PIMSER: P12MSO Pulaski County IMPACT Making an I-M-P-A-C-T in Your Mathematics Classroom August 21,...

PIMSER: P12MSO Pulaski County IMPACT

Making an I-M-P-A-C-T in Your Mathematics Classroom

August 21, 2012

Ruth Casey and Jennifer McDaniel


Schedule and Agenda

8:00 – 8:30 Registration and Sign- In8:30 – 8:45 Introductions & Overview8:45 – 9:45 Activity 1 Stations Activity9:45 – 10:00 Activity 2 Our Digital Presence10:00 – 10:15 Break10:15 – 11:00 Activity 3 Highly Effective

Teaching11:00 – 11:30 Activity 4 Professional Reading11:30 – 12:30 Lunch


Schedule and Agenda

12:30 – 1:30 Activity 5 Graphing Ordered Pairs1:30 – 1:45 Break1:45 – 2:45 Activity 6 “Gold Rush”2:45 – 3:30 Reflection, closure, next steps

Assignment


Station Activities for Common Core Middle School Math Series

http://walch.com/StationActivitiesforCommonCoreMathematicsGrade7.html


Station Activities for Common Core High School Math Series

http://walch.com/Geometry-Stations-Activities-for-Common-Core-Standards.html


Activity 1 Rational and Irrational Numbers• Walch Station Book: Grade 8• The Number System - Set 2


Activity 2 Our Digital Presence

https://sites.google.com/site/pulaskicountyimpact/home


Break 10:00 – 10:15


Activity 3Highly Effective Teaching and Learning

What is our vision of a quality mathematics program?

Imagine…

Imagine a classroom, a school, or a district where all students have access to high-quality, engaging mathematics instruction.

Imagine

• Teachers• Curriculum • Technology • Students• Parents and Care Givers

Expectations

• What do we expect to see students doing in mathematics classrooms?

• Think, pair, share

Ideas for Improving Student Achievement

• Additional funding• Smaller class sizes• Higher teacher salaries• Better facilities• Stronger parental support• Funding for conferences

and workshops• More access to technology• More time• Less accountability• Lower poverty rates

• A collaborative culture in which teachers work together in teams to analyze student achievement

• Monitoring student learning on a frequent and timely basis through the use of formative assessments

• Assessment for Learning • Strong parent partnerships based on

open communication regarding the progress of students

• Meaningful and timely feedback • Academic goals for every student that

are clear and focused• Common planning• Interventions that give extra time and

support to struggling students

How do we improve student achievement?Focus on what is in “our”boat?

Components of HETL

• Learning Climate• Classroom Assessment and Student Reflection• Instructional Rigor and Student Engagement• Instructional Relevance• Content Knowledge

Learning Climate

How do we respond to challenges?

• Efficacy• Consciousness• Craftsmanship• Flexibility• Interdependence

Art Costa & Bob Garmston (Cognitive Coaching©)

Efficacy

Knowing that I have the capacity to make a difference through my work, and being willing to take the responsibility to do so.(A CAN DO attitude)

Consciousness

Knowing what and how I am thinking about my work in this moment, and being willing to be aware of my actions and their effects.(Being in the moment)

Craftsmanship

Knowing that I can continually perfect my craft, and being willing to work toward excellence and pursue ongoing learning.(Being self-modifying, refining)

Flexibility

Knowing that I have and can develop options to consider about my work, and being willing to acknowledge and demonstrate respect and empathy for diverse perspectives.(great sense of humor, can see things from other perspectives, multiple options, think outside of the box)

Interdependence

Knowing that we will benefit from our participation in, contribution to and receipt of professional relationships, and being willing to create and change relationships to benefit our work. (Two heads can be better than 1)

5 States of Mind Mnemonic

ATP Resources

60 Minutes Interview with Captain Sully Sullenberger“I Was Sure I Could Do It”

• Watch the video clip. Look for specific clues to indicate his five states of mind as he deals with this enormous challenge.

• As you reflect, what might be some of the parallels that you can make to education?

Activity

Activity: What do you consider to be one of your “high” states of mind?

Pick one state of mind and move to that area of the room. Take a

minute to discuss that state of mind with your group members. As a

group, design a poster with:

• A Symbol for your State of Mind• A Song for your State of Mind• A Slogan for you State of Mind

Introducing Professor Art Costa

http://youtu.be/OT0vXFP_RYI



A “Habit of Mind” is knowing how to behave when you don’t know the answer

Through “Habits of Mind” we enable students to learn how to behave intelligently when confronted with problems.

DISEQUILIBRIUM = PRODUCTIVE STRUGGLE = ACADEMIC SWEAT

Habits of Mind• Persisting• Listening with Understanding

and Empathy• Thinking about Thinking• Questioning and Posing

Problems• Thinking and Communicating

with Clarity and Precision• Creating, Imagining, and

Innovating• Taking Responsible Risks• Thinking Interdependently

• Managing Impulsivity• Thinking Flexibly• Striving for Accuracy and

Precision• Applying Past Knowledge to

New Situations• Gathering Data Through All

Senses• Responding to Wonderment

and Awe• Finding Humor• Learning Continuously

Priorities?

• What would be the most desirable Habits of Mind for Math students?

Why develop Habits of Mind?

• Your thoughts and comments…

Mathematical Practices

• Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of

others

• Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

http://thinkmath.edc.org/index.php/Make_sense_of_problems_and_persevere_in_solving_them

http://thinkmath.edc.org/index.php/Reason_abstractly_and_quantitatively

http://thinkmath.edc.org/index.php/Construct_viable_arguments_and_critique_the_reasoning_of_others

http://thinkmath.edc.org/index.php/Construct_viable_arguments_and_critique_the_reasoning_of_others

http://thinkmath.edc.org/index.php/Model_with_mathematics

http://thinkmath.edc.org/index.php/Use_appropriate_tools_strategically

http://thinkmath.edc.org/index.php/Attend_to_precision

http://thinkmath.edc.org/index.php/Look_for_and_make_use_of_structure

http://thinkmath.edc.org/index.php/Look_for_and_express_regularity_in_repeated_reasoning

• Effective leaders must help people envision, believe, understand, practice, receive feedback, and work collaboratively if they want classroom practice and student learning to improve.

Steve Leinwand,Sensible Mathematics: A Guide for School Leaders in the Era of Common Core State Standards

In Closing…in the words of Haim Ginott

I have come to a frightening conclusion…I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather.

As a teacher I possess tremendous power to make a child’s life miserable or JOYOUS. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.

In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.

-Haim Ginott Clinical psychologist, child therapist, parent, educator,

teacher, and author


Activity 4Professional Reading

• Select a book or resource which interests you

• Note the title, author, date, etc• Read, scan, take notes• I-M-P-A-C-T?


Lunch– on your own

11:30 – 12:30


Activity 5Graphing Ordered Pairs


Break 1:30 – 1:45


Activity 6Gold Rush


Gold Rush• I won the lottery and I want to share my prize

with you. The only catch is the prize is in gold dust. I will give each of you a sheet of cardboard 8.5 in. by 11 in. You task is to build an open box by cutting equal-sized squares from each corner and folding up the four edges. What will be the dimensions of the “best” box ? How much gold dust will your box hold?


Activity: Maximizing Volume

A sheet of cardboard 8.5 in. by 11 in. will be made into a box by cutting equal-sized squares from each corner and folding up the four edges. What will be the dimensions of the box with largest volume ? What is the maximum volume?


Methods Used: Forming boxes, making tables,

computing volumes & comparing (Numerically)

Writing an equation and calculating the maximum (Algebraically)

Using the TI-84/Inspire to create a scatter-plot and compute the regression equation (Graphically)

N

A

G

S


Approximate Answers

• Maximum volume: 66.1 cubic inches• Length of sides of square: 1.59 inches


Grade Progressions

At what grade level could this activity begin? How could it progress through the grade levels?


Look at your HETL card and think about which components have been addressed by this activity.• Learning Climate• Classroom Assessment and Student Reflection• Instructional Rigor and Student Engagement• Instructional Relevance• Content Knowledge

Relating to HETL


Congruency

• Common Core Standards• Standards for Mathematical Practices• College and Readiness Standards


Schedule and Agenda12:30 – 1:30 Activity 5 Graphing Ordered Pairs

1:30 – 1:45 Break1:45 – 2:45 Activity 6 “Gold Rush”2:45 – 3:30 Reflection, closure, next steps

Assignment:1. Create a Google Account (doesn’t have to be gmail)2. Visit our Google site using the link provided in email from Ruth3. Add your own page to our site.4. Think about who should have viewing privileges.

PIMSER: P12MSO Pulaski County IMPACT Making an I-M-P-A-C-T in Your Mathematics Classroom August 21,...

Documents

Transcript of PIMSER: P12MSO Pulaski County IMPACT Making an I-M-P-A-C-T in Your Mathematics Classroom August 21,...