SVMI Grade Level & Experience Chart
• Use a blue dot to indicate if you attended the 2013-2014 follow-up meetings.
• Use a green dot to indicate that you are new to SVMI today, this summer, or that you have not attended pd sessions within the last two years.
Student Talk!SVMI FOLLOW UP
September 23, 2014
Tracy Sola, Priscilla Solberg,Jean Short, Jeff Trubey
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Agenda• Experience & grade level chart• Introductions • Bingo• Community Agreements• Session Focus – SMP 3 (Viable Argument)
• Routines• Teacher Moves• Questioning• Collaboration
2013-2014
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Find a Person BingoGet up and find someone new.
Introduce yourself.Sign in only one box on each paper.Try for blackout
2013-2014
Community Agreements
No one is as smart as all of us are together.
Take a few minutes to read the proposed Community Agreements.
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Structure of the Day
• Whole Group • New or experienced
• Break• Breakout by grade span• Lunch• Reflection & Sharing• Breakout by grade span
2013-2014
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Action Research Sessiondesigned for experienced SVMI members who will • attend all 5 meetings• use tasks in classrooms and bring student work back for
scoring, analyzing and planning• with grade level team, plan re-engagement lessons• experience and use formative assessment lessons• read Embedded Formative Assessment by Dylan Wiliam
2013-2014
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Goals for the Follow Up Days• deepen our mathematics Content
Knowledge• refine our Pedagogical Content Knowledge• plan for continuous improvement (day by
day, minute by minute)• understand better the different SVMI tools
(i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons)
2013-2014
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Goals for the Follow Up Days • understand the different kinds of lessons
(e.g., conceptual understanding, problem solving, procedural fluency, re-engagement, etc.)
• understand the difference between lessons and units
• understand the value of Learning groups in general, and of Lesson Study in particular
2013-2014
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SMPs&
SBAC
LESSONSVS
UNITS
DISCOURSEQUESTIONS
RE-ENGAGEMENT
TASKS, TOOLS,
TALK
FORMATIVEASSESSMENT
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TODAY’S SESSIONS:
STUDENT TALK
DO MATH
ANALYZE
STUDENT WORK
REFLECT
SHARE
PRACTICE
MATH TALKS
2013-2014
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IN THIS SESSION:
Setting upmy classroom:
rituals and routines
Teacher moves that promote student talk
Questioning Collaborative group work
2013-2014
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Rituals & Routines• Norms• Class Expectations of:
• Math Talks• Productive Student Discourse• Viable Argument
2013-2014
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Socio-mathematical norms
2013-2014
Set Up
• Errors are gifts…they promote discussion and learning
• The answer is important…not the only math!
• Ask questions…until it makes sense.• Think with language…use language to
think. • Use multiple strategies…multiple
representations.
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Top Ten Ways to Create a Student Centered Learning Environment
2013-2014
Set Up
10. Use math talks and group worthy protocols to promote
classroom discourse.
9. Activate students as resources for one another.
10.Foster an environment that it is status free and everyone contributes.
11.Support pairs and groups norms to make learning and sharing safe and honored. Mistakes are gifts!
12.Use think, pair, share and other protocols to promote students’ understanding and inter-dependence.
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Top Ten Ways to Create a Student Centered Learning Environment
2013-2014
Set Up
5. Encourage students to say a second sentence.
4. Regularly have students critique others reasoning and to explain their own.
6. Engineer classroom discussions.
7. Activate students as owners of their own learning.
1. Never say anything a kid could say.
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Talk MovesFour steps toward productive
classroom discussion
• Step1: Helping individual students to clarify and share their own thoughts
• Step 2: Helping students to orient the thinking of others
• Step 3: Helping students deepen their thinking
• Step 4: Helping students to engage with the reasoning of others
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Talk MovesStep 1: Helping students clarify
and share their own thoughts
• Turn and talk• Revoicing • Say more
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Talk MovesStep 2: Helping students to
orient the thinking of others
• Who can repeat?• Turn and talk:
tell us what your partner said• Say more
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Talk MovesStep 3: Helping students
deepen their thinking
• Press for reasoning• Who can repeat?• Turn and talk
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Talk MovesStep 4: Helping students to engage
with the reasoning of others
• What do you think about that?• Do you agree or disagree? Why?
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Talk Moves
Talk Moves
• Turn and talk• Say More• Revoicing• Who can repeat?• Press for reasoning• What do you think about that?• Do you agree or disagree? Why?
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Talk Move Video• https://www.teachingchannel.org/videos/st
udent-participation-strategy?fd=1
2013-2014
Teacher “Moves”• At your table, identify one teacher move
that contributed to positive classroom climate. Write that action on a turquoise or green sentence strip.
• What was the student outcome of that action? Write the outcome on the yellow or pink sentence strip.
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QuestioningFive Principles for Effective Questioning
1. Plan to use questions that encourage thinking and reasoning
2. Ask questions in ways that include everyone
3. Give students time to think
4. Avoid judging students’ responses
5. Follow up students’ responses in ways that encourage deeper thinking
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Questioning
Line Up
• Make two lines facing one another.• Person on the right speaks first.• What makes a question one that
encourages deeper thinking? Give examples.
• #4 Why is this a difficult practice to change and what could you say in response to students’ ideas?
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Collaborative group workTo have students working
together, teachers should…
• consider the characteristics of student-student discussion that benefit learning;
• recognize and face their own worries about introducing collaborative discussion;
• explore techniques for promoting effective student-student discussion;
• consider their own role in managing student-student discussion;
• plan discussion based lessons.
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Student & Teacher Roles• Please read quietly • Find Someone New & Discuss:
• What must students understand about their role in a collaborative classroom?
• Find Someone New & Discuss:• How is the teacher role different during small group and large
group discussions?
• Find Someone New & Discuss:• What did you think was an important/new/interesting idea in
Handout 8 (Planning a Lesson)? Why?
2013-2014
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Break
2013-2014
Performance AssessmentsTo Inform Instruction And Measure Higher Level Thinking
• The Mathematics Assessment Resource Service (MARS) is an NSF funded collaboration between U.C. Berkeley and the Shell Centre in Nottingham England.
• The Assessments target grades 2- Geometry and are aligned with the State and NCTM National Math Standards.
RampAccess
Top
Core
Entry level (access into task)Core Mathematics - (meeting standards)Top of Ramp (conceptually deeper, beyond)
Task Design
Dimensions of the Tasks• Mathematical Content: CCSSM Domains• Process Dimension: Modeling and Formulating,
Transforming and Manipulating, Justifying or Critiquing, Inferring and Drawing conclusions, Checking and Evaluating, Reporting
• Task Type: Non-routine, design, plan, evaluate and make a recommendation, review and critique, representation of information, technical exercise, definition of concepts
• Openness• Reasoning Length Varies
Each MARS Task is accompanied with:
• A specified Rubric
• Five Training Papers
• Ten Standardizing Papers
• A set of Scoring Protocols
Scoring Protocols
General Scoring Principles• Does the student work show more/less
evidence of reasoning and understanding?• Any where on the student paper counts.
(exception is when wrong answer is designed)• Only whole number points are awarded and
partial credit only when designated by rubric.• Scoring done in red and sub points are
recorded in right margin. Evidence is marked with symbols. The total is circled.
Scoring Marks √ correct answer or comment
x incorrect answer or comment
√ft correct answer based upon previous
incorrect answer called a follow through
^ correct but incomplete work - no credit
( ) points awarded for partial credit.
m.r. student misread the item. Must not
lower the demands of the task -1 deduction
The Party
1. Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? ____________.
2. They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75¢. How much does it cost for each person? __________.Show how you figured it out.
3. How much will it cost for everyone to have a cupcake and soda? ________________.Show how you figured it out.
4. They just remembered to buy a 50¢ party bag for everyone at the party. Show how to find the total cost for the party.
The Party
1. Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? ______.
2. They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75¢. How much does it cost per person? __________. Show how you figured it out.
3. How much will it cost for everyone at the party to have a cupcake and soda? __________.Show how you figured it out.
4. They just remembered to buy a 50¢ party bag for everyone at the party. Show how to find the total cost for the party.
The Party - Pts Section
1. 11 people 1
1
2. $2.25
Shows work such as: $1.50 + 75¢
1
1 2
3. $24.75
Shows work such as: 11 • $2.25
1 f.t.
23
4. Shows work such as: 11 • 50¢ = $5.50 $5.50 + $24.75 = $30.25
partial credit only shows 11 • 50¢
2
(1)2
Total Points 8
The Party
1. Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? 11
2. They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75¢. How much does it cost per person? $2.50. Show how you figured it out.
$1.50 + 75¢ = $2.50
3. How much will it cost for everyone at the party to have a cupcake and soda? $27.50Show how you figured it out.
11 • $2.50
4. They just remembered to buy a 50¢ party bag for everyone at the party. Show how to find the total cost for the party.
11 • 50¢ = $5.50
The Party - Pts Section
1. 11 people 1
1
2. $2.25
Shows work such as: $1.50 + 75¢
1
1 2
3. $24.75
Shows work such as:11 • $2.25
1 f.t.
23
4. Shows work such as: 11 • 50¢ = $5.50 $5.50 + $24.75 = $30.25
partial credit only shows 11 • 50¢
2
(1)2
Total Points 8
√ 1
√
√
x
√
√
x
0
1
1 ft
2
(1)
6
Scoring Process
1) Work the task yourself
2) File out Anticipation Sheet
3) Whole Group - go over the point scoring rubric
4) Individually score the five Training papers (T1 - T5)
5) Whole group - Review standard scores for T1 - T5
6) Individually score the 10 Standardizing papers
7) Whole group - Review standard scores for S1 - S10
8) Ready for “live” papers
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Scoring• Now we’re going to break into grade level
groups to do actual scoring.
2013-2014
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“Establishing Standards for Mathematical Practice”
by Michelle Stephan
• MP3: Construct viable arguments and critique the reasoning of others.
• Before you read, consider mathematical discussion in your classroom.
• What does student explanation and justification look and sound like?
• How are conversations managed?
2013-2014
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Norms for Reading
Quiet – respect the need of others for quiet while reading
Refrain from talking until everyone has completed the reading task
2013-2014
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• Questions to discuss
2013-2014
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