On Going Support TrainingOctober 13, 2015

Grades 6-8

Presenters:Doug Mitzel, Deb Stetson,Pat Gibson, Fran Gibson

Painting Crew

• You are choosing a painting company to paint your house. Five companies work have given you comparable bids & references. Your research has found companies where the mean age of the crew is 30 years old. Company A has a mean age of 30 years.

• Should you just go with that company?

1 2 3 4 50

5

10

15

20

25

30

35

40

45

Ages of Crew for Company A

1 2 3 4 50

5

10

15

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30

35

40

45

Ages of Crew for Company AMean

Age

of C

rew

Mem

bers

(yea

rs)

Painting Crew

• Company A Company A

Ages of Crew

Deviation from Mean Result

MEAN 30

40 40 - 30 1020 20 - 30 -1030 30 - 30 035 35 - 30 525

Painting Crew Data

What do you think could be true about the crew’s ages of the other companies in comparison to Company A’s?

Company E’s ages weren’t available, but do have the total of their absolute deviations from 30 years.

Which 1 is the correct interpretation of the M.A.D. for Company A?

• The ages of the crew in Company A are spread 6 years from the approximate mean of 30 years old.

• The ages of the crew in Company A are, on average, 6 years from the approximate mean of 30 years old.

• The ages of the crew in Company A differ from the approximate mean age of 30 years old by 6 years.

Progression

• 6th Grade, SP.5c, Lesson 13.3• 7th Grade, SP.3, Lesson 11.3• Math 1, S-ID.2, 9.1

The PLC at Work Culture

Page 2

My role as a teacher is to evaluate the effect I have on my students. It is to “know thy impact,” it is to understand this impact, and it is to act on this knowledge and understanding. This requires that teachers gather defensible and defendable evidence from many sources, and hold collaborative discussions with colleagues and students about this evidence, thus making the effect of their teaching visible to themselves and to others. (p.19)

John HattieVisible Learning for Teachers:Maximizing Impact on Learning (2012)

High-Leverage Team Actions

Research-informed actions that produce the greatest benefits for your efforts

A Cycle for Analysis and Learning

Page 4

What?

How?

Chapter One- Before the Unit

Page 7

HLTA 1: Make Sense of Agreed-On Essential Learning Standards and Pacing

What do we want students to know and be able to do?

PLC Discussion using:

Framework ChaptersEight SMPsGo Math Curriculum

Page 15

Reality Check- Before the Unit

Page 20

“It is helpful to diagnose your team’s current reality and action prior to launching the unit. Ask each member to individually assess your team on the first high leverage team action using the status check tool. Discuss your perception of your team’s progress on making sense of the agreed-on essential learning standards and pacing.”

P.21

P. 24

HLTA 2- High Demand Tasks

Conversation-

“ah-ha’s” or

clarification

P.27

Identify the Cognitive Demand of Your Tasks

Examine a High Level Task

P.27

1. Solve the problem on your own.

2. Use the five questions to guide a discussion about the task at your table.

Prepare to use a high level task

P. 30

Discuss:• Your expectations for student demonstration of quality work

(both successful and unsuccessful approaches) in defense of their mathematical argument for the task.

• Discuss how your lesson plan for this problem promotes student communication of their argument with others and allows peer-to-peer based solution defense.

P. 32

Your Team’s Progress

• “It matters less which stage your team is at and more that you and your team members are committed to working together to focus on understanding the learning standards and the best activities and strategies for increasing student understanding and achievement as your team seeks Stage IV- sustaining.” P. 34

Next Steps

• Engage your PLC in Before the Unit Planning• Make progress with HLTA 1- Essential Learning Standards• Make progress with HLTA 2- High Demand Tasks• Explore HLTA 3, 4, and 5.

Your Task for

Fall/Winter

Ongoing

Support Professional Development:• Creating High Cognitive Demand tasks• Academic Discourse• Regional Lesson Study Days

Next time: During the UnitGrade 6- Nov. 3rd

Grades 7-8 Jan. 20th

Standards for Mathematical Practices

Using your grade level chapter from the California Framework, discuss:• How do the Standards for Mathematical

Practice fit into your direct instruction portion of your lesson?

• What are you working on?– Concerns?– Successes?

How do you build 100% participation and deepen conceptual understanding?

Turn And Talk

• Turn and Talk involves every student• Turn and Talk helps student clarify thoughts• Turn and Talk helps students talk about errors or

uncertainties• Turn and Talk helps student share thinking• Turn and Talk helps student listen to other’s

thinking

Teacher’s Role

• Why and when would a teacher use Turn and Talk?

• What is teacher’s job during Turn and Talk?

• What is the teacher’s role after Turn and Talk?

Guided Math Discussion5 Talk Moves – Math Solutions

• Revoicing: Teacher repeats what the student says

• Restating/Repeating: Student restates what a peer says

• Agree/Disagree (Silent Signals): Students consider each others’ reasoning

• Add On: Contribute, extend or expand on what has been said

• Wait Time: Teacher utilizes wait time so students have time to process their own thinking and prepare to talk

• Revision: Student gets new information, considers it and changes mind if it makes sense.

How does Repeat/Restate build 100% Participation?

• Repeating gives the rest of the class another rendition of the first student’s contribution.

• Repeating gives more time to process the first statement.

• Repeating adds to the likelihood that they will follow the conversation and understand the point.

• Repeating provides evidence that the other students could and did hear the student’s statement.

• Repeating, yet again, clarifies the student claim and provides the student with evidence that he/she is being heard.

Teacher’s Role

• Why and when would a teacher use Repeating in the classroom?

• What is teacher’s role during Repeating?

• What is the teacher’s role after Repeating?

Standards for Mathematical Practice

• What math practices are supported by Turn and Talk, and Repeating?

Guidelines For Classroom Video Viewing

• Keep focused on your observations of:– 100% participation with Turn and Talk, and Repeating– Students’ understanding and how on how the classroom discourse is

serving the mathematical goals of the lesson – Teacher moves

100% Participation/Talk Moveswww.teachingchannel.org/videos/student-participation-strategy?fd=1

Structure for Effectiveness

• What structures need to be in place for Turn and Talk to be most effective?

• What structures need to be in place for Repeating to be most effective?

Guided Math Discussion5 Talk Moves – Math Solutions

• Revoicing: Teacher repeats what the student says

• Restating/Repeating: Student restates what a peer says

• Agree/Disagree (Silent Signals): Students consider each others’ reasoning

• Add On: Contribute, extend or expand on what has been said

• Wait Time: Teacher utilizes wait time so students have time to process their own thinking and prepare to talk

• Revision: Student gets new information, considers it and changes mind if it makes sense.