changing the course of high school mathematics classrooms: more than one teacher at a time
DESCRIPTION
Changing the Course of High School Mathematics Classrooms: More than One Teacher at a Time. Mary Mooney Laura Maly Mathematics Teaching Specialists, Milwaukee Public Schools www.mmp.uwm.edu. In this session participants will:. - PowerPoint PPT PresentationTRANSCRIPT
Changing the Course of High School Mathematics Classrooms: More than One
Teacher at a Time
Mary Mooney Laura Maly
Mathematics Teaching Specialists, Milwaukee Public Schools
www.mmp.uwm.edu
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.
In this session participants will:
Examine the system of support a large urban school district is using in order to improve teaching and learning in high school mathematics.
Consider implementation strategies for advancing classroom instruction, improving content knowledge, and deepening understanding of a discovery approach.
Distributed Leadership
Student Learning Continuum
Teacher Learning Continuum
Mathematics Framework
How it all began…
Textbook Selection Committee for 9th and 10th grade
RubricWisconsin StandardsDistrict Learning TargetsAdditional ResourcesComprehensive Math Framework
Comprehensive Mathematics Framework
Put your student hat on…
Describe as many ways as you can to multiply 34 by 34.
Laying the Groundwork Partnering with Key Curriculum Press
Curriculum Pacing Guides Discovering Algebra Discovering Geometry
Train the Trainer
Moodle
UWM Credit Option
And they’re off…
We had in place…
Algebra and Geometry Labs All day PD sessions designed to familiarize
teachers with the content and pedagogy of the Discovering Series
MPS and UWM collaborative session Any teacher could attend
Math Teacher Leader meetings All day PD for MTL’s involving content,
assessment and leadership pieces
In December, we got snowed…
It snowed…a lot Wind, snow, and cold, cold temps
Publisher visits (from Texas) Three days of classroom visits Lessons learned
How do we dig ourselves out?
Mandatory PD for all high school MTL’s
PD offered to all Administrators
Classroom Visit Template
Classroom Visit Template
Designed with MTLs in mind
Communication tool to use with teachers
Data collection to help design meaningful PD based on teacher needs
Students are: Teachers are:
Engaging in the exploration or investigation
Using investigation
Gathering, organizing, and analyzing data
Using technology
Using technology tools Employing cooperative learning
Sharing with their groups Moving among groups
Sharing results with the class Asking reflective questions
Asking pertinent questions Prompting and redirecting
Making conjectures Asking inquiry-type questions
Testing conjectures Highlighting mathematical content objectives
Analyzing results Offering encouragement
Explaining reasoning Using ample wait time
Justifying conclusions Informally assessing
Modifying instruction
Highlighting appropriate vocabulary
On target with curriculum pacing guide
Using CABS
Using resources from district-selected Discovering Mathematics
Working with Resistors
MTL request for PD on … ”everything”
Really?
Making Coherence
Fidelity with Discovering Mathematics Program
MMP Learning Team Continuum
MPS School Improvement Plan(SIP)
Stage 1Learning Targets
Stage 2Alignment of
State Framework & Math Program
Stage 3Common Classroom
Assessments
Stage 4Student Work
on CABS
Stage 5Descriptive Feedback
on CABS
Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.
Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.
Provide a measure of consistency of student learning based on standards/descriptors and targets.
Examine student work to monitor achievement and progress toward the targets and descriptors.
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
School Professional Work• Teachers develop an awareness of district learning targets for each mathematics strand.• Teachers discuss what each learning target means and can articulate the math learning goals students are to reach.• Teachers examine the development of mathematical ideas across grade levels.
School Professional Work• Teachers examine alignment of state descriptors to targets.• Teachers identify the depth of knowledge in the descriptors.• Teachers study how the mathematical ideas in the descriptors are developed in the school’s math program.• For each lesson, teachers inform students of the math learning goals in terms that students understand.
School Professional Work• Teachers select and study common CABS that will be used within a grade level.• Teachers identify math expectations of students assessed through the CABS.• Teachers identify potential student misconceptions revealed through the CABS.• Learning Team and teachers examine student WKCE and Benchmark Assessment data to identify areas of strengths and weaknesses for focusing teaching and learning.
School Professional Work• Teachers collaborate in grade-level meetings to discuss student work and implications for classroom practice.• Teachers meet in cross grade-level meetings to discuss common expectations of student math learning and implications for school practice.• Learning Team monitors and discusses student learning on CABS results from across the school, shares observations with staff, and uses data for Educational Plan.
School Professional Work• Teachers collaborate to write students descriptive feedback on Benchmark Assessments and on common CABS from the curriculum guides.• Students use descriptive feedback to revise their work and improve learning. • Teachers use descriptive feedback to continuously adjust and differentiate instruction.• Learning Team monitors the successes and challenges of writing descriptive feedback and identifies professional learning needs of teachers.
Tools• Grade level lists of 9-11 big ideas per grade (the targets)• Horizontal list of targets by content across grades
Tools• Target-descriptor alignment worksheets• WKCE Depths of Knowledge Framework• Curriculum Guides
Tools• Curriculum Guides • District Model CABS• Depths of Knowledge worksheet• CABS Assessment Overview worksheet• WKCE and Benchmarks student data
Tools• MMP Protocol for Analysis of Student Work• DVD of MMP Protocol• CABS Class Summary Report form• School Educational Plan
Tools• Types of Feedback sheet • Descriptive feedback worksheets• CABS Class Feedback Summary worksheet
What to do with all that snow?
What does it look like?
How do we package it?
How do we market it?
Talk a Mile a Minute
CONSTANT
PRODUCT
TERM
QUADRATIC EQUATION
TRINOMIAL
Talk a Mile a Minute
BINOMIAL EXPRESSION VARIABLES POLYNOMIAL
SQUARED
Sharing Learning Intentions
We are learning to use a rectangle diagram to model multiplication.
We know we are successful when we can recognize and use properties of a perfect square.
“…children are more motivated and task oriented if they know the learning intention of the task, but they are also able to make better decisions about how to go about the task. “
Shirley Clark, 2001
What is the area of each of the inner rectangles?
What is the sum of the rectangular areas?
What is the area of the overall square?
What conclusions can you make?
Back to the Mathematics…
Draw a rectangle diagram for each expression. Combine any like terms and express as a trinomial.
a. (x+5)2
b. (x-3)2
Just Do It!
Make a rectangle diagram for each expression. How did you decide on the dimensions?
a. x2 + 14x + 49
b. x2 - 18x + 81
Let’s “Undo”!
Which of these trinomials are perfect squares? How do you know?
a. x2 + 14x + 49
b. x2 - 18x + 81
c. x2 + 20x + 25
d. x2 - 12x - 36
Perfect Squares
Tasks that require students to perform a memorized procedure in a routine manner lead to one type of opportunity for student thinking; tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas lead to a different set of opportunities for student thinking. (Stein et al., 2009)
Questioning & Cognitive Demand
We are learning to use a rectangle diagram to model multiplication.
We know we are successful when we can recognize and use properties of a perfect square.
Check for Understanding
Examine the system of support a large urban school district is using in order to improve teaching and learning in high school mathematics.
Consider implementation strategies for advancing classroom instruction, improving content knowledge, and deepening understanding of a discovery approach.
Check for Understanding
Changes we’ve made Teacher-driven PD sessions Collaborative lesson planning
Changes we want to make Meaningful and timely follow-up after PD More explicit support for professionals who
support math classrooms
Looking Back and Looking Forward
Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________
Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.
Part 2: Supporting Student Exploration of the Task In this section, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.
Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.
1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: We are learning to… 4. Success Criteria: We know we are successful when…
Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.
Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.
“Labs refresh my motivation to be creative and to create higher level thinking activities and lesson plans that are interesting and engaging. They have helped me be a better teacher! I now know and have experienced the potential of a classroom environment.”
Quotes from Lab Participants
“Labs have given me different ways of approaching lessons, connections with fellow colleagues (sharing lesson plans, ideas, etc.), and a chance to actually do the lesson plans prior to the students. Gives me good insights!”
Quotes from Lab Participants
Personal Reflections
An idea that squares with my beliefs. . .
A question or concern going around in my head. . .
A point I would like to make. . .
Resources Black, P., & Wiliam, D. (1998). Inside the black box:
Raising standards through assessment. Phi Delta Kappan, 80(2), 139-148.
Brookhart, S.M., (2007). Feedback that fits. Educational Leadership, 65(4), 54-59.
Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. Abingdon, UK: Bookpoint LTD.
Stein et al. (2009). Implementing Standards-Based Mathematics Instruction. Columbia University: Teachers College Press.
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation
www.mmp.uwm.edu
Mary Mooney: [email protected] Maly: [email protected]