1. Promoting Perseverance in Mathematics Borough Instructional Leads for Mathematics Math Team Department of STEM December 3, 2015

2. Outcomes This year:  Engage in mathematics together to build a common understanding of “doing mathematics”  Connect effective math teaching with the Mathematics Teaching Practices  Identify implications and next steps for planning professional learning. This session:  Explore connections between the Mathematics Teaching Practices and the UDL framework.  Discuss productive struggle and strategies to promote effort and persistence in mathematics. 2

3. Welcome 3  Many connections between UDL framework and MTPs

4. Welcome 4 UDL Guideline 8 Provide options for sustaining effort and persistence. P to A Support productive struggle in learning mathematics. CCSS – MP1 Make sense of problems and persevere in solving them.

5. Agenda 5 Making Connections: PtA & UDL Doing Math Together Case Study: Productive Struggle in Mathematics Growth Mindset 5 Key Strategies & UDL Reflection & Closing

6. 6 Making Connections: Principals to Actions & UDL Framework

7. Mathematics & UDL 7 With a partner Discuss this connection. Identify additional connections. Today we are focusing on UDL8, MP1 and Productive Struggle.

8. Mathematics & UDL 8 Table share Pairs: Share your thinking with your table. How can these connections be useful in your work with teachers? Group discussion How are effort, persistence, and productive struggle related?

9. NCTM PtA: Support Productive Struggle in Learning Mathematics 9 “Mathematics classrooms that embrace productive struggle necessitate rethinking on the part of both students and teachers. Students must rethink what it means to be a successful learner of mathematics, and teachers must rethink what it means to be an effective teacher of mathematics.” – Principles to Actions, page 49 What implications does this have for your work?

10. 10 Case Study: Productive Struggle in Mathematics

11. Task: Fraction of a Fraction 11 Independently: Spend a few minutes on your own making sense of and engaging with the task. With a partner: Discuss your strategies. What mathematical ideas does this task highlight? Group share: Where might students struggle or demonstrate misconceptions?

12. Case Study: Background Fran Gorman & Kevin Cooper 12 Experienced teachers at the same school. Both eager to overhaul the way in which math is taught at their school. Drawn to NCTM’s emphasis on teaching mathematics through manipulatives. Ordered sets of manipulatives and attended training. Have a common planning period together. Plan lessons and units together and often meet to reflect. Classes are heterogeneous.

13. Read the Case Study of Fran or Kevin 13 Count off by twos: 1’s: Read about Fran Gorman: 58-63 2’s: Read about Kevin Cooper: 64-67 As you read: 1.Identify 2-4 actions or statements made by the teacher to support struggling students. 2.What implicit message about mathematics teaching and learning does each action or statement convey?

14. With a Same Teacher Partner Sit next to someone(s) that read about the same teacher (extra credit: what’s the fewest number of people that need to change seats at your table?) Discuss the actions/statements you identified and the messages conveyed. 14

15. With a Different Teacher Partner 15 Take turns describing the implementation of the task. Cite actions or statements. How was Kevin Cooper’s approach to struggling students different from Fran Gorman’s?

16. Whole Group Debrief 16 How do you think a student in each of these classes might feel? What might they have learned: About the mathematics? About what it means to learn mathematics?

17. What the Authors Say Read pages 68-71. With a partner: Are there any ideas surfaced by the authors we didn’t discuss? Which factors are most important? As a table: How is this relevant to your work with teachers? 17

18. Referring back to UDL Guideline 8 18 Does this guideline give you new insight into the case studies of Fran and Kevin? Do the case studies give you new insight into the guideline?

19. 19 Growth Mindset

20. Growth vs. Fixed Mindset We will watch a short video 3 times: 1.General Impressions 2.Something that resonates 3.Something you have a question about 20

21. 21 https://www.youtube.com/watch?v=brpkjT9m2Oo

22. Discussion 22 With a partner: What are the implications of growth vs. fixed mindsets in a math classroom? With your table: Add at least 2 entries to each table. Practices, Actions or Statements that Promote: Growth MindsetFixed Mindset “You’re not living up to your potential” Effort based praised

23. Discussion 23 Group: Which posted actions/statements stand out to you most? What connections can you make to the case study, MP1, or the UDL framework?

24. “Opening Mathematics” 24 https://www.mindsetkit.org/growth-mindset-math/give-tasks- promote-struggle-growth/open-tasks-promote-growth-mindset

25. Squares Task 25 Source: “Squares Upon Squares” from YouCubed.org“Squares Upon Squares” from YouCubed.org

26. Question to Launch the Squares Task 26 How do you see this shape growing?

27. “Opening Mathematics” 27 https://www.mindsetkit.org/growth-mindset-math/give-tasks- promote-struggle-growth/going-deeper-how-open-tasks- encourage-focus-learning

28. Opening the Task 28 Pick the question that resonates most with you and reflect independently: How did asking the initial question deepen the mathematics of the task for all students? Which students does “opening” tasks benefit? In what ways is changing this task an example of UDL principles?

29. UDL and Planning 29 Independently: How can UDL be useful in promoting productive struggle and a growth mindset? With a partner: Develop one recommendation for the squares tasks. At your table: Share your recommendations.

30. 30 5 Key Strategies for Effective Formative Assessment & UDL

31. Connections We See: 31 Key Strategy for Effective Formative Assessment Connections to the UDL Framework Key Strategy for Effective Formative Assessment Connections to the UDL Framework Clarifying, sharing, and understanding learning intentions and criteria for success. 8.1: Heighten salience of goals and objectives. Key Strategy for Effective Formative Assessment Connections to the UDL Framework Clarifying, sharing, and understanding learning intentions and criteria for success. 8.1: Heighten salience of goals and objectives. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning. 8.2 Vary demands and resources to optimize challenge. Key Strategy for Effective Formative Assessment Connections to the UDL Framework Clarifying, sharing, and understanding learning intentions and criteria for success. 8.1: Heighten salience of goals and objectives. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning. 8.2 Vary demands and resources to optimize challenge. Providing feedback that moves learning forward. 8.4. Increase mastery-oriented feedback. Key Strategy for Effective Formative Assessment Connections to the UDL Framework Clarifying, sharing, and understanding learning intentions and criteria for success. 8.1: Heighten salience of goals and objectives. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning. 8.2 Vary demands and resources to optimize challenge. Providing feedback that moves learning forward. 8.4. Increase mastery-oriented feedback. Activating learners as instructional resources for one another. 8.3: Foster collaboration and communication. Key Strategy for Effective Formative Assessment Connections to the UDL Framework Clarifying, sharing, and understanding learning intentions and criteria for success. 8.1: Heighten salience of goals and objectives. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning. 8.2 Vary demands and resources to optimize challenge. Providing feedback that moves learning forward. 8.4. Increase mastery-oriented feedback. Activating learners as instructional resources for one another. 8.3: Foster collaboration and communication. Activating learners as owners of their own learning. 9.3: Develop self-assessment and reflection.

32. 32 Reflection & Closing

33. Math Practice 1 Make Sense of Problems and Persevere in Solving Them Rethinking Mathematics Teaching and Learning Growth Mindset Open Tasks Promote Productive Struggle ?UDL 33 Rethinking Mathematics Teaching and Learning

34. Reflection – What New Insights do you have? 34 “Mathematics classrooms that embrace productive struggle necessitate rethinking on the part of both students and teachers. Students must rethink what it means to be a successful learner of mathematics, and teachers must rethink what it means to be an effective teacher of mathematics.” – Principles to Actions, page 49

35. Resources Used Today Implementing Standards-based Mathematics Instruction: A Casebook for Professional Development by Stein and Smith https://www.mindsetkit.org Source of two videos for squares (by Project for Education Research that Scales at Stanford University) https://www.youcubed.org Source of unmodified squares task (by Jo Boaler at Stanford University) Mathematical Mindsets by Jo Boaler 35

36. Thank You! 36 Documents from Math BILs sessions can be downloaded from: bit.ly/208HPXQ And thank you in advance for your feedback! SURVEY LINK

37. Outcomes This year:  Engage in mathematics together to build a common understanding of “doing mathematics”  Connect effective math teaching with the Mathematics Teaching Practices  Identify implications and next steps for planning professional learning. This session:  Explore connections between the Mathematics Teaching Practices and the UDL framework.  Discuss productive struggle and strategies to promote effort and persistence in mathematics. 37