1. Implementing the Routines

2. Considering Routines
Which routine(s) are you most likely to use your classroom?
Which routine(s) do you think would be the most difficult to adapt to your classroom? Why?

3. Action Research

4. What is the effect of X on student learning?

5. 1. Focus of Action Research
Should be something under your control related to one of the routines
Should be something you would be willing to change/do
Should be feasible within a couple month timeline (Sept. – Dec.)

6. 2. Think about how you will know if your change is working
Consider how you measure change….
Pretest/posttest
Focus on case study (one to three students)
Try to consider three types of data you could collect (e.g. assessment data, observations/video, interviews, written reflections)

7. 3. Gather Data
Take a couple months to gather the data you need to answer your question
What evidence will you use to know if incorporating this routine is working?

8. 4. Make Sense of the Data Analyze your data/evidence
Look for findings with practical significance
Use statistical analysis or qualitative analysis

9. 5. Take Action Use what you found to make changes in your classroom
Did your strategy/what you tried make sense?
Did incorporating the routine have a positive outcome?

10. 6. Share your Findings Share your findings: Summer Conference
Write an article
In your school contexts
With grade level teams

11. What ideas does this article give me for using the routines with action research?

12. Noticing

13. Where are you focusing when you teach?
When you do action research (collect data), it is important to reflect on your teaching
To reflect, we encourage you to look at your self-noticing, meaning what you notice about your teaching

14. Practice Noticing
We are going to practice this process of noticing (considering what you attend to and how you interpret teaching)

15. Level 1 Baseline Level 2 Mixed Level 3 Focused Level 4 Extended What
Level 1
Baseline
Level 2
Mixed
Level 3
Focused
Level 4
Extended
What
Teachers
Notice
How Teachers notice
Attend to whole class environment, behavior, and learning and to teacher pedagogy
Form general impressions of what occurred
Provide descriptive and evaluative comments
Provide little or no evidence to support analysis
Primarily attend to teacher pedagogy
Begin to attend to particular students’ mathematical thinking and behaviors
Form general impressions and highlight noteworthy events.
Provide primarily evaluative with some interpretive comments
Begin to refer to specific events and interactions as evidence
Attend to particular students’ mathematical thinking
Highlight noteworthy events
Provide interpretive comments
Refer to specific events and interactions as evidence
Elaborate on events and interactions
Attend to the relationship between particular students’ mathematical thinking and between teaching strategies and student mathematical thinking
 Provide interpretive comments
Make connections between events and principles of teaching and learning
On the basis of interpretations, propose alternative pedagogical solutions.

16. Reflect on Noticing
Was your noticing more focused as you started to think about what you were attending to?
Where is your focus when you teach? What do you notice?

17. Implementing Routines
We ask that four times during the year you:
Write a lesson plan following the template and teach a lesson with one of the routines
Write a one-page reflection about what you noticed from the lesson (this is different than whatever data you will collect from the action research project—those data are about/from students)
This will all be done electronically through Dropbox and

18. What’s Next?

19. Plan your Project
Plan an action research project in your class that incorporates one of the routines
You pick the topic
You decide what data to collect (what is your evidence?)
You try this out in your classroom

20. During Implementation
While you are implementing your action research project, select four days that are spread out between now and December
On these days, complete the lesson plan form and teach the lesson
Then, after each lesson, on the day the lesson was taught, electronically complete the Lesson Observation Form about what you noticed

21. After Teaching
Following these four instances, we ask that you complete a survey and/or interview about your experience ( minutes)
We hope that you will consider how you can share your findings with others and modify your instructional practice to make improvements!