1. Developing Mathematics Learning Communities Focusing on Student Work NCTM Regional Conference Baltimore, 2010 Dona T. Apple Research and Mathematics Staff Development, Senior Consultant dapple11@comcast.net Wendy Pelletier Cleaves Mathematics Coordinator wendy.cleaves@umassmed.edu Regional Science Resource Center Regional Science Resource Center University of Massachusetts Medical School

2. What is an MLC? Content-specific Professional Learning Community Content-specific Professional Learning Community Authentic discussions about how children learn mathematics Authentic discussions about how children learn mathematics Collegial discussions that deepen teachers’ knowledge of content and pedagogy Collegial discussions that deepen teachers’ knowledge of content and pedagogy

3. Research Base and Resources “Research on Teacher Preparation and Professional Development,” Grover Whitehurst “Research on Teacher Preparation and Professional Development,” Grover Whitehurst “Instructional Policy and Classroom Performance: Mathematics Reform in California,” David Cohen and Heather Hill “Instructional Policy and Classroom Performance: Mathematics Reform in California,” David Cohen and Heather Hill “Form and Substance in Mathematics and Science Professional Development,” Mary Kennedy “Form and Substance in Mathematics and Science Professional Development,” Mary Kennedy Designing PD for Teachers of Science and Mathematics, Loucks-Horsley, Love, Stiles, Mundry, Hewson Designing PD for Teachers of Science and Mathematics, Loucks-Horsley, Love, Stiles, Mundry, Hewson Learning by Doing: A Handbook for Professional Learning Communities at Work, Dufour, Dufour, Eaker, Many Learning by Doing: A Handbook for Professional Learning Communities at Work, Dufour, Dufour, Eaker, Many The Fifth Discipline: The Art and Practice of the Learning Organization, Peter Senge The Fifth Discipline: The Art and Practice of the Learning Organization, Peter Senge

4. Reasons for Examining Student Work Give students a grade Give students a grade Design or revise a task Design or revise a task Redirect instruction Redirect instruction Deepen understanding of how students think about mathematics Deepen understanding of how students think about mathematics Deepen personal understanding of mathematics Deepen personal understanding of mathematics

5. Goals of an MLC Form a collaborative learning community that focuses on student learning Form a collaborative learning community that focuses on student learning Understand new content in a deeper, more conceptual way Understand new content in a deeper, more conceptual way Closely examine student work and formative assessments in order to determine progress and instructional needs Closely examine student work and formative assessments in order to determine progress and instructional needs Reflect on classroom practice, share strategies, discuss best practices, and expand professional expertise Reflect on classroom practice, share strategies, discuss best practices, and expand professional expertise

6. MLC Session Format Mathematical background Mathematical background Math metacognition Math metacognition Looking at student work Looking at student work Reflecting on learning Reflecting on learning Feedback and wrap up Feedback and wrap up

7. Session 7: Math Metacognition 39 x 22 325 x 12

8. Session 7: LASW Problem Read the problem and discuss what it is assessing: Read the problem and discuss what it is assessing: (20 + 4)(30 + 5) Write a word problem that represents this expression. Solve the problem and show your work.

9. MLC Protocol for LASW Read the problem and discuss what it is assessing Read the problem and discuss what it is assessing Solve the problem individually Solve the problem individually Share your thinking with a partner Share your thinking with a partner Discuss the mathematics of the problem as a whole group Discuss the mathematics of the problem as a whole group Look at how students solved the same problem Look at how students solved the same problem Identify evidence of understanding by using guiding questions Identify evidence of understanding by using guiding questions Discuss evidence of student understanding as a whole group Discuss evidence of student understanding as a whole group

10. Student A

11. Student B

12. Student C

13. Student D

14. Guiding Questions Grid Student What method(s) are used to find the solution to the problem? What is the evidence of the student ’ s incomplete thinking? A B C D

15. MLC Content Session 1 Getting Started Session 2 Counting Sessions 3 – 5 Addition, Subtraction, and Integers Sessions 6 – 7 Multiplication and the Distributive Property Sessions 8 – 10 Division Sessions 11 – 15 Fractions Continuation MLC Customization using school data and student work

16. Professional Learning: Purposeful and Transformative “ Believing in students and the intentions of their effort is an essential part of examining student work.” -Kelemanik No matter how flawed, it will provide a lens into mathematical thinking and understanding that might otherwise remain invisible.

17. Contact Information MLC Facilitator Training for your school or district: MLC Facilitator Training for your school or district: Wendy Cleaves, Math Coordinator Regional Science Resource Center University of Massachusetts Medical School (508) 856-5348 wendy.cleaves@umassmed.edu

18. MLC Materials Online To view and download session notes, mathematical tasks, student work samples, and guiding questions templates, visit: To view and download session notes, mathematical tasks, student work samples, and guiding questions templates, visit: www.doe.mass.edu/omste/instructional.html