Leadership Academy Norms We will…  Begin and end on time  Keep the train of thought “on the track”  Actively participate and process throughout the entire session  Respect the ideas and learning needs of others  Assume positive intent

Six Shifts in ELA/Literacy  Shift # 1:  Balancing Informational Text and Literary Texts  Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

Learning Targets  I understand that this year’s focus is to align instructional practice to the requirements of the Common Core Standards. (NOT implemented) I will incorporate more informational text related to fictional text I already use to build students’ contextual knowledge I will use a balance of informational text and fictional text in Science, Social Studies and Math.

Table Talk  What does your literacy instruction look like?

Video  As the video is playing, complete the key points on the handout.  Video link Video link

Table Talk  Compare your responses with your group  What else did you find to be valuable or important?

Experiences lead you to background knowledge and an increase in reading comprehension.  Example: Charlotte’s Web – fictional text What nonfictional text could we have used to support it?

Table Talk  What is a novel that you read in your school?  What informational text could you use to support it?  Capture these ideas for your school to create lessons during your PLC.

Guided Reading  Share at your table the strategy that you brought with you.  What are the rest of the kids doing during guided reading? Or the management idea.

Break time

Math

Learning Targets  I can help my students understand the “why” behind the math.  I can help my students be proficient with using the mathematical practices (with a spotlight on Practice 5- Using tools strategically).  I can make connections to my teaching.

National Mathematics Panel Report 2008: What do students need for success in Algebra? Major Findings:  Proficiency with whole numbers, fractions and certain aspects of geometry and measurement are the critical foundations of algebra  Explicit instruction for students with disabilities shows positive effects.  Students need both explicit instruction and conceptual development to succeed in math.

What’s the Big Idea?  Often lessons are disconnected from each other and / or focus on one Big Idea for that lesson.  We use the Components of Number Sense to connect every part of the curriculum in almost every lesson, thus, making our lessons more powerful and more efficient.  Outcome equals stronger teachers and stronger math students.

Components of Number Sense © 2007 Cain/Doggett/Faulkner/Hale/NCDPI LANGUAGE Algebraic and Geometric Thinking Quantity/ Magnitude Numeration Equality Base 10 Form of a Number Proportional Reasoning

Understanding the Math  The “Why” behind the math- students need to know why and be able to explain why!  Develop the concept then teach the procedure that goes along with that. Concrete  Representational  Abstract

Prototype for Lesson Construction Quantity Concrete display of concept Symbols Simply record keeping! Mathematical Structure Discussion of the concrete V. Faulkner and DPI Task Force adapted from Griffin 1 2 “One” “Two” “Three” X=

Prototype for Lesson Construction 225 could also be 22 tens plus 5 ones or 1 hundred, 12 tens and 5 ones 225 Quantity Concrete display of concept Symbols Simply record keeping! Mathematical Structure Discussion of the concrete V. Faulkner and DPI Task Force adapted from Griffin 1 2

Subtraction Problem

Expanded Form – What is it good for?

Approach to the Problem American TeachersChinese Teachers  Procedural approach  Once the student can take a ten from the tens place and turn it into 10 ones, then they can address the problem correctly. Problem solved.  Manipulatives suggested to explain this step only and does not actually demonstrate process of regrouping.  Decomposing and Composing a Higher Value Unit  Saw this problem as connected to addition through composing and decomposing units  Demonstrated multiple ways of regrouping  Found the opportunity to explore the basics of our base ten system

Connections to your Classroom  Discuss why it is important to develop the concrete (manipulate numbers or to know how subtraction works) first and then move to the abstract. Concrete  Representational  Abstract

Multiplication Problem x12

Is there another way? Multiplication Problem x12

You do it! Multiplication Problem x 91 =

Approach to the Problem American TeachersChinese Teachers  Lining Up correctly  American teachers saw this as a problem of alignment and thus addressed with systems or tricks for alignment  Teacher‘s understanding reflects the way they were taught multiplication  Decomposing and Composing a Higher Value Unit  Reinforce concept of Base 10 system  Develop concept of distributive property  Place Value as a logical system (not so much a place)  Developing foundation and connections for higher thinking in mathematics

Connections to your Classroom  Think of a concept you teach in math, where the traditional procedure doesn’t make sense to students. How can you help students to understand the “why” behind the concept?  Discuss at your tables

Understanding and Instruction  The better we understand the math, the better decisions we will make regarding what the student needs to achieve and how to instruct the student!

“The value of the common core is only as good as the implementation of the mathematical practices.” --Jere Confrey

Spotlight: Math Practice 5  “Use tools strategically”  Activity

Connections to your Classroom  What tools do your students already use to learn the math in your classroom?  What tools do teachers struggle with?  What tools could you use to help students with an upcoming math concept?

Math Practice 5  Mathematically proficient students in Grade 5 consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use unit cubes to fill a rectangular prism and then use a ruler to measure the dimensions. They use graph paper to accurately create graphs and solve problems or make predictions from real world data.

Ideas to take away  Need to explain the “Why” behind the math to kids to help them make sense of the concept  It’s all about decomposing and composing numbers  Begin teaching the conceptual, then move to the representational, and lastly to the abstract. Without conceptual understanding, abstract procedures, algorithms, and formulas will never make sense to kids.  Try to make connections between math concepts for kids. Can’t just teach things in isolation.

Exit for Today  2 Things 1 st – For me, write down on a sticky note how I did or things I can work on. 2 nd – On an index card answer these two questions and place on your sign in sheet  What was an Aha! From today?  One thing you’ll implement in your classroom.  Our PLC would like to focus more on _________________ (related to guided reading) in our PLC time between now and Dec. ERPD.

References  Chris Cain  Assisting Students Struggling with Mathematics”: Response to Intervention (Rti) for Elementary and Middle Schools” IES National Center for Education Evaluation and Regional Assistance, NCEE , U.S. Department of Education  Ball, Deborah (1992) “Magical Hopes: Manipulatives and the Reform of Math Education”, American Educator, Summer 1992  Ball’s Website:  Fuchs, Lynn “The Prevention and Identification of Math Disability Using RTI”, September 18, 2008 Presentation  Gersten, Russell, Clark, B, Jordan, N, Center on Instruction, “Screening  for Mathematics Difficulties in K-3 Students”  Gersten, Russell, Jordan, N, Flojo, J., “Early Identification and Interventions for Students with Mathematical Difficulties”, Journal of Learning Disabilities, Volume 38, Number 4, July August 2005  Gickling, Edward, PhD, Instructional Assessment in Mathematics, March 2003, Presentation at Exceptional Children’s Conference  Griffin, Sharon. (2003). Mathematical Cognition, Royer, ed. Greenwich, CT.: Infoage Publishing.  Ma, Liping (1999) Knowing and Teaching Elementary Mathematics. Edison, NJ, Lawrence Erlbaum Associates.  Mayer, Richard (2003). Mathematical Cognition, Royer, Ed.. Greenwich, CT.: Infoage Publishing.