1. Learning Power Institute
TRU Math
by Marcia Torgrude

2. Where are your teammates?
Opener – Team Sort
Table – Equation – Graph – Situation
Find your table team
The table, equation, graph, and situation must all connect
Where are your teammates?

3. What Does Learning Look Like?
Watch the videos and record:
What is important in this video segment related to mathematics?
How are students building their understandings of the math?
What is the teacher doing?
Handout in binder

4. What important mathematics is happening?
Teaching Channel Presents
Reflections
Moving Ahead – Clip 29
Moving Ahead – Clip 32
Share out whole group
Put all notes on Chart Paper
Teaching Channel Presents – 30:30 start
What mathematics concepts are evident in this video?
How are students building their understandings of mathematics?
What is the teacher doing?

5. TRU Math Suite Teaching Robust Understanding of Mathematics
Research-based tools for studying and improving mathematics teaching, with a specific emphasis on helping students understand and solve contextually rich problems.
Schoenfeld, A. H., Floden, R. E., & the Algebra Teaching Study and Mathematics Assessment Project. (2014). An introduction to the TRU Math document suite. Berkeley, CA & E. Lansing, MI: Graduate School of Education, University of California, Berkeley & College of Education, Michigan State University. Retrieved from: and/or

6. TRU Math Goals To teach for the robust understanding of mathematics
For those focused on helping students learn to work with mathematics
To support teacher learning and growth in a way that accounts for both how people learn and the complexity of teaching practice.
is always room for learning and growth, for every teacher regardless of prior training, years of experience, or current successes. Ongoing learning is the essence of teaching.

7. TRU Math Offers:
A set of questions organized around dimensions of teaching critically for students’ mathematics learning
Guided discussions fostering a process of learning together
Ongoing dialogue to support the development of students’ robust understanding of mathematics
NO prescribed instructional techniques or tricks
Questions are NOT to tell anyone how to teach
Questions will support teachers to develop, articulate, and progress on their own learning agendas
Online work to continue what we begin here today.

8. TRU Math Continues the Learning Through:
Conversations grounded in classroom observations
Shared experiences from your classrooms and your students
Online continuation of today’s work

9. TRU Math Suite Teaching for Robust Understanding of Mathematics
Analytic framework for characterizing important dimensions of mathematics classroom activity
A scoring rubric for capturing their presence in instruction.
Five minimally overlapping dimensions of mathematics classroom activity.
captures an essential aspect of productive mathematics classrooms — classrooms that produce powerful mathematical thinkers.
This document provides the theoretical rationale underlying the Teaching for Robust Understanding in Mathematics (TRU Math) analytic scheme. The TRU Math scheme consists of an analytic framework for characterizing important dimensions of mathematics classroom activity and a scoring rubric for capturing their presence in instruction. The scheme has two parts: a general frame that applies to all mathematical classrooms, and a content-specific component that applies to solving contextual algebraic problems. The general part of TRU Math delineates a measurement scheme that focuses on five minimally overlapping dimensions of mathematics classroom activity. Each of these five dimensions captures an essential aspect of productive mathematics classrooms — classrooms that produce powerful mathematical thinkers.

10. TRU Math Suite Teaching Robust Understanding of Mathematics
Next page of your binder

11. Five Dimensions
Connect the Five Dimensions to our notes from the videos
Find the dimension that connects to the content on the charts
Place the dimension on a sticky note and post next to the words and to explain why
Make a set of sticky notes with the headings of the 5 dimensions

12. A Sense of Scale Work individually to solve the questions.
Share your document with someone at your table for feedback via questions – only ask questions – do not provide assistance.
Work together as a group to analyze work done by students.
Compare what students did with what you did.
Review your initial work.
Complete the new task.
Share out Whole Group
This is the pre – assessment – learn where your students are but don’t grade them. Provide feedback for them to consider what they would do differently.

13. A Sense of Scale Tour of Website - http://map.mathshell.org
This is the pre – assessment – learn where your students are but don’t grade them. Provide feedback for them to consider what they would do differently.

14. Dimension Study- A Sense of Scale
Group by Dimension
Read your specific Dimension pages
Also refer to QTRU Math page – focus on the pre- observation and reflecting.
Create a poster
Your dimension
Core question
Your summary
Provide connections to the lesson
Have them count off 1-5. Group by number.

15. Our Continued Work
To respond to these questions as we take our learning into our classrooms
Online coursework

16. Security Camera Task

17. Security Camera Task Work individually on the task
Discuss your thinking with your small group – all strategies need to be shared
Large group share out

18. Score a task done by a student
Security Camera Task
Scoring Rubric
Score your task
Score a task done by a student
Different student per person at table
Group with people having the same student to compare scores
hp?taskid=273&subpage=expert

19. Important Mathematical Ideas
Our intention is to support discussions and questions about “Important Mathematical Ideas”. “It is more important to work together to push our students and ourselves as educators toward more interconnected and fundamental understandings of mathematics than to decide exactly which ideas are most important.”

20. TRU Math Scoring Rubrics

21. Video Study with Rubrics
Small Group Discussion
Common Issues with Linear Equations
Statistical Analysis to Rank Baseball Players
Mixture Problems
Estimating Fish Population
Flowchart
Divide into 5 groups – groups number off – begin with that video and each person in the group study the video using a specific rubric –Whole class, individual, small group, presentation- some videos may not have your rubric information to discuss,
Be prepared to share what you scored each video based on the rubrics.

22. Rubric Scores Whole Class Small Group Individual Work
Common Issues with Linear Equations
Statistical Analysis to Rank Baseball Players
Mixture Problems
Estimating Fish Population
Flowchart
Whole Class
Small Group
Individual Work
Student Presentations
Divide into 5 groups – groups number off 1-4 – begin with your group number video and each person in the group study the video using a specific rubric –Whole class, individual, small group, presentation - some videos may not have your rubric information to discuss
Be prepared to share what you scored each video based on the rubrics.

23. Intro to Problem Solving Lessons – Part A
Group for each problem
Discuss the problem
List all the decisions that are being made for students
Revise the structured problem
Hand back some of the decisions to the students
Divide into 3 groups
Group 1 – Table Tennis
Group 2 – Designing a box for 18 Sweet
Group 3 – calculating Body Mass Index

24. Intro to Problem Solving Lessons – Part B and C
Compare structured and unstructured problems
What decisions have been left for the students?
What pedagogical issues will arise when you start to use unstructured problems like this?
Consider strategies for offering help
Which ideas do you normally find most difficult to implement? Why is this?
Is there any other advice you would add to this list?
Handout 2, 3, and 4

25. Intro to Problem Solving Lessons – Part D
Observe and analyze a lesson
As you watch the video, consider the questions on the handout
Small Group Discussion
Large group Share Out
Activity E will be saved for our online work
Plan a lesson, teach it and reflect on the outcomes
Assign people at each table to each of the rubrics so they can talk about each one in the small group.

26. Online Follow-up http://map.mathshell.org/materials Expectations
Use a MARS Challenge Lesson
Dig Deeper into dimensions
Apply the rubrics to your classroom lesson
Activity E – Unstructured Lesson
Timeline – January-February, 2015
Syllabus
Credit – 1 graduate - BHSU

27. Course Registration
One graded graduate credit from Black Hills State University
$40, check only, will not be cashed until Dec. or Jan. or mail to Marcia Torgrude, TIE, 1925 N. Plaza Blvd. Rapid City, SD 57702
What will it look like?
Integrate at least two lessons
Online follow-up
Share experiences
Select lessons today that you will integrate (notecard with name, session attended & lessons to facilitator before leaving today)
Complete lesson reflection (template provided)
Describe lesson integration on forum
Provide feedback to others

28. Closure What value do you see in the 5 Dimensions of TRU Math?
What value do you find in the 5 Dimensions rubrics of TRU Math?
What were your thoughts as you developed unstructured tasks?
What questions do you still have?
Please complete the Survey at:
Note Cards