3 Who are we? 264 participants 67% first-time participants 32 member districts, schools, county offices2 out-of-state visiting groups
4 Introducing the Presenters Math Content and Culture K-2: Mia Buljan, Kristy LeoMath Content and Culture 3-4: Margie Trainer, Suzannah YoungMath Content and Culture 5-6: Mariana Alwell, Tracy SolaMath Content and Culture 7-8: Cecilio Dimas, Becca ShermanMath Content and Culture HS: Tammy Mullin, Jeff TrubeyLesson Study : Jackie Hurd, Barbara ScottContent Coaching: Sandy Devlin, Priscilla SolbergLHS Center of MathematicsExcellence and Equity Director: Harold AsturiasSVMI Director: David Foster
5 Institute’s ThemeLanguage, Mathematics, and Common Core State Standards for Mathematical Practice
6 Goals of the Institute Instructional Goals Community Outcomes Language Common Core Standards for Mathematical PracticeSense-making ClassroomMath Content KnowledgeFormative AssessmentCommunity OutcomesCollaborationInstructional LeadershipCapacitySupportNetwork
7 Daily Institute Schedule 8: :15 Problem Solving (Whole Group)10:30 -11:50 AM Breakout Group(K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)12: :35 LunchServed buffet style, sit where you are comfortable12:35 -1:25 School/District Team PlanningRoom assignments posted and will be shared at end of the morning1:35 - 3:00 PM Breakout Group.
8 What are the Common Core State Standards? The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board.The Common Core State Standards were published June 2, 2010.The college and career ready math standards were adopted by California on August 2, 2010.
11 Mathematical Practices Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriate tools strategically.Attend to precision.Look for and make use of structure.Look for and express regularity in repeated reasoning.
12 Mathematics, you see, is not a spectator sport Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean doing mathematics? In the first place it means to be able to solve mathematical problems.George Polya, ( ) Father of Problem Solving; “How to Solve It”, 1945
13 Problems of the MonthA program to foster school-wide in math and problem-solving.5 levels: Primary A – E.
14 Enhance Your Personal Math Content Knowledge Using POM’s Learning Math is Doing Math.Doing math involves non- routine problems.Perseverance and learning from mistakes are important attributes of good mathematicians.Many reasons to pick a certain level (deepen knowledge of topic you will teach, explore idea in depth, etc.)At every level you are encouraged to challenge yourself and mathematical understanding.
16 Community AgreementsWhat agreements do we need for a community of math learning that supports risk-taking, sharing ideas, conjectures, and insights so we can do our best learning?
17 Community AgreementsTake a few minutes to read the proposed Community Agreements.Discuss with your group how the Community Agreements align with the needs you’ve identified to do your best learning.
18 “No one is as smart as all of us are together” Community Agreements“No one is as smart as all of us are together”Respect each other’s learning needsRespect individual think timeEveryone participatesEverybody helpsLeave no one behindTake responsibility
20 Double DownDuring this quiet think time, please read all levels of the Problem of the Month.As you read…Think of clarifying questions you may have for your group.Think of possible strategies you might like to try to help you make sense of the problem.
21 Double Down In your group… Ask your clarifying questions of your group and share your ideas on possible strategies.Begin working on Level A. When you feel you’ve gone as deeply as possible into a level, move on to the next one.
22 Double Down While you are working, think about these questions: How are you making sense of the problem?What are strategies you used when you get stuck?
23 Where are we? Check-in Point Think about and record your responses to the following questions for the level you are currently working …Where are you in your thinking process?What strategies you’ve tried? What made them successful or not?What questions do you have at this point?Where will you begin tomorrow?
24 English Language Learners Harold Asturias Lawrence Hall of Science, U.C. Berkeley
25 Daily Institute Schedule 8: :15 Problem Solving (Whole Group)10:30 -11:50 AM Breakout Group(K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)12: :35 LunchServed buffet style, sit where you are comfortable12:35 -1:25 School/District Team PlanningRoom assignments posted and will be shared at end of the morning1:35 - 3:00 PM Breakout Group
26 Time to Reflect and Plan After lunch for 50 minutes - find colleagues to work with and use the ideas provided >
27 District Planning Time Assignment Report to your district’s assigned location.Read and discuss Chapter 3: ….. By Wednesday morningNewcomers’ Session Day 1 in gym
28 District Planning Time Rooms Room 20: Alvord, Armijo, Dublin, Hayward, San Ramon, St. JarlathRoom 21: Redwood City, San Carlos CharterRoom 22: Bayshore/Brisbane, Belmont, SFUSD Mission ZoneRoom 23: Cupertino, Cambrian, New VisionsRoom 24: Santa Clara, Scotts Valley, Valley Christian, Mountain El.Room 26: Las Lomitas, Los Altos, Menlo Pk, Palo Alto, RavenswoodRoom 27: Jefferson Elementary and Jefferson Union HS DistrictsRoom 28: ACOE, Gilroy, Georgia, Nueva, Pacifica, Pajaro, WoodsideRoom 37: Walnut CreekGym: Sequoia