Download pptx - Summer Leadership 2015 Elementary Math Elementary Preview and Planning Day

Summer Leadership 2015Elementary Math

Elementary Preview and Planning Day

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Math

Key Question #5:How can leaders focus on

supporting teachers to impact student success in math?

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Math (Grades 3-5)

On p. 141, you will find the “Top Teacher Training Take-Aways”.

Let’s take a few moments to read through these before we view just a small portion of the content your teachers are experiencing.

We will follow-up each overview section with a short reflection time on p. 165 of your manual. We will be using this notes later as we complete a planning document for each key area.

pp. 141, 165 in your manual

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Math (Grades 3-5)

Look at the overarching theme of this set of trainings:

“Task predicts performance.”

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Learning Leaders Modules

Let’s take a look over the contents of the modules that your teachers are experiencing in math.

The overview of the math training modules found on pp. 142-143. Mark any topics that you think will be important during the redelivery phase for your teachers.

pp. 142-143 in your manual

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Assessing the Current ‘Math Mindset’

All of us who are stakeholders have a role to play and important actions to take if we finally are to recognize our critical need for a world where the mathematics education of our students draws from research, is informed by common sense and good judgment, and is driven by a non-negotiable belief that we must develop mathematical understanding and self confidence in all students. NCTM Principles to Action

Somehow it’s okay for people to chuckle about not being good at math. Yet if I said, ‘I never learned to read,’ they’d say I was an illiterate dolt.

Neil deGrasse Tyson

If you stop at general math, you’re only going to make general math money.

Snoop Dogg

I don’t like to be negative about math because it really teaches you a lot of great things. You kind of use math every day.

Madison Davenport

p. 144 in your manual

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What is the Overwhelming Public Perception of ‘Math’?

Emily Calandrelli

MIT GraduateNASA InternXploration Outer Space Host/ProducerPassionate about STEM

NASA – Bill Stafford

Emily’s TEDx Talk on the dangers of negative STEM stereotypes and how we can promote a positive attitude toward STEM literacy

Play Video: idontdomath.mp4

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Discussion Activity: What is my school’s ‘Math Mindset’?

1. What are my personal math biases? Have I ever said ‘I’m not good at math’?

2. What ‘math mindset’ am I hearing in the halls and classrooms from students?

3. What ‘math mindset’ am I hearing from my math faculty? Non-math Faculty?

Instructions: First, complete each question individually on p. 144. Then, share at your table.


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UNPRODUCTIVE BELIEFS PRODUCTIVE BELIEFS

Students possess different innate levels of abilities in mathematics, and these cannot be changed by

effective instruction.

Mathematics ability is a function of opportunity, experience, and effort. All students are capable of

participating and achieving in rigorous mathematics.

ELL students are less able to learn mathematics and must be in a separate track.

ELL students can learn the language of mathematics at or beyond grade level at the same time they learn

English with appropriate instruction

Students living in poverty lack the cognitive, emotional, and behavioral characteristics to

participate and achieve in rigorous mathematics.

Effective teacher practices (e.g. using high level tasks, Accountable Talk) provide greater

opportunities to higher-order thinking and raising achievement of all students.

Only high-achieving or gifted students can reason about, make sense of, and persevere in challenging

mathematics.

All students are capable of making sense of and persevering in challenging mathematics given

opportunities, support, and confidence.

NCTM Productive and Unproductive Beliefs

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PLC Resource

On p. 145 of your manual, you will find a “Math Mindset” PLC Guide that can walk your fellow administrators and faculty through current attitudes on mathematics education, common misconceptions, and fostering ideas on improving the ‘math mindset’ of a school.


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Characteristics of Excellent Math Instruction• One of the activities that your teachers will be

involved in will be to identify the characteristics of high-level math instruction. Let’s do this as leaders.

• Turn to page p. 146 and independently complete the Frayer Model entitled, “Characteristics of high-level math instruction and student engagement”.

• How should these characteristics impact what we look for in classroom instruction as leaders focused on helping our teachers improve?


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NCTM Mathematics Teaching Practices• Turn to p. 147 in your manual. Read through

the document entitled, “NCTM Mathematics Teaching Practices.”

• Be sure to UNDERLINE those characteristics that are similar to your Frayer Model.

• Circle those characteristics that you would like to add to your Frayer Model.


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NCTM Mathematics Teaching Practices• After reading the “NCTM Mathematics

Teaching Practices”, work as a group to complete the center rectangle of your Frayer Model.

• In the center write your group’s best summary of what excellent math instruction should encompass.

• Prepare to share out whole group.

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Supporting Mathematics Teaching Practices• Throughout our journey in our leadership courses, we

have talked about several key teacher actions that will support excellent instruction in our math classes, such as:

• Accountable Talk

• Assessing and Advancing Questions

• Task Selection and Modification

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Supporting Mathematics Teaching Practices• Turn to p. 148 in your manual and read over

the “Assessing and Advancing Student Understanding Rationale”. Underline key ideas as you read.

• Turn and talk with a shoulder partner about some of the different ways you see evidence of these key ideas in your math classrooms.


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Assessing and Advancing Questions

Assessing Questions Advancing Questions

Are based closely on the work students have produced.

Use what students have produced as a basis for making progress toward the target goal.

Clarify what students have done and what students understand about what they have done.

Move students beyond their current thinking by pressing students to extend what they know to a new situation.

Provide information to the teacher about what students understand.

Press students to think about something they are not currently thinking about.

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NCTM Mathematics Teaching Practices• The NCTM Mathematics Teaching Practices

come from a document entitled “Principles to Action – Executive Summary” which can be found in the appendix on p. 152.

• There is a PLC Guide available online to accompany this section that will help schools focus examine the current teaching practices for mathematics classes.


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Math Tasks

Back to our big idea: “Task predicts performance.” Let’s read this quote together:

There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics.   Lappan & Briars, 1995

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Math Tasks

Let’s review what we’ve talked about many times. A mathematical task is a problem or set of problems that focuses students’ attention on a particular mathematical idea.


Math Task Arc

• On p. 158 in your manual you will see an overview of Mathematics Task Arcs.

• On p. 160 in your manual you will see a table of contents for a task arc for Grade 4. On pp. 162-163 you will see an overview for the same task arc.

• Are task arcs being used in your school for mathematics instruction? What can you as a leader do to support the use of task arcs in your school?

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pp. 158, 160, 162-163 in your manual

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Remember this?

What power is there in

encouraging your

teachers to utilize this

model?

Structures and Routines of a Lesson


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Math TasksTeachers must be able to choose appropriate mathematical tasks, judge the advantages of particular representations of a mathematical concept, help students make connections among mathematical ideas, and grasp and respond to students’ mathematical arguments and solutions.

A lack of mathematical content knowledge can impede teachers’ abilities to notice and analyze students’ mathematical thinking, design actions that respond to students’ understanding, or engage in productive professional conversations.

 Doerr, H. M., & English, L. D. (2006); Hunting, R. P., & Doig, B. A. (1997); Britt, M. S., Irwin, K. C., & Ritchie, G. (2001)

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Task Selection• True or False? (Discuss your answer with a partner)

1. All tasks must be high-level.

2. Accountable talk is only used during a high-level task.

3. The main purpose of tasks is for assessment purposes only.

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Computational Fluency

Let’s change gears a bit. Our teachers will spend time this summer talking more about computational fluency, which refers to having efficient and accurate methods for computing.

Fluency is not meant to come at the expense of conceptual understanding. Rather, it should result from a progression of learning and thoughtful practice. It is important for fluency to have students build conceptual understanding with skills.

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Fluency Expectations


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Reflection

As we close out our overview of the math content, let’s think about how we, as leaders, can best:

– Support redelivery– Support our teachers’ ongoing implementation of strategies

during the next school year

Turn to p. 165 in your manual and complete the take-aways and key actions portions of the planning form.

After completion, let’s take a few moments to share out from each table any key actions you know you will prioritize as a leader to support teachers.
