Dates: Thursday, Nov. 21

Time: 5:00 pm to 8:00 pm

Location: Victor Scott School

Aspiring for Teacher Leadership

Aspiring for Math Teacher Leadership

What’s on the menu today•Exploring the Three-Part Lesson through engaging in math tasks•Shifts in Teaching Practices•What are the look-fors in Mathematics Lessons? - Using the Quality Teaching Rubric •Goal Setting

Facilitator: Rebeka Matthews Sousa – rsousa@moed.bmContent Specialist Teacher for Mathematics

5:00 pm

5:45 pm

6:15 pm

7:30 pm

Getting StartedO Did you figure it out?O Did you try it with your students?

How did they make out with this?

1. Shade one more square so that this shape has one line of symmetry2. Shade two more squares so that this shape has rotational symmetry

Developing Leadership skills

Coaching and Professional

Development

Content and Pedagogy Knowledge

Build on content knowledgeQuality Instructional practices

Develop of a common language for the elements of good teaching (using rubric)

Let’s recap on the Fixed Volume lesson

Reflection:OWhat were some of the main

components of teaching and learning that you experienced in this lesson?

OHow does this lesson fit with the Mathematics Teaching Rubric

Math Task - ActivateFixed Volume

O A company wants to package it’s product. Their product has a fixed volume of 12 cubic units.

O Here are 12 cubes. How can they be arranged to form a cuboid?

O Are there other ways, given this fixed volume to create a cuboid shaped package?

Draw a sketch

Instructional Approaches

Teacher Directed

Student Practice

Problem Solving - Application

Problem Solving Scenario or Task

Student Discovery

Teacher Facilitated Sharing

The Traditional Approach Teacher Centred

The Three-Part Model Student Centred

TH

E F

LIPPED

CLA

SSRO

OM

What are some elements of the teaching through problem-solving/inquiry based

framework?Three-parts Teacher could… Student Role

BEFOREEngage “Activate thinking”

Launch Task.Model manipulatives Solve a similar/simpler problem with the students

Think about the problem.Ask questions for clarification.

DURINGTeaching through Problem Solving Students “doing” Mathematics

Using questioning and prompting to guide students, but not giving solution. Ask about the strategies they are using and why they have selected them?

Working through the problem.Using manipulatives and various strategies.

AFTERReflect and Connect “Share time”

Addresses misconceptions and facilitates discussion based on student responses. Direct instruction.

Student shares ideas, through process

Engage in Math Task (Modeling a Three-part lesson)

Learning ObjectivesIn this session, Mathematicians will:OUse properties of multiplication to

solve multiplication problems involving the basic facts developing quick recall and fluency.

Math Task - Activate

Remember when you were learning addition factsHow does knowing 6 + 6 help you figure out 6 + 7? What is a FACT?

A fact is something that you already know and have

mastered without counting

Math Task - ActivatePretend that you do not know what 6 x 5 is, but you do know what 5 x 5 is.How could you use 5 x 5 to help to determine 6 x 5?

Math Task - ActivatePretend that you do not know what 6 x 5 is, but you do know what 5 x 5 is.How could you use 5 x 5 to help to determine 6 x 5?

Without using the dot array, suppose you know 3 x 5 but not 6 x 5. How could use 3 x 5 to determine 6 x 5?

Math Task – Working on it

Launching the task, your TASK:Suppose you did not know the answer to 6 x 8, how could you figure it out using some facts that you do know?

THINK independently writing your ideas down for 3 minutes, Can you come up with more than one way?

SHARE with a partner

Math Task – Reflect and Connect

OT/P/S to discuss your ideas with partner first

OYou may use usual explanations to show how they would work it out mentally

Extending the problemOHow could these strategies help with a more difficult problem like 16 x 3?

Reflection

OWhat were some of the main components of teaching and learning that you experienced in this lesson?

OHow does this lesson fit with the Mathematics Teaching Rubric

What is Mathematics?

What is Mathematics all about? What is the most important thing that you want your students to learn from your math lessons?

Mathematics Education Reform

Student Expectations

for doing Mathematics

Shifts in Classroom Practice

Teaching Skills

require

includes

O Problem Solving, O Reasoning and Proof, O Communication, O Connections, and O RepresentationAll highlight ways of acquiring content knowledge

Mathematical ProcessesOProblem Solving, OReasoning and Proof, OCommunication, OConnections, and ORepresentationAll highlight ways of acquiring content knowledge

Shifts in Classroom Practice

Teaching Through Problem Solving

What are some changes that are required for these “shifts” to occur?

How does the three-part model for teaching support these shifts in classroom practices?

Coaching Models

BeforePreconferenc

ePlanning

DuringClassroom

visitData

Collection

AfterPost-

conferenceReflection

Classroom Observations

O Why do conduct classroom observations?

O Who benefits from the visits?O What are we looking for?O What makes a math lesson a GREAT

math lesson?

What makes a math lesson a GREAT math lesson?

What are we looking for during classroom observations?

Engaging in Math Tasks What is your group looking for?

GroupsLEARNING GOALSMicquitaDesmond

FRAMEWORK FOR TEACHINGVivienne Denise

STUDENT ENGAGEMENTDebbieO’ShandahGina

VISUAL MODELS/MANIPULATIVESToriChantalTamika

COMMUNICATIONKeithaLaurenAngela

QUESTIONINGAndreaBeverleyLaveta

MONITORING STUDENT LEARNINGReneeCalvert

COMMUNITY OF LEARNERSCrystalAngelique

What makes a math lesson a GREAT math lesson?

What are we looking for during classroom observations?

Focus on: What the students doing and saying? What the teacher is doing and saying?RECORD ALL EVIDENCE ON THE PAPER

PROVIDED.

https://www.youtube.com/watch?v=ZFdeCkjwACQ

Assignment #1O What are your schools

SMART GOALS according to your SIP?

O How has our discussions in these sessions align with your schools SMART GOALS?

O In terms of your own teaching, what is your professional goal as linked to your schools’ SMART GOAL?

O Set a date to conduct some Instructional Rounds in your school.

Example Smart GoalSMART Goal = Math Problem-solving O During the 2013-14 school year, all

students will improve their math problem-solving

O Skills as measured by a 1.0 year gain in national grade equivalent growth from the 2012-13 to the 2013-14 ITBS math problem solving sub test.

Example Smart GoalSMART Goal = Student Engagement through QuestioningO During December 2013 – February

2014, teacher will use 60% higher order thinking questions in mathematics lessons to engage students in their math problem-solving

O Percentage of higher order thinking questions will be monitored using Total Participation Techniques-- Cognitive Engagement Quadrants