System Implementation and Monitoring

Regional Session

Spring 2015

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SIM K-12 REGIONAL SESSION RESOURCES

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Purpose of SIMK-12 System Implementation and Monitoring

The goal of the SIMK-12 sessions is to support superintendents with responsibility for schools in

the implementation of the Board Improvement Plan for Student Achievement

(BIPSA) in their schools.

Learning

• What evidence do you have that learning has occurred for members of your team and the folks that they interact with?

• Do you have evidence of new practices having made an impact on the urgent student learning need that your goal addressed?

• Were your strategies the right ones?• Were you able to monitor the strategies as you planned?

Learning is a process through which experience causes permanent change in knowledge or behaviour.

Woolfolk, Winne & Perry, 2012

Overview of Fall and Winter Sessions

Winter Morning• Minds On – high quality mathematics

instruction • Video – Dan Meyer • Planning for implementation – a look

at your goal • Improvement mistakes to avoid • Implementation challenges • Video – Implementation • Steps to accomplish your

mathematics goal (placemat) Afternoon• Mindsets that support

implementation • Readings • Video – Carol Dweck • Consolidating your implementation

plan

Morning • The Sign Post Problem• Revisit Quality Instruction• Mathematics learners’ proficiencies • Video – Lucy West • Role of mathematics tasks • The Chocolate Bar Problem• Types of Mathematical Tasks• Tasks in the Mathematics Classroom:

>Conversation tool >Attributes of a rich task>Work in grade groups:

K-2, 3-5, 6-8, 9-12  Afternoon• Analysis of Tasks by Teams• Sharing of Implementation Steps

and Monitoring Actions in Like-Role Groups

2014 2015Fall

AGENDA

Morning

Focus on the Classroom Discourse Component of the Pedagogical System

Article Reading and Discussion: Orchestrating Productive Mathematical

Discourse

Math Problem

5 Practices that Support Deep Mathematical Discourse:

Anticipation, Monitoring, Selecting, Sequencing and Connecting

Afternoon

Board Team: Evaluating Learning Related to the Math Goal

Like-Role Discussion on Learning

Team Time

Demonstration of

Learn Teach Lead and a

New Mathematics App

Feedback

Best Evidence Synthesis on Effective Pedagogy in Mathematics

Effective mathematical pedagogy is a coherent system rather than a set of discrete, interchangeable strategies. This pedagogical system encompasses:• A non-threatening classroom environment• Instructional tasks• Tools and representations • Classroom discourse

Effective Pedagogy in Mathematics/Pangarau by Glenda Anthony & Margaret Walshaw, New Zealand (2007)

It is in the classroom community that students develop the sense of belonging that is essential if they are to engage with mathematics. It is within this community that the teacher creates a space for individual thinking and for collaborative mathematical explorations.

Effective Pedagogy in Mathematics/Pangarau by Glenda Anthony & Margaret Walshaw,(2007, page 54)

Mathematical Communities of Practice

Classroom Discourse: Students Articulating Their Thinking Quality teaching involves socializing students into a larger mathematical world that honours standards of reasoning and rules of practice:

The teacher must give each student an opportunity to work through the problem under discussion while simultaneously encouraging each of them to listen to and attend to the solution paths of others, building on each other’s thinking.

Students Articulating Their Thinking …

Yet she must also actively take a role in making certain that the class gets to the necessary goal: perhaps a particular solution or a certain formulation that will lead to the next step ….

Finally, she must find a way to tie together the different approaches to a solution, taking everyone with her. At another level just as important she must get them to see themselves and each other as legitimate contributors to the problem at hand.

Effective Pedagogy in Mathematics/Pangarau

by Glenda Anthony & Margaret Walshaw,

(2007, page 72)

Classroom DiscourseOrchestrating Productive MathematicalDiscussions: Five Practices for HelpingTeachers Move Beyond Show and Tell

Reading: 10 minutes Discussion: 20 minutes

Read pages 314-322

Mathematics Task

A friend sends you a letter asking for your help with some mathematics.

Conversation Tool for Reflection on Mathematical Tasks

What is the mathematical learning that students will achieve with this task? How does the task build on students’ prior knowledge and experience? Is the task problematic for students? Does the task provide opportunities to “press for understanding”? Does the task allow for multiple tools and representations? Does the task allow for multiple entry points for students? Does the task have the potential to engage students in mathematical thinking?

Conversation Tool for Mathematics Tasks

Mathematics Tasks and Classroom Discourse

Discourse involves asking strategic questions that elicit from students both how a problem was solved and why a particular method was chosen. Students learn to critique their own and others’ ideas and seek out efficient mathematical solutions.

Mathematics Tasks and Classroom Discourse

The calculational explanation involves explaining how an answer or result was arrived at – the process that was used.

Paul Cobb (2006) stated that there are two parts to a mathematical explanation:

A conceptual explanation involves explaining why that process was selected – what are the reasons for choosing a particular way. In this way students have to be able to not only perform a mathematical procedure but justify why they have used that particular procedure for a given problem.

Retrieved from arb.nzcer.org.nz/strategies/mcd.php

“The solution to a math problem is not a number; it’s an argument,a proof.” Paul Lockhart, page 50, Measurement

What does the teacher need to do to promote mathematical discourse in the classroom?

From the Professional Standards for Teaching Mathematics

Teacher's Role in DiscourseThe teacher of mathematics should orchestrate discourse by:

• posing questions and tasks that elicit, engage, and challenge each student's thinking

• listening carefully to students' ideas

• asking students to clarify and justify their ideas orally and in writing

• deciding what to pursue in depth from among the ideas that students bring up during a discussion

• deciding when and how to attach mathematical notation and language to students' ideas

• deciding when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with a difficulty

• monitoring students' participation in discussions and deciding when and how to encourage each student to participate

Mathematical Communities of PracticeConversation Tool

Take a moment to reviewthis conversation tool.Consider: •How it connects with your discussions so far

•Use it as a lens for continued reading of the article (coming next)

•Think about how it might be helpful for classroom observations

Orchestrating Productive Mathematical Discussion: Five Practices for Helping Teachers Move Beyond Show and Tell

Anticipation: pages 322-326

Sequencing: pages 329-330

Monitoring: pages 326-327

Selecting: pages 327-329

Connecting: pages 330-331

Everyone read: pages 332-335

Continue the reading of the article byselecting one of the following sections:

Group Sharing of 5 Practices

Each person at the table should highlight one or two main ideas from the practice that they read about.

Approximately 1 minute per person!

Deconstructing the Discourse

As you listen to the deconstruction discussion, think about: •Which elements of the conversation tool you observed and which ones were not evident?

•Which elements of the five practices you observed and which ones were not evident?

• If this was a class that you observed, how would you start a conversation with the teacher of this class?

• Do the problem yourself to determine the strategies students are likely to use.

• Will this problem be the most useful in addressing the mathematics?

• Think about how to respond to the work that students are likely to produce.

• Analyze the curriculum as a continuum and examine professional resources (e.g. learning trajectories) to inform this practice.

Smith & Stein (2011)

Anticipating

• Listen, observe, identify key strategies

• Keep track of approaches

• Ask questions of students to get them back on track or to think more deeply

• Ensure that student thinking is visible

Smith & Stein (2011)

Monitoring

•CRUCIAL STEP – What do you want to highlight?

• Purposefully select those that will advance mathematical ideas, strategies, and use of tools.

Smith & Stein (2011)

Selecting

• In what order do you want to present the student work samples?

• Do you want the most common? Present misconceptions first?

• How will students share their work? Draw on board? Put under document camera?

Smith & Stein (2011)

Sequencing

• Craft questions to make the mathematics visible

• Compare and contrast 2 or 3 students’ work – what are the mathematical relationships?

• What do parts of students’ work represent in the original problem? The solution? Work done in the past?

Smith & Stein (2011)

Connecting

MR. LIM: MATH TALK

Evaluating Your Learning in Board/FOS Teams

1. How has your SIM Math Goal evolved over this past year?

2. What KEY strategies/actions have you been implementing in service of this goal? Do you have evidence of new practices having made an impact on the urgent student learning need that your goal addressed? Were your strategies the right ones?

3. How did you monitor this work from the perspective of your role? Consider your data, analysis of the data and how it informed your decision making. Were you able to monitor the strategies as you planned?

4. What is the evidence of your successes and challenges throughout the system?

5. How has your SIM team “in between work” evolved over this past year?

Consider the questions below:

Like-Role Discussion on Learning

1. With evidence (e.g., artefacts, data), explain how you have monitored your learning and the learning of others, throughout the planning and the implementation of your SIM Math Goal.

2. Share a pivotal moment from your learning.How has this pivotal moment changed your subsequent thinking and/or practice? What specific evidence do you have regarding this change in your thinking and/or practice?

Discuss your own learning and the learning within your

sphere of influence.

Breakout Rooms

WHO WHERE

Superintendents

Principal/Vice-Principals

Board Office Staff

Classroom Teachers

Team Consolidation

1. Highlight KEY findings from the “Like-Role” discussions.

2. Reflecting on today’s learning, what might you Start, Stop & Continue in relation to your Math Action Plan?

3. As a SIM team, how will we continue to Scale Up (depth, sustainability, spread and ownership) the learning across the system?

Learn Teach Lead & New Math Application

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SEE YOU AT THE FALL 2015 SIM