1. Math Leadership Support Network ’08-’09 MLSN 2008 - 2009 Change Leadership Assessment KSI Number Sense

2. Math Leadership Support Network ’08-’09 GROUP NORMS Cell Phones Two Feet Participate Sidebars

3. Math Leadership Support Network ’08-’09Agenda Registration/Games Registration/Games Advance Organizer Advance Organizer Change Leadership Change Leadership Assessment – How to Grade… Assessment – How to Grade… KDE updates KDE updates Literature Connection Literature Connection Grade-Level Breakouts – Number/Estimation Grade-Level Breakouts – Number/Estimation Conceptual Change Model Conceptual Change Model Reflections Reflections

4. Math Leadership Support Network ’08-’09 Advance Organizer Focus for today: Change Leadership - What can I do, in my current role, to impact change in instructional practice? What are my internal/external obstacles? What is my commitment in this change process? Assessment/Grading – What can I do to implement change toward standards-base grading?

5. Math Leadership Support Network ’08-’09 Advance Organizer (cont’d) Focus for today: Conceptual Change Model – How does the CCM change the learning environment? Number – How does estimation (understanding and application) play a role in helping our students develop number sense?

6. Math Leadership Support Network ’08-’09

7. Your assignment from Jan: Given the sample data set for your school/district, come up with a game plan for addressing an issue (or issues) revealed by the data. The game plan can be for this semester, this summer, and/or next year… * If you used the survey in your own school/district, you can use that data instead…

8. Math Leadership Support Network ’08-’09 Change Leadership Homework Discussion: 1) Find at least 2 other participants in the room with your same data set (same color)…. Decide which participant will be the recorder…(get recording sheet)

9. Math Leadership Support Network ’08-’09 Homework Discussion (cont’d): 2) Consider the issues revealed by the resulting data set… Which issue(s) would you want to address first? Why?

10. Math Leadership Support Network ’08-’09 Homework Discussion (cont’d): 3) What strategies would you use to address the issue(s)? What would be your general game plan?

11. Math Leadership Support Network ’08-’09 Homework Discussion (cont’d): 4) As you think about your game plan, consider possible obstacles to implementing change for this learning community.

12. Math Leadership Support Network ’08-’09 Change Leadership Chapter 3: Committing Ourselves to the Challenge… Chapter 4: Why Is This So Hard? Generating Momentum for Change…

13. Math Leadership Support Network ’08-’09 Changing Our Vision… InwardOutward

14. Math Leadership Support Network ’08-’09 Obstacles to Generating Momentum for Change… CHANGE is an adaptive problem…we have to figure it out as we go…in flight. We can’t take a sabbatical and spend the rest of the year planning on being a better teacher, coach, admin., etc. next time around….

15. Math Leadership Support Network ’08-’09 Obstacles to Systemic Change… Momentum “sappers”: Reaction Reaction Compliance Compliance Isolation Isolation With your table group, discuss how these factors are obstacles to change in your learning community…

16. Math Leadership Support Network ’08-’09 Change Leadership… WHAT CAN I DO?

17. Math Leadership Support Network ’08-’09 Self Reflection of Obstacles … What are my external obstacles, and which of these can I influence? What internal obstacles do I create? How do my actions impede my progress toward goals?

18. Math Leadership Support Network ’08-’09 Make the Commitment 1. Write down one or two aspects of your own role that, if you were able to dedicate yourself to them, would make the biggest contribution toward improving instruction in your learning community.

19. Math Leadership Support Network ’08-’09 Make the Commitment 2. What is the most important thing that you need to get better at, or should change, in order to make progress toward this goal?

20. Math Leadership Support Network ’08-’09 Make the Commitment 3. Frame your goal: I am committed to the value or importance of… I am committed to the value or importance of…

21. Math Leadership Support Network ’08-’09 Make the Commitment Make sure the commitment is something you want to change about yourself and/or the way you do things…. (Not – “I am going to change everyone else around me.”)

22. Math Leadership Support Network ’08-’09 Your Commitment Should… Be true for you Be true for you Be focused on improved instruction Be focused on improved instruction Have room for growth Have room for growth Implicate you Implicate you Be important to you Be important to you

23. Math Leadership Support Network ’08-’09 What can I do as a change agent in my learning community? Where do I start? THINK ABOUT:

24. Math Leadership Support Network ’08-’09 Assessment/Grading

26. ESTIMATION Think Abouts What is the difference between an estimate and a guess? What is the difference between an estimate and a guess?

27. Math Leadership Support Network ’08-’09 ESTIMATION Think Abouts Why estimate? Why estimate? When should we estimate? When should we estimate?

28. Math Leadership Support Network ’08-’09 ESTIMATION Think Abouts How can we help students become better estimators? How can we help students become better estimators? How can we assess their ability to estimate? How can we assess their ability to estimate?

29. Math Leadership Support Network ’08-’09 Types of ESTIMATION: Measurement Measurement Quantity Quantity Computational Computational

30. Math Leadership Support Network ’08-’09 COMPUTATIONAL ESTIMATION Strategies: Front-end Front-end Clustering Clustering Rounding Rounding Compatible/Nice Numbers Compatible/Nice Numbers Special Numbers Special Numbers

31. Math Leadership Support Network ’08-’09 Grade-Level Breakouts

32. Math Leadership Support Network ’08-’09 Middle School Math Using the Conceptual Change Model

33. Math Leadership Support Network ’08-’09 As we think about Probes, Progress Monitoring, Assessment For Learning, etc., we need to ask ourselves the following questions… As we think about Probes, Progress Monitoring, Assessment For Learning, etc., we need to ask ourselves the following questions… 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student? 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student? Reminder…

34. Math Leadership Support Network ’08-’09 Think Abouts… (cont’d) 2. What will it look like if the student masters that learning target? (What is “good enough”?) is “good enough”?) 3. If the student doesn’t master the learning target, what are the gaps in his/her understanding? How do I determine gaps and what do I do next?

35. Math Leadership Support Network ’08-’09 Commit to an Outcome Examine the jar containing Examine the jar containing popcorn kernels. On your own, write down how many kernels you think are in the jar and how you arrived at your estimate. Think about what materials and information you would need to solve the problem. Think about what materials and information you would need to solve the problem.

36. Math Leadership Support Network ’08-’09 Expose Beliefs Share your estimate of the number of popcorn kernels in the jar with other members of your group. Share your estimate of the number of popcorn kernels in the jar with other members of your group. Discuss each other’s predictions and strategies. Is there more than one approach that makes sense? Discuss each other’s predictions and strategies. Is there more than one approach that makes sense?

37. Math Leadership Support Network ’08-’09 Expose Beliefs (cont’d) Select a member of your group to write down everybody’s ideas - share the estimates and strategies with the rest of the class. Select a member of your group to write down everybody’s ideas - share the estimates and strategies with the rest of the class.

38. Math Leadership Support Network ’08-’09 Confront Beliefs In your group, come up with an agreement about how to test the strategies for estimating the number of kernels. Avoid counting every kernel. In your group, come up with an agreement about how to test the strategies for estimating the number of kernels. Avoid counting every kernel. How does what you found out compare to your original estimates and ideas? Prepare to share your group’s ideas with the rest of the class. How does what you found out compare to your original estimates and ideas? Prepare to share your group’s ideas with the rest of the class.

39. Math Leadership Support Network ’08-’09 Accommodate the Concept Share your group’s findings with the class. Discuss the merits of each strategy. Share your group’s findings with the class. Discuss the merits of each strategy. Based on what you have observed and heard, write down the strengths and weaknesses of the strategies. Which approach makes sense? Based on what you have observed and heard, write down the strengths and weaknesses of the strategies. Which approach makes sense?

40. Math Leadership Support Network ’08-’09 Accommodate the Concept In your own words, explain a strategy for estimating large numbers that makes sense to you and explain why you support that approach. In your own words, explain a strategy for estimating large numbers that makes sense to you and explain why you support that approach.

41. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) Here we dealt with estimating large numbers of popcorn kernels. During the recent Presidential Inauguration, the press frequently referred to the estimated size of the crowd in attendance. What are some strategies that may have been used to estimate the number of people in attendance? Here we dealt with estimating large numbers of popcorn kernels. During the recent Presidential Inauguration, the press frequently referred to the estimated size of the crowd in attendance. What are some strategies that may have been used to estimate the number of people in attendance?

42. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) Given a photograph, how could we estimate the size of the crowd? Does it make a difference in the estimate if we use different sized grids? Should we sample from more than one source? Does it matter from what angle the photo was taken? Given a photograph, how could we estimate the size of the crowd? Does it make a difference in the estimate if we use different sized grids? Should we sample from more than one source? Does it matter from what angle the photo was taken?

43. Math Leadership Support Network ’08-’09 Extend the Concept (cont’d) What are some other examples of estimating large quantities you can think of? What are some other examples of estimating large quantities you can think of? What are some other careers that might use estimation? What are some other careers that might use estimation?

44. Math Leadership Support Network ’08-’09 Go Beyond… What are some other questions or problems on estimating large numbers that you would like to explore? How would you proceed? What are some other questions or problems on estimating large numbers that you would like to explore? How would you proceed?

45. Math Leadership Support Network ’08-’09 Probes and Probing Questions… If this jar has 120 jelly beans in it now, estimate how many jelly beans would be in the jar when it is full? Determine if the estimate is HIGH or LOW and explain your reasoning: 100? 500? 240? 130? 1000?

46. Math Leadership Support Network ’08-’09 Probes and Probing Questions… If this jar has 120 jelly beans in it now, estimate how many jelly beans would be in the jar when it is full? Determine if the estimate is HIGH or LOW and explain your reasoning: 100? 500? 150? 200? 400?

47. Math Leadership Support Network ’08-’09 Probes and Probing Questions… If this jar has 120 jelly beans in it now, estimate how many jelly beans would be in the jar when it is full? Determine if the estimate is HIGH or LOW and explain your reasoning: 100? 500? 240? 130? 400?

48. Math Leadership Support Network ’08-’09 Probes and Probing Questions… 25 in this section Estimate the number of pink blooms in the photo… Is the given estimate HIGH or LOW? Explain. 50? 250? 100? 1000? 25

49. Math Leadership Support Network ’08-’09 Probes and Probing Questions… What are some other probes and probing questions that you could use to assess a student’s ability to estimate quantity ?

50. Math Leadership Support Network ’08-’09

51. Think Abouts again… 1. What is the learning target for the problem(s)? Is the target clear to both the teacher and the student? 2. What will it look like if the student masters that learning target? (What masters that learning target? (What is “good enough”?) is “good enough”?)

52. Math Leadership Support Network ’08-’09 Think Abouts… (cont’d) 3. If the student doesn’t master the learning target, what are the gaps in his/her understanding? How do I uncover gaps and what do I do next?