WELCOME BACK TO CAMP!

Agenda Warm-Up for statistical and probabilistic thinking Norms for our PD Teaching through problem solving Break Lesson Study: Introduction, Framework, and Action Plan Lunch Exploring Statistics and Probability Content Standards Standards for Mathematical Practice Synthesizing from the Day Closure

Warm-up Activity in Stats and Prob The Jumping Frog Warm-Up

Evolving Norms for this PD We will persist with every problem and examine it from multiple perspectives. We will be ready for class and use our class time effectively. We will keep our focus on learning and use technology for personal reasons during breaks. We will be respectful of each other’s time and space and work efficiently. We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class. If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

Expectation for technology use Please limit the use of technology for the use of chatting, phone calls, and texts strictly to break times as well as before and after class out of respect for the nature of our collaboration and thinking together.

Teaching Mathematics (or Statistics) through Problem Solving [TTPS] Read pp , 39-41

Save the Last Word for Me

Break

Lesson Study: An Introduction Lesson study is a professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming more effective. This examination centers on teachers working collaboratively on a small number of "study lessons". Working on these study lessons involves planning, teaching, observing, and critiquing the lessons. To provide focus and direction to this work, the teachers select an overarching goal and related research question that they want to explore. This research question then serves to guide their work on all the study lessons. While working on a study lesson, teachers jointly draw up a detailed plan for the lesson, which one of the teachers uses to teach the lesson in a real classroom (as other group members observe the lesson). The group then comes together to discuss their observations of the lesson. Often, the group revises the lesson, and another teacher implements it in a second classroom, while group members again look on. The group will come together again to discuss the observed instruction. Finally, the teachers produce a report of what their study lessons have taught them, particularly with respect to their research question.

Overarching goal : To collaborate in ways that help us improve our mathematics teaching and learning and reflect upon those actions. Immediate goals: Each group will design a lesson study goal (i.e., research question) for a two-year cycle. Each group will design, enact, reflect upon, and improve one mathematics lesson per semester. If possible, this lesson will be taught twice during one day by the same instructor. This is a learning process for everyone: the instructional team, you, and your lesson study group. Be patient and flexible. Lesson Study: Action Plan

Expectations: Lessons should provide outlets for co-teaching and offer rich learning opportunities for ALL learners. You aren’t the only teacher who might use this lesson. The focal task should be a problem, not an exercise that is immediately solved with a previously learned strategy. The problem ought to be complex, open, and have realistic elements. The goal is to promote problem solving, not efficiency with a known procedure. Ideas for promoting mathematical student-teacher and student-student discourse should be evident in the lesson. Questions prompting mathematical discussions, including eliciting misconceptions, must be present. Lesson Study: Action Plan

Expectations: A key part of lesson study is a research question. Our shared research question is: How does this lesson support students’ content learning through engagement in the mathematical practices? Thus, your lesson, observations, and evidence related to the research question must be squarely focused on this! Your group will create a related goal to this research question. Answering the research question should help you get closer to your goal and vice versa. Lesson Study: Action Plan

Agenda for the instruction on October 17 An instructor or CAMP staff member will facilitate discussion in your small group. It will be audiotaped. Questions like the following will be explored: What tools, ideas, or questions did you use to evaluate the lesson’s success? How did the lesson (not teacher) go? What worked? What didn’t? What evidence supports your belief? What will you change in your lesson when re-teaching? What statements can you make about our research question? What evidence supports that statement? (Your group must concur on this evidence before it’s counted.) Lesson Study: Action Plan

Scheduling. We need to know the following information (time estimates provided): a.Who is the instructor(s) that day? b.When is the lesson delivered? (Need 1 hour) c.When will you meet in small-group to debrief? (Need 1 hour) d.When will you revise your lesson? (Need 1 hour) e.When will you teach your revised lesson? (Need 1 hour) f.When will you meet again in your small group to debrief? (Need 1 hour) g.Note: Meetings will take place in the community room. You will have internet access so bring a laptop or tablet.

Lesson Study: Action Plan 1.Independently familiarize yourself with the FAQs. 2.Work on the “Lesson study group goal selection”. 3.Explore the “Tool for Planning and Describing Study Lesson” and example. 4.Begin to frame your lesson using the “tool for planning…” and keep the research question in mind: “How does this lesson support students’ content learning through engagement in the mathematical practices? “ Note: Your final lesson must be uploaded to the website by 11:59pm on Monday, October 6. You will receive feedback that week.

LUNCH

Stats and Prob Exploration Jumping Frog Activity

Synthesizing from the Day 1.Describe the SMPs that you engaged in during Jumping Frog. 2.What is teaching through problem solving? What will it look like? 3.What are your group’s next steps for lesson study?

Take Care Next meeting is Glenwood MS. Work with your lesson study group. ( needing responses will come next week.) Please post at least one question to Dr. Stats and/or Dr. Math if you haven’t done so. Most importantly, keep in touch!