1. Welcome to Algebra for All Year 2 October 29, 2010

2. Goals for the day Reflect on the Shapes of Algebra Lesson Reflect on the Shapes of Algebra Lesson Complete an Absolute Value Activity Complete an Absolute Value Activity Create a Math-Talk Learning Community Continuum Create a Math-Talk Learning Community Continuum Complete a Mathematical Task Complete a Mathematical Task Observe the Task in a Mathematics Classroom Observe the Task in a Mathematics Classroom Lesson Plan/Observation Expectations Lesson Plan/Observation Expectations

3. Group Expectations We will start on time. We will start on time. Please turn off cell phones, pagers and other devices that will distract. Please turn off cell phones, pagers and other devices that will distract. One voice at a time while we are in whole-group settings. One voice at a time while we are in whole-group settings. Be sure everyone has an opportunity to contribute in group setting before you make your second contribution. Be sure everyone has an opportunity to contribute in group setting before you make your second contribution.

4. Group Expectations Participate in the mathematics. Participate in the mathematics. Voice your ideas and concerns. Voice your ideas and concerns. Respect the thoughts and comments of others. Respect the thoughts and comments of others. Have fun. Have fun.

5. What is Algebra for All? (Refresher) What is Algebra for All? (Refresher) 1.Function based approach 2.Student Centered 3.Integrated Technology via the graphing calculator

6. AFA Year 1 Focus: Content Knowledge AFA Year 2 Focus: Implementation of a Math-Talk Learning Community

7. ICE BREAKER Count by 4’s Count by 4’s Find your corner of the room Find your corner of the room 1’s – Questioning 1’s – Questioning 2’s – Explaining mathematical thinking 2’s – Explaining mathematical thinking 3’s – Source of mathematical ideas 3’s – Source of mathematical ideas 4’s – Responsibility for learning 4’s – Responsibility for learning

8. ICE BREAKER cont… At your corner, introduce your self to the others in the group. At your corner, introduce your self to the others in the group. Discuss how your corner label affects a Math-Talk Learning Community (which is your classroom). Discuss how your corner label affects a Math-Talk Learning Community (which is your classroom).

9. Shapes of Algebra Debrief Reflect on the first few weeks of class this fall. Reflect on the first few weeks of class this fall. How did your plan involving the Shapes of Algebra work? How did your plan involving the Shapes of Algebra work? What went well? Why? What went well? Why? What did not go well? Why? What did not go well? Why? What would you change? What would you change?

10. Absolute Value Activity Mile Markers Mile Markers Transform App Transform App

11. Math-Talk Learning Community Continuum Student Low High Teacher Student Engagement/Learning

12. Student Low High Teacher Questioning Questioning Explaining Mathematical Thinking Explaining Mathematical Thinking Source of Mathematical Ideas Source of Mathematical Ideas Responsibility for Learning Responsibility for Learning

13. Building the Continuum… Tables will count off from 1 – 4 Tables will count off from 1 – 4 1’s – Questioning 1’s – Questioning 2’s – Explaining Mathematical Thinking 2’s – Explaining Mathematical Thinking 3’s – Source of Mathematical Ideas 3’s – Source of Mathematical Ideas 4’s – Responsibility for Learning 4’s – Responsibility for Learning Define the roles of the teacher and the students along the continuum for your assigned category. Define the roles of the teacher and the students along the continuum for your assigned category.

14. Create a Rubric Use levels of Lowand High to create a rubric. Example: Questioning Low: Teacher is the only questioner.

15. Compare Rubrics Compare your rubric to one that is research based. How are they similar? How are they different?

16. We will use the Research based rubrics to help with classroom observations.

17. MiVU Update

18. The Basic Student Budget At your table, complete the activity. At your table, complete the activity. Be prepared to share your results with the group. Be prepared to share your results with the group.

19. Video Case Study Watch the video paying attention to the category your table discussed earlier. Watch the video paying attention to the category your table discussed earlier. Write down your observations using the provided guide. Be aware of both the teacher and the students. Write down your observations using the provided guide. Be aware of both the teacher and the students.

20. Video Clip Focus Questions What did you notice about the nature of the discourse community presented in this video clip. Thinking of your category, where along the path toward high student engagement/learning would you place this conversation? What evidence of teacher or student behaviors, instructional decisions, questions or comments would you cite to support your choice?

21. Lesson Planning Assignment Use The Basic Student Budget activity as the basis for your lesson plan. Use The Basic Student Budget activity as the basis for your lesson plan. Focus on ways to create a Math-Talk Learning Community Focus on ways to create a Math-Talk Learning Community

22. Homework Assignments Teach the lesson Teach the lesson Conduct an observation of the teaching of the lesson with your partner Conduct an observation of the teaching of the lesson with your partner Bring your observations to the next session Bring your observations to the next session

23. Reflect on the Shapes of Algebra Lesson Reflect on the Shapes of Algebra Lesson Complete an Absolute Value Activity Complete an Absolute Value Activity Create a Math-Talk Learning Community Continuum Create a Math-Talk Learning Community Continuum Complete a Mathematical Task Complete a Mathematical Task Observe the Task in a Mathematics Classroom Observe the Task in a Mathematics Classroom Lesson Plan/Observation Expectations Lesson Plan/Observation Expectations

24. See you in December!