1. SVMI Grade Level & Experience Chart Use a blue dot to indicate if you attended the 2013-2014 follow-up meetings. Use a green dot to indicate that you are new to SVMI today, this summer, or that you have not attended pd sessions within the last two years.

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

3. Student Talk! SVMI FOLLOW UP September 23, 2014 Tracy Sola, Priscilla Solberg, Jean Short, Jeff Trubey

4. Agenda Experience & grade level chart Introductions Bingo Community Agreements Session Focus – SMP 3 (Viable Argument) Routines Teacher Moves Questioning Collaboration 2013-2014© SVMI TASKS, TOOLS, TALK4

5. Find a Person Bingo  Get up and find someone new.  Introduce yourself.  Sign in only one box on each paper.  Try for blackout 2013-2014© SVMI TASKS, TOOLS, TALK5

6. Community Agreements No one is as smart as all of us are together. Take a few minutes to read the proposed Community Agreements.

8. Structure of the Day Whole Group New or experienced Break Breakout by grade span Lunch Reflection & Sharing Breakout by grade span 2013-2014© SVMI TASKS, TOOLS, TALK8

9. Action Research Session designed for experienced SVMI members who will attend all 5 meetings use tasks in classrooms and bring student work back for scoring, analyzing and planning with grade level team, plan re-engagement lessons experience and use formative assessment lessons read Embedded Formative Assessment by Dylan Wiliam 2013-2014© SVMI TASKS, TOOLS, TALK9

10. 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, TALK10

11. 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 in general, and of Lesson Study in particular 2013-2014© SVMI TASKS, TOOLS, TALK11

12. 2013-2014© SVMI TASKS, TOOLS, TALK12 SMPs & SBAC LESSONS VS UNITS DISCOURSE QUESTIONS RE-ENGAGEMENT TASKS, TOOLS, TALK FORMATIVE ASSESSMENT

13. TODAY’S SESSIONS: STUDENT TALK DO MATH ANALYZE STUDENT WORK REFLECT SHARE PRACTICE MATH TALKS 2013-2014© SVMI TASKS, TOOLS, TALK13

14. IN THIS SESSION: Setting up my classroom: rituals and routines Teacher moves that promote student talk Questioning Collaborative group work 2013-2014© SVMI TASKS, TOOLS, TALK14

15. Rituals & Routines Norms Class Expectations of: Math Talks Productive Student Discourse Viable Argument 2013-2014© SVMI TASKS, TOOLS, TALK15

16. Socio-mathematical norms 2013-2014© SVMI TASKS, TOOLS, TALK16 Set Up Errors are gifts…they promote discussion and learning The answer is important…not the only math! Ask questions…until it makes sense. Think with language…use language to think. Use multiple strategies…multiple representations.

17. Top Ten Ways to Create a Student Centered Learning Environment 2013-2014© SVMI TASKS, TOOLS, TALK17 Set Up 10. Use math talks and group worthy protocols to promote classroom discourse. 9.Activate students as resources for one another. 8.Foster an environment that it is status free and everyone contributes. 7.Support pairs and groups norms to make learning and sharing safe and honored. Mistakes are gifts! 6.Use think, pair, share and other protocols to promote students’ understanding and inter-dependence.

18. Top Ten Ways to Create a Student Centered Learning Environment 2013-2014© SVMI TASKS, TOOLS, TALK18 Set Up 5.Encourage students to say a second sentence. 4. Regularly have students critique others reasoning and to explain their own. 3.Engineer classroom discussions. 2.Activate students as owners of their own learning. 1. Never say anything a kid could say.

19. 2013-2014© SVMI TASKS, TOOLS, TALK19 Talk Moves Four steps toward productive classroom discussion Step1: Helping individual students to clarify and share their own thoughts Step 2: Helping students to orient the thinking of others Step 3: Helping students deepen their thinking Step 4: Helping students to engage with the reasoning of others

20. 2013-2014© SVMI TASKS, TOOLS, TALK20 Talk Moves Step 1: Helping students clarify and share their own thoughts Turn and talk Revoicing Say more

21. 2013-2014© SVMI TASKS, TOOLS, TALK21 Talk Moves Step 2: Helping students to orient the thinking of others Who can repeat? Turn and talk: tell us what your partner said Say more

22. 2013-2014© SVMI TASKS, TOOLS, TALK22 Talk Moves Step 3: Helping students deepen their thinking Press for reasoning Who can repeat? Turn and talk

23. 2013-2014© SVMI TASKS, TOOLS, TALK23 Talk Moves Step 4: Helping students to engage with the reasoning of others What do you think about that? Do you agree or disagree? Why?

24. 2013-2014© SVMI TASKS, TOOLS, TALK24 Talk Moves Turn and talk Say More Revoicing Who can repeat? Press for reasoning What do you think about that? Do you agree or disagree? Why?

25. Talk Move Video https://www.teachingchannel.org/videos/st udent-participation-strategy?fd=1https://www.teachingchannel.org/videos/st udent-participation-strategy?fd=1 2013-2014© SVMI TASKS, TOOLS, TALK25

26. Math as a Social Activity As you watch the video: Look for teacher moves Student outcomes

27. Math as a Social Activity

28. Teacher “Moves” At your table, identify one teacher move that contributed to positive classroom climate. Write that action on a turquoise or green sentence strip. What was the student outcome of that action? Write the outcome on the yellow or pink sentence strip.

29. 2013-2014© SVMI TASKS, TOOLS, TALK29 Questioning Five Principles for Effective Questioning 1.Plan to use questions that encourage thinking and reasoning 2.Ask questions in ways that include everyone 3.Give students time to think 4.Avoid judging students’ responses 5.Follow up students’ responses in ways that encourage deeper thinking

30. 2013-2014© SVMI TASKS, TOOLS, TALK30 Questioning Line Up Make two lines facing one another. Person on the right speaks first. What makes a question one that encourages deeper thinking? Give examples. #4 Why is this a difficult practice to change and what could you say in response to students’ ideas?

31. 2013-2014© SVMI TASKS, TOOLS, TALK31 Collaborative group work To have students working together, teachers should… consider the characteristics of student- student discussion that benefit learning; recognize and face their own worries about introducing collaborative discussion; explore techniques for promoting effective student-student discussion; consider their own role in managing student-student discussion; plan discussion based lessons.

32. Student & Teacher Roles Please read quietly Find Someone New & Discuss: What must students understand about their role in a collaborative classroom? Find Someone New & Discuss: How is the teacher role different during small group and large group discussions? Find Someone New & Discuss: What did you think was an important/new/interesting idea in Handout 8 (Planning a Lesson)? Why? 2013-2014© SVMI TASKS, TOOLS, TALK32

33. Break 2013-2014© SVMI TASKS, TOOLS, TALK33

34. Analyzing Student Work! SVMI FOLLOW UP DAYS

35. Next Generation MARS Tasks – Summative and Formative Assessment Test

36. Performance Assessments To Inform Instruction And Measure Higher Level Thinking The Mathematics Assessment Resource Service (MARS) is an NSF funded collaboration between U.C. Berkeley and the Shell Centre in Nottingham England. The Assessments target grades 2- Geometry and are aligned with the State and NCTM National Math Standards. Ramp Access Top Core Entry level (access into task) Core Mathematics - (meeting standards) Top of Ramp (conceptually deeper, beyond) Task Design

37. Dimensions of the Tasks Mathematical Content: CCSSM Domains Process Dimension: Modeling and Formulating, Transforming and Manipulating, Justifying or Critiquing, Inferring and Drawing conclusions, Checking and Evaluating, Reporting Task Type: Non-routine, design, plan, evaluate and make a recommendation, review and critique, representation of information, technical exercise, definition of concepts Openness Reasoning Length Varies

39. 2013-2014© SVMI TASKS, TOOLS, TALK39

41. Each MARS Task is accompanied with: A specified Rubric Five Training Papers Ten Standardizing Papers A set of Scoring Protocols Scoring Protocols

42. General Scoring Principles Does the student work show more/less evidence of reasoning and understanding? Any where on the student paper counts. (exception is when wrong answer is designed) Only whole number points are awarded and partial credit only when designated by rubric. Scoring done in red and sub points are recorded in right margin. Evidence is marked with symbols. The total is circled.

43. Scoring Marks √ correct answer or comment x incorrect answer or comment √ft correct answer based upon previous incorrect answer called a follow through ^ correct but incomplete work - no credit ( )points awarded for partial credit. m.r. student misread the item. Must not lower the demands of the task -1 deduction

44. The Party 1.Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? ____________. 2.They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75¢. How much does it cost for each person? __________. Show how you figured it out. 3.How much will it cost for everyone to have a cupcake and soda? ________________. Show how you figured it out. 4.They just remembered to buy a 50¢ party bag for everyone at the party. Show how to find the total cost for the party.

45. The Party 1.Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? ______. 2.They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75¢. How much does it cost per person? __________. Show how you figured it out. 3.How much will it cost for everyone at the party to have a cupcake and soda? __________. Show how you figured it out. 4. They just remembered to buy a 50¢ party bag for everyone at the party. Show how to find the total cost for the party. The Party - PtsSec tio n 1. 11 people1 1 2. $2.25 Shows work such as: $1.50 + 75¢ 11112 3. $24.75 Shows work such as: 11 $2.25 1 f.t. 2 3 4. Shows work such as: 11 50¢ = $5.50 $5.50 + $24.75 = $30.25 partial credit only shows 11 50¢ 2 (1) 2 Total Points8

46. The Party 1.Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? 11 2.They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75¢. How much does it cost per person? $2.50. Show how you figured it out. $1.50 + 75¢ = $2.50 3.How much will it cost for everyone at the party to have a cupcake and soda? $27.50 Show how you figured it out. 11 $2.50 4. They just remembered to buy a 50¢ party bag for everyone at the party. Show how to find the total cost for the party. 11 50¢ = $5.50 The Party - PtsSec tio n 1. 11 people1 1 2. $2.25 Shows work such as: $1.50 + 75¢ 11112 3. $24.75 Shows work such as: 11 $2.25 1 f.t. 2 3 4. Shows work such as: 11 50¢ = $5.50 $5.50 + $24.75 = $30.25 partial credit only shows 11 50¢ 2 (1) 2 Total Points8 √1 √ √ x √ √ x 0 1 1 ft 2 (1) 6

47. Scoring Process 1)Work the task yourself 2)File out Anticipation Sheet 3)Whole Group - go over the point scoring rubric 4)Individually score the five Training papers (T1 - T5) 5)Whole group - Review standard scores for T1 - T5 6)Individually score the 10 Standardizing papers 7) Whole group - Review standard scores for S1 - S10 8) Ready for “live” papers

51. Scoring Now we’re going to break into grade level groups to do actual scoring. 2013-2014© SVMI TASKS, TOOLS, TALK51

52. Reflect Share Practice

53. “Establishing Standards for Mathematical Practice” by Michelle Stephan MP3: Construct viable arguments and critique the reasoning of others. Before you read, consider mathematical discussion in your classroom. What does student explanation and justification look and sound like? How are conversations managed? 2013-2014© SVMI TASKS, TOOLS, TALK53

54. Norms for Reading  Quiet – respect the need of others for quiet while reading  Refrain from talking until everyone has completed the reading task 2013-2014© SVMI TASKS, TOOLS, TALK54

55. Questions to discuss 2013-2014© SVMI TASKS, TOOLS, TALK55