Engaging Students in Learning Mathematics Grade 4 Session 1
Pam Hutchison August/September, 2015 Welcome Back! School Team Collaboration
Todays Schedule 9:00-11:00 Math 11:00-11:45 School Team Collaboration 11:45-12:15 Lunch Break 12:15-2:15 Writing 2:15-3:00 SBAC BASELINE Preliminary Results Only 1 Measure of School Effectiveness
Grade 3 % Standard Met and Standard Exceeded Prediction ELA 40% 38% Math 42% 39% LCAP Goal Increase level by 5% Grade 4 % Standard Met and Standard Exceeded Prediction ELA 39% 41% Math 31% 37% Prof levels and names 1 Standard Not Met 2 Standard Nearly Met 3 Standard Met 4 Standard Exceeded LCAP Goal Increase level by 5% Grade 5 % Standard Met and Standard Exceeded Prediction ELA 43% 44% Math 33% 37% Claim Scores Grade 4 ELA % BelowStandard %At/Near Standard % Above Standard Reading 34 49 17 Writing 32 54 14 Listening 20 69 11 Research/Inquiry 28 59 13 Math % BelowStandard %At/Near Standard % Above Standard Concepts and Procedures 48 35 17 Problem Solving and Modeling & Data Analysis 40 47 13 Communicating Reasoning 39 2 subject areas broken down in these claims Progress Monitoring Throughout
Universal Screenings STAR Assessment Your Formative Assessments Mid Chapter Checkpoints in GO Math (Common) Assessments given to identify students who need additional support What will be done to provide support?More time, alternate approaches Chapter Tests Other GO Math Think Central PD
September 22, 2015 Grades 1-5 3:30-5:00 Alamo CL September 24, 2015 Grades 1-5 3:30-5:00 ESC September. 8, 2015 Grade 6 3:30-5:00 Alamo CL AGENDA Mindset and Learning Math
Chapter 1 Place Value, Addition andSubtraction to One Million Chapter 2 Multiply by 1 Digit Numbers Chapter 3 Multiply 2 Digit Numbers Expectations We are each responsible for our own learning and for the learning of the group. We respect each others learning styles and work together to make this time successful for everyone. We value the opinions and knowledge of all participants. Qualities Needed in High Tech Workplace Ray Peacock, Phillips Laboratories
Lots of people think knowledge is what we want and I dont believe that, because knowledge is astonishingly transitory.We dont employ people as knowledge bases, we employ people to actually do things or solve things. Knowledge bases come out of books. Qualities Needed in High Tech Workplace Ray Peacock, Phillips Laboratories
So I want flexibility and continuous learning. [A]nd I need teamworking.And part of teamworking is communications. the tasks are not 45 minutes max, theyre usually 3-week dollops or one-day dollops, or something, and the guy who gives up, you dont want him. Qualities Needed in High Tech Workplace Ray Peacock, Phillips Laboratories
So the things therefore are the flexibility, the teamworking, the communication, and the sheer persistence. Whats Math Got To Do With It Jo Boaler, Professor, Stanford University Mindset The Brain and Learning Understanding brain research is a key
What does the brain do while learning? How does learning occur? How do wemaintain/develop new learning? How do we use and connect prior knowledge? What do you think? In just a minute I am going to ask you a few questions about what you believe about learning and math. Please jot your answers on a piece of paper. What do you think? You can learn new math skills but you cant really change your basic level of math ability. Strongly Agree Agree Disagree Strongly Disagree What do you think? I like math best when I can do it perfectly without any mistakes. Strongly Agree Agree Disagree Strongly Disagree What do you think? When I have to work hard on a math problem, it makes me feel as though I am not very smart. Strongly Agree Agree Disagree Strongly Disagree What do you think? I like math problems that Ill learn from even if I make a lot of mistakes. Strongly Agree Agree Disagree Strongly Disagree Brain Plasticity Jo Boaler, Benjamin Bloom, and Carol Dweck research
Neuroplasticitythe ability for the brain to grow and rewire itself Building on the work of Carol Dwecks mindset research, Jo Boaler has found that our brain continues to grow synapses as we engage in learning and make mistakes. The most current brain research focuses on what is happening in our brains when we encounter new information, recognize mistakes or problem solve.The neuroplasticity of the brain means that we are using our brain like a muscle building its capacity through use and exercise. Plateau period as we get used to doing things a certain way we train our brain to follow a path repeatedly.This pathway development remains on while other unused or less frequently used pathways turn off.It is not that the connections are gone, they are just not actively being used and hence not as quickly accessible unless they are repeatedly used.By asking our brain to think about things in multiple ways or by listening to the thinking and reasoning of others we allow these numerous pathways to stay activated. WIM Day 1 Video The Brain and Learning Experiences and making sense of the experiences
Providing many experiences for children allow their brains to work and make sense of the situation in new ways According to the research of Carol Dweck and Jo Boaler, the brain has a potentially limitless ability to learn.Part of their research focuses on mistakes and problem solving and how this leads to new learning. By providing multiple opportunities to see similar events in a slightly different way or by using new materials I believe we are stimulating a childs brain to think and problem solve and make sense of this new information in the context of their prior knowledge.This working things out allows for the brain activity described in the Dweck/Boaler research. Benjamin Bloom After 40 year of intensive research major conclusion is: What any person in the world can learn, almost all persons can learn if provided with the prior and current conditions of learning. Mindset mindset The New Psychology of Success By Carol Dweck: Growth Mindset A belief system that suggests that ones intelligence can be grown or developed with persistence, effort, and a focus on learning Fixed Mindset A belief system that suggests that a person has a predetermined amount of intelligence, skills, or talents Interview with Carol Dweck
https://www.youtube.com/watch?v=wh0OS4MrN3E Fixed vs Growth Mindset
Look smart Learn No Yes Give up Work harder Lower Higher What do you think? You can learn new math skills but you cant really change your basic level of math ability. Fixed MindsetGrowth Mindset Strongly Agree Agree Disagree Strongly Disagree What do you think? I like math best when I can do it perfectly without any mistakes. Fixed MindsetGrowth Mindset Strongly Agree Agree Disagree Strongly Disagree What do you think? When I have to work hard on a math problem, it makes me feel as though I am not very smart. Fixed MindsetGrowth Mindset Strongly Agree Agree Disagree Strongly Disagree What do you think? I like math problems that Ill learn from even if I make a lot of mistakes. Fixed MindsetGrowth Mindset Strongly Agree Agree Disagree Strongly Disagree What do you think? I like math problems that Ill learn from even if I make a lot of mistakes. Fixed MindsetGrowth Mindset Strongly Agree Agree Disagree Strongly Disagree Work to change students beliefs and mindsets.
What Can We Do? Work to change students beliefs and mindsets. Ned the Neuron Teach children about the brain and the role that challenges play in helping the brain grow. Books about the Brain Young Genius Brains by Kate Lennard
Think, Think, Think: Learning About Your Brain by Pamela Hill Nettleton Your Fantastic Elastic Brain Stretch It, Shape It by JoAnn Deak, Ph.D. My First Book About the Brain by Donald M. Silver and Patricia J. Wynne Students Week of Inspirational Math Jo Boaler website: youcubed
https://www.youcubed.org/week-of-inspirational-math/ Week of Inspirational Math
Different tasks that involve deep thinking with growth mindset messages that will help them persist with open and difficult problems and embrace mistakes and challenge. All tasks are low floor and high ceiling they are accessible to all students and they extend to high levels. Week of Inspirational Math
Meant to inspire students through open, beautiful and creative math Students learn important growth mindset messages that will help them feel confident, try harder all year, persist with open and difficult problems and embrace mistakes and challenge. WIM Day 1 Remove the idea that speed corresponds to how smart you are in math!
What Can We Do? Remove the idea that speed corresponds to how smart you are in math! Why does it matter? Jo Boaler
the number of highly qualified individuals who have been really harmed by mathematics Tales of trauma Scarring experiences Timed Tests Read Timed Tests and the Development of Math Anxiety
Questions for Discussion: How can timed tests impact the brain? How can timed tests impact students beliefs about mathematics? What can we do? Timed Tests Questions for Discussion:
How can timed tests impact the brain? How can timed tests impact students beliefs about mathematics? What can we do? Vivienne Parry, OBE (Order of the British Empire) Jump to 2:40 Vivienne Parry Alternatives to Timed Tests
Number Talks Quiz-Quiz-Trade Facts Cards Triangle Fact Cards Fact Sort and Review Grouping Differentiation Organization Alternatives to Timed Tests
Color Code Tests and remove emphasis on time Games Encouraging strategies What Can We Do? Set up positive norms! What Can We Do? Provide a wide variety of strategies and activities that allow all students to achieve. Classroom Practices Hands-On Activities
Allowing students to explore and investigate math Developing students conceptual understanding Number Talks and Daily Math Alernate Algorithms Emphasis on problem solving and word problems/real world problems GO Math! Overall Program Need to spend time in class on word problems and problem solving Send basic practice problems for homework ONCE students are ready to work independently Send a reasonable number of problems for homework (about 10) pick and choose which ones to send home Overall Program The Advanced Learners activities can frequently be used for all students and is frequently more engaging Chapter 1 Notes Lesson 1.1 emphasize 10 times (5)
Lesson 1.3 very few problems where students compare numbers with different amounts of digits (13-16) Chapter 1 Notes Lesson 1.4 Rounding another strategy is to use the vertical number line from the Number of the Day templates (17) Chapter 1 Notes Lesson 1.4 Rounding another strategy is to use the vertical number line from the Number of the Day templates (17) Advanced Learners (p. 19) Good for all students Chapter 1 Notes Lesson 1.4 Rounding another strategy is to use the vertical number line from the Number of the Day templates (17) Advanced Learners (p. 19) Good for all students Connect to Science (p. 20) Chapter 1 Notes Lesson 1.6 and 1.7 Lesson 1.8 Bar models
Alternate algorithms Estimate there is more than 1 possible answer! (p. 32 #5) Estimation is NOT just rounding!It involves number sense and critical thinking Lesson 1.8 Bar models Chapter 1 Other questions or concerns related to Chapter 1? Chapter 2 1-digit multiplication
May need to use base 10 blocks or place value chips to provide concrete experiences Overall the chapter does not seem to provide enough concrete and representational experiences Lesson 2.3 (55) Lesson 2.3 (56) Lesson 2.3 (57) #1 Use the drawing #2-4 Complete the pattern
#5-6 Find the product In all of these problems, students are following a strategy not applying a strategy that makes sense to them Students should solve the same problem(s) in more than 1 way, then choose the methof they prefer to solve additional problems Lesson 2.5 All Learners Lesson 2.5 to Lesson 2.6 May be too big a leap
Be prepared to allow students more time with grid paper connected to expanded form before jumping directly to expanded form Do teen numbers times single digit Do numbers in 20s and 30s times single digit Draw on grid paper and draw expanded form model Lesson 2.9 Can also continue to use model drawing to make sense of word problems Lessons 2.10 and 2.11 Not all students need to get here at the same time Some students may continue drawing models (direct or expanded form) for quite a while Chapter 2 Additional Questions and/or Concerns? Lesson 3.3 May need concrete
Use template and different color dry erase markers Lesson 3.3 Connect to expanded form Lessons 3.5 and 3.6 Again, not all students need to get here at the same time Some students may continue drawing models (direct or expanded form) for quite a while