1. Day 2 Professional Learning for Mathematics Leaders and Coaches— Not just a 3-part series 1

2. Four Corners activity Go to the corner designated for the View and Discuss between- session opportunity you took advantage of. 2

3. Four Corners activity Share some of your observations and thoughts with those from other boards in your corner. 3

4. Responses to Sticky Note Pileup Did you try this activity? What do you see as its value? What concerns do you have? 4

5. Responses to professional learning protocols sample For those of you who have been coached or been a coach, which of these protocols is one that drew your attention? Why? 5

6. Questions from Day 1 We read your Day 1 feedback and have some answers for you. 6

7. Questions from Day 1 If you have any other outstanding questions from Day 1, we will try to answer them now. 7

8. More sharing Did you try out any goal setting/question writing activities related to our last session? Can you share what happened? 8

9. What was our focus in Day 1? We looked at the ideas that: when planning a lesson, you design backwards: focus in on a goal and plan your lesson around that goal. 9

10. the goal for a lesson is created based on curriculum expectations, but filtered through the lens of big ideas What was our focus in Day 1? 10

11. question(s) to consolidate that goal are essential and may inform other parts of the lesson What was our focus in Day 1? 11

12. responses to consolidating question(s) are useful assessment for learning information. What was our focus in Day 1? 12

13. The consolidation question(s) need to reflect the goal, whether the lesson is a concept-building lesson or a practice lesson. What was our focus in Day 1? 13

14. The consolidation question(s) is more than just “do another one”. What was our focus in Day 1? 14

15. Now let’s change direction a bit We have been focusing on the math. Now let’s focus on the students. 15

16. Thinking about differentiating Let’s look at a problem we might plan to use to see how thinking about difficulties students might have could lead you to alter the problem or to differentiating the task. 16

17. Suppose this is the scenario.. 17

18. Suppose.. You want your students to solve this problem. Brandon and Alexis counted their money. Together, they had $7.50, but Brandon had $2.90 more than Alexis. 18

19. Brandon and Alexis counted their money. Together, they had $7.50, but Brandon had $2.90 more than Alexis. a) How much did each have? b) How do you know there are no other answers? 19

20. Let’s talk… Let’s make a list of a “top 5” anticipated problems. 20

21. Look at one approach Have a look at the hand- out showing one approach to dealing with a problem you might anticipate. Suggest a couple of other approaches in the other boxes. 21

22. Let’s talk How did your new questions address the problems? 22

23. This approach might lead to… differentiating instruction, maybe offering one problem to some students and the other to others. 23

24. DI requires a focus on big ideas (to have something big enough to differentiate) 24

25. DI requires prior assessment (to know the need to and direction to differentiate) 25

26. DI requires choice (to actually differentiate) 26

27. What many of us do now The conventional approach to differentiating is to scaffold-- presenting problems in bits. Maybe this is not the only or the best way, to differentiate. 27

28. Our focus… Our focus will be on two strategies: - Parallel tasks - Open questions 28

29. You’ve met them Remember Day 1’s open question about creating a linear growing pattern beginning at -10 that grew slowly? 29

30. You’ve met them Remember Day 1’s task where you matched questions to big ideas but different groups used different questions? 30

31. Anticipated problem By anticipating the “problem” some grade 7-9 teachers might have with grade 11 or 12 content, we differentiated the task. 31

32. In parallel tasks.. We look at the same instructional goal, with the anticipated student difficulty addressed. 32

33. We could… Look at your listing of alternative Brandon/Alexis questions. You may have already created parallel tasks. 33

34. All that’s missing… is how to handle the class when different students work on different tasks focused on the same goal. We’ll address that now. 34

35. An example…. 35

36. You plan to ask: The slope of a line is -2/3. Tell us the coordinates of two points on the line. 36

37. You could anticipate… that some students may need more time with positive slopes before they are ready for problems involving negative slopes. 37

38. Looking at the goal…. negative slopes are not really required. Students could address the goal using either positive or negative slopes. 38

39. So…. we create parallel tasks, offering choices accessible to more students. 39

40. Parallel tasks A line of slope 2/3 goes through (-4,-1). What is the equation? A line of slope -2/3 goes through (-4,-1). What is the equation? 40

41. Common questions Do you know which way your line slants? How do you know? 41

42. Common questions Could (-4, 3) be on your line? How do you know? Could (-3, 0) be on your line? How do you know? 42

43. Common questions What do you need to know to write the equation? How can you get that information? 43

44. Common questions What is your equation? How can you be sure you’re right? 44

45. Parallel tasks are useful particularly for the main instructional activity in a 3-part lesson. 45

46. The MATCH template 46

47. Where you might use the previous task The previous parallel tasks could have been the Action! if slope had just been introduced. 47

48. Where you might use this They could have been the Minds On if students already had significant experience with slope. 48

49. Another example 49 I changed this from the earlier problem to have something at grade 7

50. Original Plan You had planned an activity where students would translate a series of algebraic expressions into words and vice-versa. 50

51. Then… you realized that some expressions may be much more difficult for students than others. 51

52. So… You want the more difficult ones addressed, but you need to build success. 52

53. The parallel tasks Create 3 algebraic expressions using combinations of the given words. Then represent the expressions with models. 53

54. The parallel tasks Choice 1: 54 Choice 2: Add 1/2 Divide by 10 Add the oppos ite Multipl y by 0.1 Take half Subtra ct from 0 Add 1Divide by 3 Multip ly by 4 Multipl y by 2 DoubleTriple

55. Common questions What operation signs appeared in your algebraic expression? Why those? How did your other representation show those operations were happening? 55

56. Common questions Did you always end up with two terms (parts) if you used two phrases? Could you have chosen different words to end up with the same expression? 56

57. Common questions What were the advantages and disadvantages of each representation? 57

58. 58

59. The particular operation the student uses is irrelevant to the goal. 59

60. So the choices might be: Use algebra tiles to model two polynomials that add to 6x 2 +8x. Use algebra tiles to model two polynomials that multiply to 6x 2 +8x. 60 You will notice I changed the expression to stay with grade 9 expectations.

61. Some common questions What algebra tiles show 6x 2 +8x? Is there any other way to model that polynomial? 61

62. Some common questions How did you arrange your tiles? Is there any other way you could have arranged the tiles? 62

63. Some common questions How did you figure out how to start? 63

64. Your turn In your group, choose one of the suggested set of parallel tasks. Develop some common questions. 64

65. Share Go to the one of the four corners for people who did your task. Share your questions with another group in your corner. 65

66. Now… Let’s think about open questions. 66

67. 67

68. Contrast Open: Describe a relation… sort of like this one. Not Open: What type of relation is this? 68

69. The underlying idea To which big idea do you think this question might relate? 69

70. Contrast Open:A graph passes through the points (2,4) and (3,8). Describe a relation the graph could represent. 70

71. Not open: A line passes through the points (2,4) and (3,8). Write the equation of the line. 71

72. What made it open? What made the first question open? 72

73. Contrast Open: Write an equation and solve it. Less Open: Solve 3x-2 = 8. Describe your strategy. 73

74. Using open questions for assessment for learning An open question, as a minds-on activity, provides valuable information about how to proceed with your lesson. 74

75. It might tell you that there are missing prerequisites that will get in the way. 75

76. It might tell you that your students already know what you were planning to teach. 76

77. It might tell you that your lesson is going in the right direction, but a few “tweaks” acknowledging what students have said could help. 77

78. Comparing open and parallel Open questions might be more vague than parallel. Sometimes an open question can replace two parallel ones. 78

79. For example… For the parallel task where we used a positive slope vs a negative one, we could have said: 79

80. For example… A line goes through (-4,- 1). Choose its slope. Once you’ve chosen it, tell the equation of the line. 80

81. Open questions can work in all three parts of a three-part lesson. Parallel questions suit the action and perhaps Minds On, but not the consolidation where things are pulled together. Where to use open questions 81

82. For example, a Minds On open question related to Big Idea 5 might be: Create two linear growing patterns that you think are really similar. Minds-on 82 For these slides, rather than using a lot of space to write goals, I slipped in a possible BI link—see if you agree– we have to acknowledge that sometimes other BIS would be possible.

83. You could ask: What makes them similar? How are their pattern rules similar? Minds-on 83

84. For a lesson on inequalities: Create a mathematical statement where any number greater than 10 is a possible solution. (Related to BI 4) Some more examples 84

85. For a lesson on quadratics: Which two graphs do you think are most alike? Why? Y = 3x 2 -2y = -3x 2 -2 Y = 3x 2 +2y = 2x 2 + 3 Some more examples 85

86. How would you open up this question (or is it open now)? Fill in the missing values: Your turn 123678 8132328 86

87. For the action 87

88. Choose two different values for the missing amounts. Make them different kinds of numbers: 3x – = 4 +  x Draw a diagram that would help someone understand how to solve your equation. (BI3) An Open Action! 88

89. How could this activity help the struggler? How could it help the strong student? What math is learned? An Open Action! 89

90. A linear growing pattern has 50 as the 25 th term. Create a bunch of possible patterns. How does where your pattern starts relate to how fast it grows? (BI 6) More action examples 90

91. Two lines intersect at (1,3). One is much steeper than the other. What could the pair of lines be? Give several possibilities.(BI6) More Action! examples 91

92. Compare the roots of these three equations (BI 5). What do you notice? Why does it happen? 4x 2 – 17x + 4 = 0 6x 2 – 37x + 6 = 0 8x 2 – 65x + 8 = 0 More Action! examples Add another question that works the same way. 92

93. Can you make up other sets of quadratic equations that have something in common? 93

94. A trig function goes through the point (π,7). What could it be? List a bunch of possibilities. (BI 6) More Action! examples 94

95. Open questions are also very appropriate for consolidation. We saw many of these in our last session. Consolidation questions 95

96. Imagine that students have learned about the meaning of linear equations, e.g. what 4x – 2 = 9 means. 96

97. Without solving this equation, how do you know that the solution has to be positive? (BI 6) -4x + 7 = -5x + 30 You might ask… 97

98. How are these equations alike and different? (BI 5) 3x – 2 = 6 + 9x 3x – 2 = 6 + 9x – 6x -8 Or you might ask… 98

99. Imagine that students have learned the quadratic formula for solving quadratic equations. For example 99

100. Besides the solutions to ax 2 +bx + c = 0, what else does the quadratic formula tell you (BI 6)? OR You might ask… 100

101. How is solving a quadratic equation like solving a linear one? How is it different?(BI 5) You might ask… 101

102. One parabola is very narrow and one parabola is very wide. What do you know or what don’t you know about how their equations differ? (BI 4) Or 102

103. For a lesson on trigonometric functions: You must graph a trig function. In what situation might you want a y-axis going from -100 to 100? (BI 4) Some more examples 103

104. Often you can start from an existing lesson and open parts of it up. Starting from a source 104

105. One strategy is to start with an answer and create a question. For example, a growing pattern has 20 as the 9 th term. What could the pattern be? Fail-safe strategies 105

106. Another is to ask for similarities and differences. For example, how is factoring x 2 +5x+6 like and different from factoring 3x 2 - 2x – 8. Fail-safe strategies 106

107. Another is to let the student choose values. For example, ask students to choose values for and  and graph x +  y = 8. Fail-safe strategies 107

108. From the other examples we have seen, you can see that these are not the only three strategies but they are helpful. Other strategies 108

109. Choose one of the following tasks. Make it more open Your turn 109

110. You have 14 $5-bills. How many twonies do you need to have $100? What combination of $2 coins and $5 bills have a total value of $100? 110

111. Think about why you might use an open question in each part of the lesson. Would your reasons be the same? Discuss this in your group. Consolidate 111