thinking visible making mathematical...
TRANSCRIPT
![Page 1: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/1.jpg)
Making Mathematical Thinking Visible
Robbyn Glinsmann, Director of Elementary MathematicsOffice of Curriculum and Instruction
Academic Affairs and PlanningOklahoma State Department of Education
http://bit.ly/engageokmath17
![Page 2: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/2.jpg)
Making Mathematical Thinking Visible
Levi Patrick, Director of Computer Science & Secondary MathematicsOffice of Curriculum and Instruction
Academic Affairs and PlanningOklahoma State Department of Education
http://bit.ly/engageokmath17
![Page 3: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/3.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 3
The new education law, Every Student Succeeds Act (ESSA), redefines professional development with a purposeful influence from Learning Forward.
Learning Forward, a national association recognized as leaders in professional learning, has established standards for professional learning that set a high bar for quality learning experiences.
This session aligns to the following standard:
● Outcomes - When the content of professional learning integrates student curriculum and educator performance standards, the link between educator learning and student learning becomes explicit, increasing the likelihood that professional learning contributes to increased student learning.
Alignment to Learning Forward Standards
![Page 4: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/4.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 4
Today’s Storyline:Central to the learning design process is the sense-making of the educator. They must be able to articulate the Big Ideas that are essential for the learner to access.Instruction must be responsive to real evidence of the student’s progression toward mastery. The classroom environment must make every effort to value each student’s contribution and leverage structures that promote student autonomy.
![Page 5: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/5.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 5
Today’s Storyline:Central to the learning design process is the sense-making of the educator. They must be able to articulate the Big Ideas that are essential for the learner to access.Instruction must be responsive to real evidence of the student’s progression toward mastery. The classroom environment must make every effort to value each student’s contribution and leverage structures that promote student autonomy.
![Page 6: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/6.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 6
Today’s Storyline:Central to the learning design process is the sense-making of the educator. They must be able to articulate the Big Ideas that are essential for the learner to access.Instruction must be responsive to real evidence of the student’s progression toward mastery. The classroom environment must make every effort to value each student’s contribution and leverage structures that promote student autonomy.
![Page 7: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/7.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
“Data driven is the worst term in education. We are CHILD driven.”
Agree or Disagree?
![Page 8: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/8.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 8
I struggle with not only the term “data driven”, but I struggle with the word “data” in itself because we have made the term “data” all about numbers in education. I believe we need to be “evidence informed”.
- George Couros
![Page 9: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/9.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 9
Data is factual information such as numbers, percentages, and statistics.
Evidence is data that is relevant and furnishes proof that supports a conclusion.
![Page 10: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/10.jpg)
Robbyn GlinsmannDirector of Elementary Mathematics(405) 522-3522 [email protected]@GlinsmannMath
Levi PatrickDirector of CS & Secondary Mathematics(405) [email protected]@_levi_
K-5 6-12
![Page 11: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/11.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 11
Here’s a problem…
![Page 12: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/12.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 12
Here’s a problem… what can we infer about student thinking?
![Page 13: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/13.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose Yes or No:
Does the expression below show a way to represent the quotient of 586 ÷ 25?
Circle Your Choice
23 r 11Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
1)
Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
2) 1123 23
13
Here’s another problem…
![Page 14: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/14.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose Yes or No:
Does the expression below show a way to represent the quotient of 586 ÷ 25?
Circle Your Choice
23.11Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
3)
Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
4) 4423100
14
Here’s another problem…
![Page 15: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/15.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose Yes or No:
Does the expression below show a way to represent the quotient of 586 ÷ 25?
Circle Your Choice
23 r 11Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
1)
Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
2) 1123 23
15
Here’s another problem… what can we infer about student thinking?
![Page 16: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/16.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose Yes or No:
Does the expression below show a way to represent the quotient of 586 ÷ 25?
Circle Your Choice
23 r 11Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
1)
Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
2) 1123 23
16
Here’s another problem… what can we infer about student thinking?
![Page 17: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/17.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose Yes or No:
Does the expression below show a way to represent the quotient of 586 ÷ 25?
Circle Your Choice
23.11Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
3)
Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
4) 4423100
17
Here’s another problem… what can we infer about student thinking?
![Page 18: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/18.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose Yes or No:
Does the expression below show a way to represent the quotient of 586 ÷ 25?
Circle Your Choice
23.11Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
3)
Is this a way to represent the quotient 586 ÷ 25?
Circle One: Yes No
4) 4423100
18
Here’s another problem… what can we infer about student thinking?
![Page 19: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/19.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Compare to what we’ve just done
19
Next
![Page 20: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/20.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Here’s a problem…
20
![Page 21: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/21.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 21
Here’s a problem… what can we infer about student thinking?
![Page 22: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/22.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Without calculating an answer, use your understanding of integer operations to determine whether the product or quotient is positive, negative or 0.
Circle Your Choice
-13•13The result is:
Positive Negative Zero (0)
1)
2)
22
The result is:
Positive Negative Zero (0)
-62-14
Explain why you chose your answer:
Here’s a problem…
![Page 23: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/23.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Circle Your Choice
3)
4)
23
Without calculating an answer, use your understanding of integer operations to determine whether the product or quotient is positive, negative or 0.
53 ÷ (-53)The result is:
Positive Negative Zero (0)
(-15)The result is:
Positive Negative Zero (0)
4
Explain why you chose your answer:
Here’s a problem…
![Page 24: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/24.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose your answer:
Without calculating an answer, use your understanding of integer operations to determine whether the product or quotient is positive, negative or 0.
Circle Your Choice
-13•13The result is:
Positive Negative Zero (0)
1)
2)
24
The result is:
Positive Negative Zero (0)
-62-14
Here’s a problem… what can we infer about student thinking?
![Page 25: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/25.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Explain why you chose your answer:
Without calculating an answer, use your understanding of integer operations to determine whether the product or quotient is positive, negative or 0.
Circle Your Choice
-13•13The result is:
Positive Negative Zero (0)
1)
2)
25
The result is:
Positive Negative Zero (0)
-62-14
Here’s a problem… what can we infer about student thinking?
![Page 26: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/26.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Circle Your Choice
3)
4)
26
Without calculating an answer, use your understanding of integer operations to determine whether the product or quotient is positive, negative or 0.
53 ÷ (-53)The result is:
Positive Negative Zero (0)
(-15)The result is:
Positive Negative Zero (0)
4
Explain why you chose your answer:
Here’s a problem… what can we infer about student thinking?
![Page 27: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/27.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Circle Your Choice
3)
4)
27
Without calculating an answer, use your understanding of integer operations to determine whether the product or quotient is positive, negative or 0.
53 ÷ (-53)The result is:
Positive Negative Zero (0)
(-15)The result is:
Positive Negative Zero (0)
4
Explain why you chose your answer:
Here’s a problem… what can we infer about student thinking?
![Page 28: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/28.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
Compare to what we’ve just done
28
![Page 29: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/29.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 29
Not Observed Beginning Developing Progressing Extending
The teacher did not engage the class with any tasks or activities to elicit evidence of student thinking.
The teacher uses tasks or activities that are not aligned to the learning goals or will not provide evidence of student progress toward those goals.
The teacher uses tasks or activities that are loosely aligned to the learning goals and will provide limited evidence of student progress toward those goals.
The teacher uses well-crafted tasks and activities that are mostly aligned to the learning goals and will provide evidence of student progress toward those goals.
The teacher uses a series of integrated, well-crafted tasks and activities that are tightly aligned to the learning goals and will provide evidence of student progress toward those goals.
Tasks & Activities that Elicit Evidence of Student Thinking
![Page 30: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/30.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 30
![Page 31: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/31.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 31
https://padlet.com/MathProbes/OK_Map
![Page 32: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/32.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 32
![Page 33: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/33.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning 33
What does this mean for you?
![Page 34: Thinking Visible Making Mathematical …engage.ok.gov/.../Making-Mathematical-Thinking-Visible.pdf · 2017. 8. 1. · Thinking Visible Robbyn Glinsmann, Director of Elementary Mathematics](https://reader035.vdocuments.us/reader035/viewer/2022062610/6111e3dac3f20e171a52b36d/html5/thumbnails/34.jpg)
Oklahoma State Department of Education
Academic Affairs and Planning
What’s Next?Webinars + Short Course = Formative Assessment Probes
34