1. Materials l Ppt slides (5) as handout Tasks books for principals Form for data collection Form for additional input Outcomes for project by session (Eoline) Mid- year review/input form (Eoline)

2. Supporting Teachers - in Problem Solving Implementation - by Differentiating Professional Development RSD Principals Nov. 20 and Dec. 3, 2014 Sue Larson Nora Ramirez

3. Outcomes Identify needs related to providing instructional support for teachers Increase ability to support teachers in problem solving implementation Deepen commitment to- and understanding of - the instructional rounds Identify next steps based on the analysis of instructional trends data Consider strategies for supporting teachers that take into account expectations of self and of the teachers

5. Categorizing Tasks Lower Levels – Memorization tasks – Procedural tasks without connections Higher Levels – Procedural tasks with connections – Doing mathematics tasks

6. Lower Level Demanding Tasks Memorization Procedures without Connections Convert the fraction 3/8 to a decimal and a percent.

7. Higher Level Demanding Tasks Procedures with Connections Using a 10 x 10 grid, identify the decimal and percent equivalent of 3/5. Doing Mathematics Shade 6 small squares in a 4 x 10 rectangle. Using the rectangle, explain how toe determine each of the following: a) the percent of the area that is shaded, b) the decimal part of the area that is shaded, and c) the fractional of are the area that is shaded.

8. Revisiting Some Tasks MemorizationProcedures without Connections Procedures with Connections Doing Mathematics ELEL ADGOADGO FIKMPFIKMP BCHJNBCHJN

9. Stein & Lane, 2012 A. B. C. High Low HighLow Moderate High Low Task Implementation Patterns of Set up, Implementation, & Student Learning Task Set Up Student Learning

10. What might be some factors that negatively affect a high level of implementation of cognitively demanding tasks?

11. Factors Associated with the Decline of High-Level Demands Routinizing problematic aspects of the task Shifting the emphasis from meaning, concepts, or understanding to the correctness or completeness of the answer Providing insufficient time to wrestle with the demanding aspects of the task or so much time that students drift into off- task behavior Engaging in high-level cognitive activities is prevented due to classroom management problems Selecting a task that is inappropriate for a given group of students Failing to hold students accountable for high-level products or processes (Stein, Grover & Henningsen, 2012)

12. What might be some factors that positively affect a high level of implementation of cognitively demanding tasks?

13. Factors Associated with the Maintenance of High-Level Demands Scaffolding of student thinking and reasoning Providing a means by which students can monitor their own progress Modeling of high-level performance by teacher or capable students Pressing for justifications, explanations, and/or meaning through questioning, comments, and/or feedback Selecting tasks that build on students’ prior knowledge Drawing frequent conceptual connections Providing sufficient time to explore (Stein, Grover & Henningsen, 2012)

14. A Problem Solving Tool for Teachers

15. Problem Solving Implementation Guide Selecting a Task

16. Problem Solving Implementation Guide Planning for Implementation – Anticipate Student Responses

17. Problem Solving Implementation Guide Planning for Implementation – Determine Questions to Ask

18. Problem Solving Implementation Guide Implementing the Task

19. Problem Solving Implementation Guide Discussing the Task

20. Now that you have increased your awareness of problem solving expectations in mathematics, using tasks with high levels of cognitive demand behaviors and situations that foster or decrease effective implementation of problem solving, Identify some actions that you can take to support teachers as they learn to implement problem solving with high levels of cognitive of cognitive demand.

21. Taking a Look at the Data

22. Instructional Rounds

23. Principles to Actions: A Book Walk

24. Outcomes Identify needs related to providing instructional support for teachers Increase ability to support teachers in problem solving implementation Deepen commitment to- and understanding of - the instructional rounds Identify next steps based on the analysis of instructional trends data Consider strategies for supporting teachers that take into account expectations of self and of the teachers

25. Evaluation, Feedback and Input Complete the project’s evaluation form Share additional ideas for sessions