1. Welcome! SVMI FOLLOW UP DAYS

2. TASKS, TOOLS, & TALK FOR INQUIRY AND RE-ENGAGEMENT

3. 2013-2014© SVMI TASKS, TOOLS, TALK3 SMPs & SBAC LESSONS VS UNITS DISCOURSE QUESTIONS RE-ENGAGEMENT TASKS, TOOLS, TALK FORMATIVE ASSESSMENT

4. Goals for the Follow Up Days deepen our mathematics Content Knowledge refine our Pedagogical Content Knowledge plan for continuous improvement (day by day, minute by minute) understand better the different SVMI tools (i.e., POM, FAL, Math Talk, MARS tasks, re-engagement lessons) 2013-2014© SVMI TASKS, TOOLS, TALK4

5. Goals for the Follow Up Days understand the different kinds of lessons (e.g., conceptual understanding, problem solving, procedural fluency, re- engagement, etc.) understand the difference between lessons and units understand the value of Learning groups 2013-2014© SVMI TASKS, TOOLS, TALK5

6. TODAY’S SESSIONS: BELIEFS RE-ENGAGEMENT REFLECT SHARE PRACTICE PLAN A RE- ENGAGEMENT LESSON FROM YOUR WORK 2013-2014© SVMI TASKS, TOOLS, TALK6

7. Enjoy your day! SVMI FOLLOW UP DAYS

8. Beliefs Drive our assumptions and decisions

9. What is your reaction to the following scenario?

10. You are driving down the road at a sedate 40 miles per hour in fairly heavy traffic. A small, beat up sedan comes up from behind you, zigzagging in and out of traffic, traveling far too fast for conditions. He cuts in front of you, almost taking off your front bumper. Hanging his head out the driver's side window, he shouts something at you, and speeds away, continuing to quickly weave through traffic. 2013-2014© SVMI TASKS, TOOLS, TALK10

11. Share your reactions

12. By the way, in case you are curious, the fellow driving the beat up sedan was on the way to the hospital with his wife who was seven months pregnant. Her labor started unexpectedly in the car. The hospital was only 2 blocks away. The life of both the mother and the baby were at risk. What he shouted out of his window was "I am so sorry, please excuse me.” What did you think he said? 2013-2014© SVMI TASKS, TOOLS, TALK12

13. Our beliefs drive the assumptions we make.

14. What are beliefs?

15. Beliefs cannot be directly observed or measured but must be inferred from what people say, intend, and do. (Pajares, 1992, p. 207) 2013-2014© SVMI TASKS, TOOLS, TALK15

16. Beliefs are… the lenses through which an individual looks when interpreting the world and as such affect the way one interacts with the world (Philipp, 2007) 2013-2014© SVMI TASKS, TOOLS, TALK16

17. Whole group: Share own definitions of beliefs

18. Turn and Talk: Purpose: Share your beliefs about learning mathematics. Product: Write a list of 3 statements that define your beliefs about learning math.

19. Whole group: Share beliefs about learning mathematics

20. TASKS, TOOLS, & TALK FOR INQUIRY AND RE-ENGAGEMENT

21. IN THIS SESSION: Defining Re-engagement Putting Re-engagement In Context “How Old Are They?” “Pizza Crusts” 2013-2014© SVMI TASKS, TOOLS, TALK21

22. Defining Re-engagement

23. Re-teachingvs. Teach the unit/lesson again. Often address basic skills that are missing. Do the same or similar problems over. Practice more to make sure students learn procedures correctly. Focus mostly on students who are struggling. Cognitive level is usually lower. Re-engagement Revisit student thinking. Address conceptual understanding. Examine task from different perspective. Critique student approaches/solutions to make connections; confront misconceptions. The entire class is engaged in the math. Cognitive level is usually higher. 2013-2014© SVMI TASKS, TOOLS, TALK23

24. FAL/FRL Lesson based on common misconceptions that students, in general, have demonstrated Structured around general sequence of instruction for conceptual understanding Created by others; teacher adapts to meet student needs Teacher planning: o understand the lesson as it is written o analyze own student work and misconceptions; understand basis for misconceptions o adapt lesson to student needs Re-engagement Lesson Lesson focuses on confronting misconceptions specific to teacher’s own group of students Structured so that students examine and then justify or dispute other students’ thinking Created by teacher based on own student needs Teacher planning: o analyze own student work and misconceptions; understand basis for misconceptions o select strategies/responses for students to examine and discuss o focus on questioning techniques to guide students

25. Context for Re-engagement

26. Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

27. Administer Tasks Examine Student Work Teacher Knowledge Instruction Formative Assessment Cycle MARS Tasks Tools for Teachers and PD Materials Re-engagement Lessons Common Core Standards Scoring and Student Works Protocols

28. The design of scaffolded performance assessment tasks Core Ramp Access Top Core

29. How old are they? (Algebra I) THE TASK

32. How old are they? THE RUBRIC

34. How old are they? RE-ENGAGEMENT

36. How old are they? THE RE-ENGAGEMENT TOOLKIT

42. How old are they? A RE-ENGAGEMENT LESSON

43. How was the re-engagement activity designed to provide access to all students in class? What were the core concepts the students needed to learn and understand? Discussion Prompts What did the students communicate? How was the student’s work used to deepen the understanding of the core mathematical concepts? Describe the components of the activity that supported students to work at higher cognitive levels? What did the teacher do to facilitate deeper student thinking?

44. Play Re-engagement Lesson

45. How was the re-engagement activity designed to provide access to all students in class? What were the core concepts the students needed to learn and understand? Discussion Prompts What did the students communicate? How was the student’s work used to deepen the understanding of the core mathematical concepts? Describe the components of the activity that supported students to work at higher cognitive levels? What did the teacher do to facilitate deeper student thinking?

46. Pizza Crust PLANNING A RE-ENGAGEMENT LESSON

47. Play Planning video How did teachers and coach plan the re-engagement lesson using the student work?

48. Re-teachingvs. Teach the unit/lesson again – teacher focused. Often address only basic skills that are missing. Do the same or similar problems over. Practice more to make sure students learn procedures correctly. Focus mostly on underachievers. Cognitive level is usually lower. Re-engagement Revisit student thinking – student focused. Address conceptual understanding. Examine task from different perspective. Critique student approaches/solutions to make connections; confront misconceptions. The entire class is engaged in the math. Cognitive level is usually higher. 2013-2014© SVMI TASKS, TOOLS, TALK48

49. Re-Engagement Reflection Take a few minutes to reflect on re-engagement and jot down anything that you want to remember for this afternoon’s planning. 2013-2014© SVMI TASKS, TOOLS, TALK49