Math Leadership Support Network ’09-’10 Mathematics Leadership Support Network Presentation Provided Jointly by the P-12 Math and Science Outreach Division of PIMSER and the Kentucky Department of Education Please complete your Implementation- Impact sheet and put it on your table box. We will begin at 8:30.

Math Leadership Support Network ’09-’10 Sum and Difference Cards This game is for 2 or more players. 1. Turn over one of the cards. 2. The object is to find the 2 numbers whose sum is the number on the top and whose difference is the number on the top. 3. The first person that finds the correct numbers wins the card. 4. At the end of the game, the person with the most cards wins X

Math Leadership Support Network ’09-’10 Morning Line-Up Whole Group Math Problem/Community Building Deconstructing Standards Break KDE Video

Math Leadership Support Network ’09-’10 Meeting Norms 4 o Please Put Your Cell Phone on Vibrate… o Use The Rule of Two Feet… o Side-bar talking o Participate Actively

Math Leadership Support Network ’09-’10 5 Whole Group Math

Math Leadership Support Network ’09-’10 Candy Bar Choices Concept Change Model

Math Leadership Support Network ’09-’10 1. Commit to an outcome Read the scene and the question. Write your own answer before you begin sharing.

Math Leadership Support Network ’09-’10 2. Expose beliefs Share your answers and your reasoning.

Math Leadership Support Network ’09-’10 3. Confront beliefs Use the materials provided to test your ideas.

Math Leadership Support Network ’09-’10 4. Accommodate the concept Continue testing your ideas.

Math Leadership Support Network ’09-’10 5. Extend the concept Are the candy bars similar?

Math Leadership Support Network ’09-’10 6. Go beyond Do you think all rectangles are similar?

Math Leadership Support Network ’09-’10 HONEY, I BLEW UP/SHRUNK THE CANDY BAR!

Math Leadership Support Network ’09-’10 Deconstructing Standards Review Learning Target Types 1.Fist List 2.Which One Doesn’t Belong? 14

Math Leadership Support Network ’09-’10 High Quality Instruction Facilitators have modeled aspects of: Learning climate Clear learning targets Analysis of Student Work Differentiation We will continue to focus on these important aspects of High Quality Teaching and Learning.

Math Leadership Support Network ’09-’10 Knowledge Targets The facts and concepts we want students to know.

Math Leadership Support Network ’09-’10 Knowledge Examples Identify three types of triangles Read and write quadratic equations Define a function Explain how the coefficient of the independent variable in a linear equation affects the slope of the line

Math Leadership Support Network ’09-’10 Reasoning Targets Students use what they know to reason and solve problems.

Math Leadership Support Network ’09-’10 Reasoning Examples Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a meaningful interpretation. Distinguish between historical fact and opinion.

Math Leadership Support Network ’09-’10 Performance Skill Targets The development of proficiency in doing something where the process is most important Must be demonstrated and observed—heard or seen—to be assessed

Math Leadership Support Network ’09-’10 Performance/Skill Examples Drive a car Use simple equipment and tools to gather data Read aloud with fluency and expression Play an instrument Speak a foreign language fluently

Math Leadership Support Network ’09-’10 Product Targets Students use their knowledge, reasoning, and skills to create a concrete product.

Math Leadership Support Network ’09-’10 Product Examples Construct a bar graph Develop a personal health-related fitness plan Construct a physical model of an object Write a term paper to support a thesis

Math Leadership Support Network ’09-’10 Educators & Students must be able to answer…… Where am I going? Where am I now? How can I close the gap?

Math Leadership Support Network ’09-’10 25 Everyone Needs a Break

Math Leadership Support Network ’09-’10 Deconstructing Standards Strong Model vs. Weak Model of Learning Targets Deconstruct a Standard

Math Leadership Support Network ’09-’10 KDE Video

Math Leadership Support Network ’09-’10 28

Math Leadership Support Network ’09-’10 29 Afternoon Line-Up Literature Connection Grade Level Break-out Sessions Closure/Reminders/Homework Assignment

Math Leadership Support Network ’09-’10 30 Grade Level Break-Out Groups

Math Leadership Support Network ’09-’10 31 Feedback/Reflection on Grade Level Break-outs

Math Leadership Support Network ’09-’10 32 Reflection Time What did we do? What did we learn?

Math Leadership Support Network ’09-’10 33 Wrapping it Up  Evaluation/Sounding Board  Please return your name tags to the meeting box  See you in May