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CCRS Quarterly Meeting # 3 Promoting Discourse in the Mathematics Classroom Welcome participants to 3rd Quarterly Meeting for 2013-2014 school year.

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Presentation on theme: "CCRS Quarterly Meeting # 3 Promoting Discourse in the Mathematics Classroom Welcome participants to 3rd Quarterly Meeting for 2013-2014 school year."— Presentation transcript:

1 CCRS Quarterly Meeting # 3 Promoting Discourse in the Mathematics Classroom
Welcome participants to 3rd Quarterly Meeting for school year.

2 Outcomes Participants will:
develop and categorize assessing and/or advancing questions that will help move students toward mathematical goals analyze a video, in which the practice of effective questioning is being used, to determine its impact on teaching and learning analyze a vignette in which the practice of monitoring is being used and determine the impact on teaching and learning prepare to share resources with district - LEA team and colleagues Say, “In our last quarterly meeting we looked at the Set-Up phase of the TTLP and the practice of anticipating. Today we will focus on the “Explore” phase of the TTLP and the role of questioning in moving students toward greater mathematical understanding as well as the practice of monitoring what the students do during the explore phase.” As always, the CCRS-Implementation Team is representing the administrators and teacher that are not able to receive this training, and will think about ways in which the information, strategies, and resources from QM #3 can be taken back to benefit the system, school, and students.

3 Morning Session Participants will:
develop and categorize assessing and/or advancing questions that will help move students toward mathematical goals analyze a video, in which the practice of effective questioning is being used, to determine the impact on teaching and learning Say, “during the morning session (and read what is on the slide).”

4 Alabama Quality Teaching Standards
1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives Have participants take out handouts #1, 1a, and 1b. Say, “you are all here today for specific professional learning. Let’s not forget that today’s learning aligns with the Alabama Quality Teaching Standards. Wrap up this slide by calling their attention to the Integrating and Innovating level of practice and how this connects to the CCRS Quarterly meetings and what we will do today. Put in notes section: Purpose of the Continuum Based on the five Alabama Quality Teaching Standards (AQTS), which are listed elsewhere in this document, the Continuum articulates a shared vision and common language of teaching excellence to guide an individual’s career-long development within an environment of collegial support. It is a tool for guiding and supporting teachers in the use of reflection, self-assessment, and goal setting for professional learning and growth. Specifically, the Continuum is intended to support meaningful reflective conversations among teachers, mentors, coaches, and administrators. It supports teachers in setting professional goals and pursuing professional development to reach those goals. It also serves as a focus for teacher preparation institutions and pre-service candidates. The Continuum is one component of a comprehensive program of support for the ongoing development of teaching practice. While it provides guidance in the gathering of formative data upon which to reflect, it is not intended as an evaluation or observation instrument. The Continuum presents a holistic view of teaching and was developed to do the following: • Delineate the diversity of knowledge and skills needed to meet the changing needs of Alabama’s students • Support the reflective practice and ongoing learning of all teachers • Support an ongoing process of formative assessment of beginning and experienced teachers’ practice based on standards, criteria, and evidence • Help educators set goals for professional development over time • Describe the development of high-quality, effective teaching practices throughout a teacher’s career The Continuum is organized to describe five increasingly complex and sophisticated levels of development of practice: Pre-Service and Beginning, Emerging, Applying, Integrating, and Innovating. The indicators at each level describe what a teacher should know and be able to do at that level; these indicators are cumulative and include those stated in previous levels. While the “Pre-Service and Beginning” and “Emerging” columns describe the skills and abilities that novice teachers aim to develop during their induction period, it is not assumed that beginning teachers will necessarily enter the profession at this level of practice for every standard indicator. The levels do not represent a chronological sequence in a teacher’s growth; rather, each describes a developmental level of performance. A teacher may be at an Emerging or Applying level of practice for some indicators on the Continuum and at an Integrating or Innovating level for other indicators, regardless of how many years she or he has been in the profession. In fact, it is not uncommon for accomplished teachers to self-assess and find themselves moving from right to left on the continuum in response to new teaching contexts and challenges. The Continuum is based on two assumptions: (1) that growth in professional practice comes from intentional reflection and engagement in appropriate professional learning opportunities and (2) that a teacher develops expertise and leadership as a member of a community of learners focused on high achievement for all students.

5 Alabama Quality Teaching Standards
EQuIP Rubric Have participants take out handouts 2 and 2a. Say, “the AQTS Continuum is a guide and support for teacher in theirs pursuit of teaching excellence. The EQuIP Rubric, which we used during last year’s Quartley meetings and the Summer Teaching Academy, describes quality instruction as it is related to implementing CCRS. Specific connection to the Implementation of CCRS and the EQuIP Rubric: A minimum expectation for a beginning teacher (according to the AQTS) is alignment to the CCRS. Read (or have someone read) the first bullet – “Plans instructional activities that align with Alabama’s Courses of Study.” The first dimension (Dimension I) of the EQuIP Rubric is about alignment to the depth of the College- and Career-Ready Standards. Read the part in the blue arrow - Targets a set of grade-level CCRS Mathematics standard(s) to the full depth of the standard for teaching and learning. Standards for Mathematical Practices that are connected to the content are identified and handled in a grade appropriate manner. Targets a set of grade-level CCRS Mathematics standard(s) to the full depth of the standard for teaching and learning. Standards for Mathematical Practices that are connected to the content are identified and handled in a grade appropriate manner.

6 Trace the progression of questioning across the continuum.
EQuIP Rubric Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking. Say, “we will focus on the connections to 2.7, especially the practice of monitoring and questioning students to help move them toward mathematical goals. Have participants read 2.7 and highlight the connections they see with questioning and think about how it grows across the levels of the continuum. How does each level differ? Share one observation with your table group. Specific connection to the Implementation of CCRS and the EQuIP Rubric: The ability to use questioning skills is an expectation for each level of the AQTS). The third dimension (Dimension III) of the EQuIP Rubric is about instructional support for the College- and Career-Ready Standards. Read the part below the “EQuIP Rubric” starburst - Engages students in productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking. The teacher uses assessing and advancing questions to meet a variety of students needs during the instructional process.

7 The Integrating and Innovating Work of the CCRS Implementation Team
The Continuum is based on two assumptions: (1) that growth in professional practice comes from intentional reflection and engagement in appropriate professional learning opportunities and (2) that a teacher develops expertise and leadership as a member of a community of learners focused on high achievement for all students, which we are doing in the CCRS quarterly meetings. Wrap up this slide by calling their attention to the Integrating and Innovating level of practice and how this connects to the CCRS Quarterly meetings and what we will do today as well as what they will do back in their districts. Today, you will spend time in individual reflection, peer discussion, interacting with current research and experience activities on assessing and advancing questions so that you will be equipped to plan as a district team, facilitate dialogue, and lead your local learning community in the use of questioning to ensure success and improved learning for all students.

8 Next Steps from QM#2 Identify standards and select a high level task.
Plan a lesson with colleagues. Anticipate student responses, errors, and misconceptions. Write assessing and advancing questions related to student responses. Keep copies of planning notes. Teach the lesson. When you are in the Explore phase of the lesson, tape your questions and the students responses, or ask a colleague to scribe them. Following the lesson, reflect on the kinds of assessing and advancing questions you asked and how they supported students to learn the mathematics. Take a moment and read and reflect on Quarterly Meeting #2 Next Steps.

9 Journal Reflection When you planned your lesson, what do you think you gained by developing questions prior to the “Explore” phase that helped assess and advance students’ learning? Say, “In following up on the ‘Next Steps from QM#2”, you suggested we allow more time for you to develop a deeper understanding of assessing and advancing questions. With that in mind reflect on (handout#2) the question on the slide.” Individual Reflection: Have participants turn to their reflection handout in the participant’s packet. Allow about 2-3 minutes for participants to reflect individually on the question on the slide and their note-taking tool. Small Group Discussion: Once participants have reflected individually, have them form pairs and then discuss their responses with one another. Allow 2 minutes for pairs to share. Do not have the participants debrief or share out whole group just yet.

10 Examine and Plan Questions
Connecting to Research: Bring the whole group back together and have them read the excerpt (“Examine and Plan Questions”) (Handout # 3) and highlight 2 or 3 big ideas that are interesting to them. Once participants finish reading the excerpt, in their table groups, ask them to share one thing that stood out and why they think it is important. Wrap up the discussion by going to the next two slides.

11 In summary, does this quote remind you more of an assessing or advancing question?
Teachers’ questions are crucial in helping students make connections and learn important mathematics concepts. Teachers need to know how students typically think about particular concepts, how to determine what a particular student or group of students think about those ideas, and how to help students deepen their understanding. Weiss & Pasley, 2004 Say, “In summary, does this quote remind you more of an assessing or advancing question?” Allow participants to read the slide and individually think about the quote and question. MSC Secondary Math Academy, Year 2

12 Part 2: Supporting Students’ Exploration of the Task “Explore Phase”
Part II of the TTLP categorizes questions into three types: Focusing student thinking Assessing student thinking or Advancing student thinking Say, “Now that we have begun to explore assessing and advancing questions, let’s look at their connection to the Explore phase.” Have participants turn to the TTLP Handout and allow them about 2-3 minutes to read the Explore phase. Say, “Part II (the Explore phase) of the TTLP categorizes questions into three types: Focusing, assessing, or advancing. Focusing questions get the students to look at what the problem is asking, it’s a way to clarify situations of which students are unfamiliar, and making sure instructions are clear. Assessing questions are a way for teachers to know what the students’ mathematical thinking is. Advancing questions takes the knowledge the student has and pushes it further. Notice that the goal of questioning is to get at student thinking – where they are in their thinking, and where they need to go.

13 Discussing Assessing Questions
Listen as several assessing questions are read aloud. Consider how the assessing questions are similar to or different from each other. Are there any questions that you believe do not belong in this category and why? What are some general characteristics of the assessing questions? Directions: 1. Label two posters, one as “Characteristics of Assessing Questions” and the other as “Characteristics of Advancing Questions.” Focus only on the poster – “Characteristics of Assessing Questions” Point participants toward the Handout of Assessing Questions as you read them aloud. Give participants time to talk about the last three bullets. Gather participants responses. The responses for assessing questions should resemble those listed below. Probing Facilitator Questions and Possible Responses: How are the assessing questions alike? What makes and assessing question an assessing question? Make a list of the similarities identified by participants.) • All of the questions point to something on the student work. • The questions are asked to gain clarification. • The teacher gets to learn about the student thinking. What might be the benefits of referring specifically to something on the student’s paper when asking an assessing question? What might be the benefit of making sure the student knows you are referring to his/her work by saying, “I notice you wrote...”? • Students feel honored that you are referring to their work. • You will find out if students understand their response.

14 Discussing Advancing Questions
Listen as several advancing questions are read aloud. Consider how the advancing questions are similar to or different from each other. Are there any questions that you believe do not belong in this category and why? What are some general characteristics of the advancing questions? Directions: 1. Label two posters, one as “Characteristics of Assessing Questions” and the other as “Characteristics of Advancing Questions.” Focus only on the poster – “Characteristics of Assessing Questions” Point participants toward the Handout of Assessing Questions Give participants time to talk about the last three bullets. Gather participants responses. The responses for advancing questions should resemble those listed below. Probing Facilitator Questions and Possible Responses: How are the advancing questions alike? What makes an advancing question an advancing question? • The questions challenge students to go further in their work. • The questions move student work further. • The students usually do not have the work that is being requested on their paper. • The questions may cause students some anxiety because they present a challenge.

15 Characteristics of Questions that Support Students’ Exploration
Advancing Questions Press students to think about something they are not currently thinking about. Use what students have produced as a basis for making progress toward the target goal. Move students beyond their current thinking by pressing students to extend what they know to a new situation. Assessing Questions Based closely on the work the student has produced. Clarify what the student has done and what the student understands about what s/he has done. Provide information to the teacher about what the student understands. Connecting to Research: This is what research says about the characteristics of questions that support students’ exploration of cognitively demanding tasks. Is there anything about these characteristics that we would want to add to our list of characteristics? The teacher must both unveil students understanding through assessing questions and then use that information to move them toward the mathematical goals through advancing questions. Specific connection to the Implementation of CCRS and the EQuIP Rubric: Teachers and lessons “use a range of questions…requiring students to demonstrate their mathematical understanding independently” [assessing], and have “an effective sequence and progression of learning where the concepts or skills advance and deepen over time.” Dimension III – Instructional Support EQuIP Rubric Teachers and lessons “use a range of questions…requiring students to demonstrate their mathematical understanding independently” [assessing], and have “an effective sequence and progression of learning where the concepts or skills advance and deepen over time.” MSC Secondary Math Academy, Year 2

16 Categorizing Questions
Review transcript from Next Step assignment Use a highlighter to identify questions you labeled as assessing and advancing Talk with your elbow partner Ask participants to take out the transcript from their Next Step assignment. Allow them 5-10 minutes to use a highlighter to identify questions they labeled as assessing and advancing. [If they do not have a transcript, or if one is not handy to be shared from a shoulder or table partner, then use the transcript that is provided in the trainer resources. We did not place this transcript in the participant packet because we wanted to honor the teachers who brought their own transcript. Only use the additional transcript as needed.] Say, “Reflect on your use of questions through the lens of your new learning. Talk about your thoughts with your shoulder partner and then with your table group.”

17 Looking For Patterns Explain how a question can be used to assess one student’s thinking while the same question can be used to advance the thinking of another student. What message do you send to students if you ask ONLY assessing questions? Do we ask more content-focused questions or questions related to the mathematical practices? What have you learned about assessing and advancing questions that you can use in your classroom tomorrow? Individual Reflection: To reflect let’s look for patterns. Have participants turn to their reflection handout in the participant’s packet as they revisit the questions on the slide. Allow about 3-5 minutes for participants to reflect individually on the question on the slide and their note-taking tool. Peer Discussion: Once participants have reflected individually, have them form pairs and then discuss their responses with one another. Allow 2 minutes for pairs to share. Monitor the pairs responses. Select one or two to share out as you wrap up the discussion. Facilitator notes Probing Facilitator Questions and Possible Responses: How are some students’ assessing questions other students’ advancing questions? • The students are at different places in their learning. • One group may choose a simple translation and may need to be prompted about how to find the lengths of segments that are not parallel to an axis, while another group may have already done that. • One group may understand concepts or strategies, whereas another group might need to be asked an advancing question to prompt them to consider a concept or a strategy. Why do all students deserve to have an assessing question and an advancing question? • If you ask some students only assessing questions but not advancing question, then you are telling the students that they can’t handle an advancing question. What if a student has completed all parts of a task? Why do you still need to ask this student an assessing question and an advancing question? • Students can always be challenged further. You may have to step outside of the particular problem or make an extension, but the student still deserves to be challenged. -

18 Geometry – Building a Playground
A Visit to a Classroom Geometry – Building a Playground Prior to showing the video: Have participant read and discuss (not solve) the “Building a New Playground Task.” (See Handout in Participant’s Packet) Say, “This is the task that students are engaged in during the video.” Have participants take out their note taking tool (another Handout) to use as they view the video. Say, “What does this type of questioning sound like in a classroom? In the following video clip, notice how the teacher uses questions to keep the learning moving forward.” Show the video. End the video clip at _____________ Allow time for recoding and discussion. [Add focus questions to the handout. Provide sample questions for the Presenter’s Notes]

19 Outcomes Participants will:
develop and categorize questions as assessing and/or advancing questions that will help move students toward mathematical goals analyze a video in which the practice of effective questioning is being used to determine the impact on teaching and learning Thumbs up, down, sideways: do you feel the outcomes were met in this morning’s session?

20 LUNCH Tell participants to enjoy lunch and you will see them after lunch.

21 While you are waiting for participants to return: Recommend that participants collect their thoughts from this morning and record them on the “Professional Development Transition Plan” that they will use later on in their district planning meeting. Welcome participants back from lunch.

22 Outcomes Participants will:
analyze a vignette in which the practice of monitoring is being used, and determine the impact on teaching and learning prepare to share resources with district - LEA team and colleagues Say, “This afternoon we will unpack the practice of monitoring what the students do during the lesson.”

23 The Five Practices (+) 0. Setting Goals and Selecting Tasks
1. Anticipating student responses to challenging mathematical tasks; 2. Monitoring students’ work on and engagement with the tasks; 3. Selecting particular students to present their mathematical work; 4. Sequencing the student responses that will be displayed in a specific order and 5. Connecting different students’ responses and connecting the responses to key mathematical ideas. Note the beginning of this process always start with the standard(s). The “0” practice shows that setting instructional goals and selecting rigorous tasks precedes the five practices. The critical staring point for planning is to specify clearly and explicitly the mathematical goals for the lesson or unit; what are the understandings that the students should come away with? Practice “0” is the foundation on which the five practices are built. The next step in practice “0” is to select a task that involves high-level thinking and reasoning and aligns well with the goal of the lesson. Say: The model “Five Practices” will help teachers create a classroom of mathematical thinkers. These practices can help teachers to use students’ responses to advance the mathematical understanding of the class as a whole by providing them with a measure of control over what is likely to happen in a discussion as well as more time to make instructional decisions by shifting much of the decision making to the planning phase of the lesson. During the last quarterly meeting we looked the practice of anticipating. Today we will spend time unpacking the practice of monitoring. We will focus on the practice of monitoring what the students do during the lesson and the role of questioning in moving students toward greater mathematical understanding. Say "Ensuring that students have the opportunity to reason mathematically is one of the most difficult challenges that teachers face. A key component is creating a classroom in which discourse is encouraged and leads to better understanding. Productive discourse is not an accident, nor can it be accomplished by a teacher working on the fly, hoping for a serendipitous student exchange that contains meaningful mathematical ideas. While acknowledging that this type of teaching is demanding, Smith and Stein present five practices that any teacher can use to implement coherent mathematical conversations. By using the five practices, teachers will learn to teach effectively in this way.” The five practices are: Anticipating likely student responses to mathematical tasks Monitoring students’ responses to the tasks during the explore phase Selecting particular students to present their mathematical response during the discuss-and- summarize phase Purposefully sequencing the student responses that will be displayed Helping the class make mathematical connections between different students’ responses

24 Monitoring What is monitoring?
Why is it important to teaching and learning? Individual Reflection: Journal entry. Have participants turn to their reflection handout in the participant’s packet. Allow about 2-3 minutes for participants to reflect individually on the question on the slide and their note-taking tool. Peer Discussion: Think-pair-share. Have participants pair and share.

25 Monitoring Connecting to Research: Bring the whole group back together and have them read the excerpt (“Anticipate Strategies That Students Might Use to Solve the Tasks and Monitor Their Work”) and highlight 2 or 3 big ideas that are interesting to them. Once participants finish reading the excerpt, in their table groups, ask them to share the idea(s) they highlighted and why they think it is important.

26 What Will The Teacher Need To Include In This Process?
Listening in on what students are saying Observing what the students are doing Keeping track of the approaches that students are using Identifying the approaches that can help advance the mathematical discussion later in the lesson Asking questions that help students make progress on the task Those that will get students back on track if students are following an unproductive or inaccurate pathway Those that will press students who are on the right course to think more deeply about why things work the way they do (M Smith & Stein, 2011) When you come to this slide, only start with the question/title showing. Ask participants: What will the teacher need to include in this process? Allow the table groups 2 – minutes to discuss this question. Wrap up this question by clicking to bring in the following: Listening in on what students are saying Observing what the students are doing Keeping track of the approaches that students are using Identifying the approaches that can help advance the mathematical discussion later in the lesson Asking questions that help students make progress on the task Those that will get students back on track if students are following an unproductive or inaccurate pathway Those that will press students who are on the right course to think more deeply about why things work the way that they do (M Smith & Stein, 2011)

27 The Case Of Nick Bannister
List the strategies on the monitoring sheet Read Calling Plans: The Case of Nick Bannister (Part 2—Monitoring) Before you start this activity: Have the participants refresh their memory of “The Calling Plans Task” by reviewing the copy in their handouts. Tell participants to complete the monitoring sheet as they read the “Monitoring vignette.” Fill in the strategy that you expect to see as a solution path for this task. Record who (which group/student) did or said what (evidence from the vignette). The column for “Order” is used after monitoring to prepare for selecting, sequencing and connecting (QM#4). [Provide more space on the handout for participants to take notes.]

28 The Case Of Nick Bannister
Table Copy: Give each table group a copy of the handout on the screen. Participants should compare their data with Nick’s data about what each group did. These discussions should lead to the next slide. How did your monitoring notes compare to Nick Bannister’s?

29 The Case Of Nick Bannister
Identify specific things that Nick does to support his students’ learning. Consider how the data that Nick collected in his chart could be useful to him as he helps students and prepares for the end-of-class discussion. Table discussions. Wrap up by saying, “Note, in the case of the of Nick Bannister, we saw a teacher who, as a result of his anticipating was ready for monitoring students during the “explore phase” of the Calling Plan task.”

30 Reflection “If I watch and listen during small group independent work, I am then able to use my observations to decide what and who to make focal” during whole-class discussion. Lampert (2001, page 140) Facilitator Say: “Take a moment and read the quote on the slide. (Allow wait time) Now that we have engaged in developing and categorizing assessing and advancing questions, analyzed a video for the practice of effective questioning, and analyzed a vignette in which the practice of monitoring was used, we will reflect on the learning for today. In your journal, explain how you plan on implementing one big idea explored today. We will take three minutes to allow you to scribe your thoughts. Then, we will take three more minutes to turn and talk with your group about what you wrote.” Explain how you plan on implementing one idea explored today.

31 Next Steps (to prepare for QM#4)
Identify standards and select a high level task and plan a lesson to implement that task. Anticipate student responses, errors, and misconceptions. Write assessing and advancing questions related to student responses. Keep copies of planning notes. Teach the lesson. When you are in the Explore phase of the lesson, monitor what students are doing. Identify/record the approaches that can help advance the mathematical discussion later in the lesson Collect student work samples and bring to the next Quarterly Meeting. Have participants turn to handout. Facilitator: Read the slide to the participants and answer any questions. Instruct them to complete this activity and bring the results to the next session. Ask participants to bring student work from next step to practice assignment. The QM #4 goal is to be able to select, sequence and connect student work in order to orchestrate a whole-class discussion that targets the mathematical purpose(s) of the lesson.

32 Outcomes Participants will:
analyze a vignette in which the practice of monitoring is being used and determine the impact on teaching and learning prepare to share resources with district - LEA team and colleagues Thumbs up, down, sideways: do you feel the outcomes were met in this afternoon’s session?

33 Wrapping up….. With your district team think about your next steps.
Record your thoughts on this template and share with the rest of your team when you join them in a few minutes.

34 . Resources Brahier, D.J. (2000). Teaching Secondary and Middle School Mathematics. Boston: Allyn & Bacon Fennema, E. & Franke, M. (1992). Teachers’ knowledge and its impact. In Douglas Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp ). Indianapolis, IN: Macmillan Publishing Inc. Kenney, J.M., Hancewicz, E., Heuer, L., Metsisto, D., Tuttle, C. (2005). Literacy Strategies for Improving Mathematics Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

35 Resources Sherin, M. G., Mendez, E. P., Louis, D. A. (2000) Talking About Math Talk. Learning Mathematics for a New Century: Yearbook of the NCTM. Reston, VA: National Council of Teachers of Mathematics. Smith, M. S., & Stein, M. K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics and Thousand Oaks, CA: Corwin Press. Smith, M.S., Hughes, E.K., & Engle, R.A., & Stein, M.K. (2009). Orchestrating discussions. Mathematics Teaching in the Middle School, 14 (9),


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