making sense of the problem?

What strategies you’ve tried? Which ones have moved you forward in your thinking, which might not have been helpful?

What questions do you have at this point?

Where are we?Check-in Point – Part 2

Think about and record the following…

Where will you begin tomorrow?

What will you try next?

What questions do you still have at this point?

What other ideas might you want to remember for tomorrow?

Community Agreements

“Establishing community agreements and discussion norms explicitly provide an environment where all voices are heard and all members feel valued as contributors to the learning.”

Libby Knott

“Issues of Status and Values in Professional Development of Math Teachers”

“It is our role as teachers to establish a class environment that values risk-taking, open discussion, and promotes cooperation so that students are:

willing to share ideas

building on each others’ thoughts,

working together to find a solution.”NCTM’s “Introduction to Problem Solving, The Math Process

Standards Series

Community Agreements

What agreements do we need for a community of math learning that supports risk-taking, sharing ideas, conjectures, and insights so we can do our best learning?

Community Agreements

Take a few minutes to read the proposed Community Agreements.

Discuss with your group how the Community Agreements align with the needs you’ve identified to do your best learning.

Community Agreements

“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

Daily Institute Schedule 8:30 - 10:15 Problem Solving (Whole Group)

10:30 -11:50 AM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-Algebra, Lesson Study, Content Coaching)

12:00 - 12:35 LunchServed buffet style, sit where you are comfortable

12:35 -1:25 School Team PlanningRoom assignments posted and will be shared at end of the

morning

1:35 - 3:00 PM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-Algebra, Lesson Study, Content Coaching)

Nuts and Bolts

College Credit

You may enroll up to 3 Quarter Continuing Education Units from San José State University. The cost is $60 per unit.

Forms available and must be completed by the last day of the institute.

Stipend Forms

Complete and submit Teacher and Coach Award Forms.

Forms available and must be completed by the last day of the institute.

Time to Reflect

and Plan

After lunch for 50 minutes - find colleagues to work with and use the ideas provided ---------->

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are needed to see this picture.

District Planning Time Assignment

Report to your district’s assigned location.

Take the SVMI Coaching Institute’s Pre-Assessment Performance Task

Develop a draft of an agenda for the week for your district’s planning time.

Turn in 1 copy of your district’s agenda and your Pre-Assessment Performance Task to the presenter(s) in the room to which you have been assigned.

District Planning Time RoomsRoom 7: San Carlos Charter, Belmont, Pacifica,

Alvord Unified

Room 8: Cupertino, Cambrian, Saratoga

Room 9: JESD, Bayshore, Brisbane, SFUSD Mission Zone

Room 10: Hayward, Oakland USD, OMI, Everyville, Assumption School

Library: Discovery Charter, Scotts Valley, Santa Cruz, Las Lomitas, Salinas, Mountain Elem

Tech: Palo Alto, Menlo Park, Ravenswood

M.U.R.: San Ramon, Walnut Creek, Los Altos