Briarwood Elementary

Math PD

March 19, 2019

Denis Sheeran

@MathDenisNJ

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Warm Up

Warm Up

5x + 2y + z = 60

x + y + z = 4x + y

x + y = 3x

Describe How You Usually Math Time

Brain activity

Warm Up

Go To solveme.edc.org

Convince Me!

Which One Doesn’t Belong

tinyurl.com/briarwood319

Which One Doesn’t Belong Template in Google Drawings

Wodb.ca

Same or Different

A chance for students to say what they see and how they see it!

Using LinkIt for Instructional Goals

At this point, we want to look at:

• Item Analysis
• How students did on each question and what mistakes they made.
• Grouping
• Using strengths and weaknesses on upcoming units to group students.

Using LinkIt for Instructional Goals

At this point, we want to look at:

• Item Analysis
• Login to Linkit!
• Select and drag the Form B.
• Click on the Purple Spyglass!

Using LinkIt for Instructional Goals

At this point, we want to look at:

• Item Analysis
• Login to Linkit!
• Select and drag the Form B.
• Click on the Purple Spyglass!
• Look at answer percentages
• Click on Q to see questions!

Using LinkIt for Instructional Goals

At this point, we want to look at:

• Grouping
• Click the Teacher Dashboard
• Form B should be there.
• Click on the Blue Students!

Using LinkIt for Instructional Goals

At this point, we want to look at:

• Grouping
• Click the Teacher Dashboard
• Form B should be there.
• Click on the Blue Students!
• Select “Skills”...Continue
• Choose Skill to group students by and number of groups.
• Create Groups

See Individual Student Reports

At this point, we want to look at:

• Go To Item Analysis (spyglass)
• Click “Student Reports”
• Choose a Class
• Click a Student
• Display Time Spent For Student
• Click “Skills” to see each student skill analysis

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Using the numbers 1 through 5, at most one time each, to fill in the boxes and make the biggest/smallest product.

Focusing on Productive Struggle

What is Productive Struggle?

• Perseverance is an essential element in problem solving
• First or second attempt may not work!
• As students engage with tasks:
• Be mindful of their chosen strategy
• Assess whether it’s productive
• When they’ve reached a dead end, they must be willing to abandon the strategy for another.
• When students labor and struggle but continue to try to make sense of a problem, they are engaging in productive struggle.

Focusing on Productive Struggle

• Strategy 1 – Teachers ask questions that help students focus on their thinking and identify the source of their struggle, then encourage students to look at other ways to approach the problem.
• Strategy 2 – Teachers encourage students to reflect on their work and support student struggle in their effort and not just in getting the correct answers.
• Strategy 3 – Teachers give time and help students manage their struggles through adversity and failure by not stepping in too soon or helping too much and thus take the intellectual work away from the students.
• Strategy 4 – Teachers acknowledge that struggle is an important part of learning and doing mathematics.

Focusing on Productive Struggle

Teachers’ responses to student struggles generally fall into four types

1. Telling – When using the telling strategy, teachers often suggest a new approach, correct an error, or supply information.

2. Directed guidance – Directed guidance involves redirecting student thinking by asking open-ended questions, breaking down the problem into smaller parts, and narrowing down what the student might try next.

3. Probing guidance – Probing guidance puts the struggle back into the student’s lap. Here the teacher offers ideas based on the student’s thinking, asks for an explanation that might surface an error, or asks for reasons and justifications.

4. Affordance – Affordance provides an opportunity for students to continue thinking with little help from the teacher other than encouragement.

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Focusing on Productive Struggle

The following practices also help support student struggle and make it productive:

»Set goals at the beginning of the lesson and keep track of student progress during the lesson.

» Set problems in a familiar setting whenever possible, such as a sport or a familiar everyday task.

» Support students by providing appropriate tasks, tools, and representations.

» Group students heterogeneously, which helps struggling students.

» Establish high mathematical expectations (i.e., doing mathematics requires effort).

» Use good questioning techniques, such as asking students to explain how they solved a problem and why a strategy works or ask them to describe another way to solve the same problem.

» Provide time for group reflection during problem-solving activities. This can help students recognize unproductive strategies.

» Compare student outcomes at the end of the lesson to your original goals

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Three Act Libraries

More Hyperdoc Stuff than you can Handle

tinyurl.com/Hdocfolder

IMPLEMENTING THE MATH

WORKSHOP MODEL

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tinyurl.com/FPmath813

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Why Math Workshop?

Differentiation

and Conversation

Traditional Math Lesson Structure

Let’s Compare

Math Workshop

Math Workshop: 3 Buckets

Classroom Arrangement

Mathematics Community

Routines & Procedures

CLASSROOM ARRANGEMENT

Setting the Stage for Math Workshop Success

A Place to Start Together

• Start your day with a Number Sense Routine such as Count Around the Room or Number Talk
• This is a student’s first impression of the class

Starter Examples

• Which One Doesn’t Belong (wodb.ca)
• Estimation180.com
• Esti-Mysteries (stevewyborney.com)
• Math Mobiles (solveme.edc.org)
• Number Talks

A Place for Learning Stations

• Engaging
• Meaningful
• Quality over Quantity
• Clear Expectations

A Place for Group Work

• Collaborative
• Problem Solving Tasks
• Games
• Clear Expectations

A Place for Guided Math

• Small Group instruction
• Conferences
• “Just Right”
• Anecdotal notes
• Fluid

A Place to End Together

• Share Strategies
• Ask Questions
• Connect
• Reflect

ROUTINES & PROCEDURES

Structuring the Classroom So It Runs Smoothly

Routines and Procedures

• Where do I go?
• What can I do?
• How long do I do it?
• What do I do when I’m finished?
• Who can I work with?

Routines and Procedures

• Organize your materials
• Create a structure
• Must Do ~ Can Do List
• Think-Tac-Toe
• Math Menu
• Explain the structure
• Practice the structure
• Provide feedback

Math Journals

• Solve problems
• Explain thinking
• Ask questions
• Record someone else’s strategy
• Reflect on learning

Where do I find ideas for Stations?

• Number of the Day

• Estimation Stations

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• Counting Bins

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• Daily Data

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MATHEMATICS COMMUNITY

Creating Opportunities for Student Discourse

Culture of Mathematics

• Math is not my thing….
• I was never good at math anyway….
• I’m not a math person…..
• He gets that from me; I wasn’t good at math either…

Culture of Mathematics

I don’t know YET

The difference between NOT knowing and not knowing YET.

Decrease anxiety

Increase engagement

Promote growth mindset

Increase achievement

Number Talks

234 + 126 =

Tasks with Multiple Answers:

• I have one dollar in coins. What coins might I have?

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• 14 = . You fill in the blank.

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• Perimeter is 24. What are the dimensions?

How do we build it?

• Use Sentence Frames
• I had a different idea. I was thinking…
• I would like to add on to what____said….
• Don’t say anything a student can say
• Make a commitment to stop rescuing students

How do we build it?

• Promote conceptual understanding by encouraging a variety of strategies and/or solutions
• Require students to listen to each other and try to understand each others’ strategies

That First Month:

• Establish and Practice routines and procedures

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• Start with one learning station – no small groups

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• Move to 2-3 learning stations – plan to pull one small group per day

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• Bite off only as much as you can chew!

WHAT MIGHT THIS LOOK LIKE IN A CLASSROOM?

5th grade: Lesson: Multiplying 3 digit numbers

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• 12:20-12:30 Cognitive Math Opener

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• 12:30-12:40 Mini-lesson

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• 12:40-12:55
• Group A: Meet with Mr. Sheeran
• Group B: Work At Seat
• Group C: Math Game Station
• Group D: Work at Seat

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• 12:55-1:10
• Group A: Work at Seat
• Group B: Meet with Mr. Sheeran
• Group C: Work at Seat
• Group D: Technology Station
• 1:10-1:25
• Group A: Flashcard Station
• Group B: Technology Station
• Group C: Meet with Mr. Sheeran
• Group D: Math Game Station
• 1:25-1:35 Review/Closing

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HOW TO GROUP STUDENTS:

• Put students in groups of no more than 6 students
• In your classroom, this means you may have 4 groups
• Students move up or down by unit-of-study based on their need

GUIDED MATH – SMALL GROUP INSTRUCTION

• Guided Math is:
• a method in which teachers assess students and group them according to their proficiency level.
• homogenous, yet fluid
• analogous to Guided Reading (Fountas & Pinnell, 2001)
• an opportunity to closely observe student work and provide strong support for struggling students (Sammons, 2010)

PLANNING THE LESSON

(SAMMON’S GUIDED MATH – 2010)

• Determine big ideas (based on student need and standards)
• Decide criteria for success
• Use assessment information
• Choose specific teaching points for each group
• Prepare differentiated lessons; gather materials.

QUICK STATION IDEAS

• Must-Haves:
• Meet with Teacher
• Work at Seat (Independent Work Time)
• Other Options:
• Flashcard Station
• Math Game Station
• Smartboard Station
• Writing About Math
• Reading About Math
• Choice Menu

TIPS:

• Choose stations that:
• you don’t need to change often
• students know routines and can get started quickly and independently
• much less time consuming for you more time spent planning quality small group lessons
• Don’t require paperwork
• too much paper going through room
• have to worry about collecting/grading/checking/returning

WHERE DO I GET MY MINILESSONS?

• From Your Materials!
• it is easy to use the introduction to a lesson, along with a few problems on the smartboard/whiteboard to create a minilesson
• Make your own to supplement textbook, if necessary
• Um...the internet. :)
• The google
• Smart Exchange
• TPT

*And of course, informal observation of students!

HOW DO I ASSESS?

• Diagnostic Assessment
• Can happen at beginning of each unit/quarter/semester
• Formative assessments:
• Independent work
• Station quick checks
• Journal Checks
• 1 Minute Math Fact Check
• Summative Assessments
• Unit Tests

Some Teaching Guidance

• Promoting Discourse
• Questions
• Accountable Talk Posters
• Math talk Resource
• Homework Help For Parents
• K-5 Stations/Centers
• Kansas Grade Level Focus Documents
• Esti-mysteries and more