1. Which of the following items must you consider when planning instruction in your class? Place a dot next to each item. UbD IFL/POL IEP/504/UDL ESL/SIOP PLCs PEP LFL and Research-based Strategies NCEES

2. Transformational Teaching Teach like an MVP Beth Neill Mary Rogers

3. Session Goal How can a sequenced, task-based curriculum engage students in rigorous problem solving activities, but also support skill and procedural fluency development while meeting all of the many instructional demands placed on teachers?

4. Math Teaching Practice: Implement Tasks that Promote Reasoning and Problem Solving “Tasks may begin as high-level tasks for students who are initially learning about the underlying mathematics. Eventually, as students solidify their understanding of the underlying mathematics, these tasks may become more routine experiences for them. Students then need tasks that further extend these mathematical ideas in ways that continue to deepen understanding and strengthen mathematical reasoning and problem solving.” (p. 22) “Over time, the cumulative effect of the use of mathematics tasks is students’ implicit development of ideas about the nature of mathematics… “ (p. 20)

11. 5.1 5.25.3 How does the mathematical understanding change from the beginning to the end of the learning cycle? Through the teachers’ lens The Learning Cycle

12. Develop Understanding Surface student thinking Solidify Understanding Examine and extend Practice Understanding Build Fluency The Learning Cycle

14. Develop Understanding Surface student thinking Solidify Understanding Examine and extend Practice Understanding Build Fluency CCSSM Function Progression from a Learning Cycle Perspective 8.F.5 Sketch a graph that exhibits the qualitative features of a function that has been described verbally. 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. 8.F.2 Compare properties of two functions each represented in a different way. 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

15. Develop Understanding Surface student thinking Solidify Understanding Examine and extend Practice Understanding Build Fluency Connecting the Learning Cycle to the Math Practice Standards Make sense of problems and persevere in solving them. Use appropriate tools strategically Look for and make use of structure Construct viable arguments and critique the reasoning of others Look for and express regularity in repeated reasoning Model with mathematics Reason abstractly and quantitatively Attend to precision

16. Develop Solidify Practice Ideas Strategies Representations Concepts Algorithms Tools Definitions & Properties Procedures Models Mathematical Understanding Continuum Emerging mental images: ideas, strategies, and representations are fragile as they are surfaced during students’ initial experiences with tasks designed to elicit those images (Develop Understanding) They need to be examined for accuracy and completeness, as well as extended and connected through multiple exposures and experiences until they become more tangible, solid and useful: concepts, algorithms, tools (Solidify Understanding). Although understanding has been developed and solidified, it needs further refinement to become fluent: definitions or properties, procedures, models (Practice Understanding). These definitions and properties, procedures, and models must be consistent with the broader mathematical “community of practice”.

17. The Teaching Cycle Connecting to the 5 Practices of Orchestrating a Productive Mathematical Discussion Anticipating Monitoring Selecting Sequencing Connecting

18. How do the learning and teaching cycles address individual student needs? Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement UbD IFL/POL IEP/504/UDL ESL/SIOP PLCs PEP LFL & High Impact Strategies NCEES

19. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement Understanding by Design (UbD)

20. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement Institute for Learning: Principles of Learning

21. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement Individualized Education Plan (IEP) Section 504 Universal Design for Learning (UDL)

22. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement English Language Learners (ELLs) Sheltered Instruction Observation Protocol (SIOP)

23. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement Professional Learning Communities (PLCs)

24. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement Personalized Education Plans (PEPs)

25. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement Learning Focused Lessons (LFL) Research Based Instructional Strategies

26. Multiple representations Formative assessment Writing Summarizing Low threshold High ceiling Multiple entry points Varied solution paths Coherent and cohesive Procedural fluency through conceptual understanding Assessing and advancing questions Collaboration Scaffolding Challenge Higher order thinking Discourse Engagement NC Educator Evaluation System (NCEES)

27. Other Task-based Curriculums that Support the Learning Cycle

28. Transformations must be cultivated. Take it one Learning Cycle at a time. Thank you for engaging with us!

29. More information about CMI