1. 1 Strengthening Teaching and Learning of K-12 Mathematics through the Use of High Leverage Instructional Practices Raleigh, North Carolina February 11, 2013 Steve Leinwand American Institutes for Research sleinwand@air.org

2. Ready? Set! There are 310 million people in the U.S. There are 13,000 McDonalds in the U.S. There is a point somewhere in the lower 48 that is farther from a McDonalds than any other point. What state and how far?

3. There are 310 million people in the U.S. There are 13,000 McDonalds in the U.S. McDonalds claims that 12% of all Americans eat at McDonalds each day. VALID? INVALID? SURE? NO WAY? Make the case that this claim is valid or invalid. 3

4. The 5 Key Elements of Effective Mathematics Teaching Classroom management The content The pedagogy The tools and resources The evidence of learning 4

5. 1. Effective teachers of mathematics respond to most student answers with “why?”, “how do you know that?”, or “can you explain your thinking?” 2. Effective teachers of mathematics conduct daily cumulative review of critical and prerequisite skills and concepts at the beginning of every lesson. 3. Effective teachers of mathematics elicit, value, and celebrate alternative approaches to solving mathematics problems so that students are taught that mathematics is a sense- making process for understanding why and not memorizing the right procedure to get the one right answer. 4. Effective teachers of mathematics provide multiple representations – for example, models, diagrams, number lines, tables and graphs, as well as symbols – of all mathematical work to support the visualization of skills and concepts. 5. Effective teachers of mathematics create language-rich classrooms that emphasize terminology, vocabulary, explanations and solutions. 6. Effective teachers of mathematics take every opportunity to develop number sense by asking for, and justifying, estimates, mental calculations and equivalent forms of numbers. 7. Effective teachers of mathematics embed the mathematical content they are teaching in contexts to connect the mathematics to the real world. 8. Effective teachers of mathematics devote the last five minutes of every lesson to some form of formative assessments, for example, an exit slip, to assess the degree to which the lesson’s objective was accomplished. 9. Effective teachers of mathematics demonstrate through the coherence of their instruction that their lessons – the tasks, the activities, the questions and the assessments – were carefully planned. 5

6. And what should it look like in our classrooms? 6

7. Some data. What do you see? 404 102 304 7

8. Predict some additional data 404 102 304 8

9. How close were you? 404 102 304 203 9

10. All the numbers – so? 454 253 152 404 102 304 203 10

11. A lot more information (where are you?) Roller Coaster454 Ferris Wheel253 Bumper Cars152 Rocket Ride404 Merry-go-Round102 Water Slide304 Fun House203 11

12. Fill in the blanks Ride??? Roller Coaster454 Ferris Wheel253 Bumper Cars152 Rocket Ride404 Merry-go-Round102 Water Slide304 Fun House203 12

13. At this point, it’s almost anticlimactic! 13

14. The amusement park RideTimeTickets Roller Coaster454 Ferris Wheel253 Bumper Cars152 Rocket Ride404 Merry-go-Round102 Water Slide304 Fun House203 14

15. The Amusement Park The 4 th and 2 nd graders in your school are going on a trip to the Amusement Park. Each 4 th grader is going to be a buddy to a 2 nd grader. Your buddy for the trip has never been to an amusement park before. Your buddy want to go on as many different rides as possible. However, there may not be enough time to go on every ride and you may not have enough tickets to go on every ride. 15

16. The bus will drop you off at 10:00 a.m. and pick you up at 1:00 p.m. Each student will get 20 tickets for rides. Use the information in the chart to write a letter to your buddy and create a plan for a fun day at the amusement park for you and your buddy. 16

17. Why do you think I started with these tasks? -Standards don’t teach, teachers teach -It’s the translation of the words into tasks and instruction and assessments that really matter -Processes are as important as content -We need to give kids (and ourselves) a reason to care -Difficult, unlikely, to do alone!!! 17

18. Ready, Set….. 5 + (-9) 18

19. Remember How 5 + (-9) “To find the difference of two integers, subtract the absolute value of the two integers and then assign the sign of the integer with the greatest absolute value” 19

20. Understand Why 5 + (-9) -Have $5, lost $9 -Gained 5 yards, lost 9 -5 degrees above zero, gets 9 degrees colder -Decompose 5 + (-5 + -4) -Zero pairs: x x x x x O O O O O O O O O On number line, start at 5 and move 9 to the left 20

21. Major Theme of the Day Multiple Representations! 21

22. So look at what you have: Visual – the displayed slides Aural – my voice and passion Hard copy – the handout Multiple representations to maximize the opportunity to learn! 22

23. 23 The Ice Cream Cone You may or may not remember that the formula for the volume of a sphere is 4/3πr 3 and that the volume of a cone is 1/3 πr 2 h. Consider the Ben and Jerry’s ice cream sugar cone, 8 cm in diameter and 12 cm high, capped with an 8 cm in diameter sphere of deep, luscious, decadent, rich triple chocolate ice cream. If the ice cream melts completely, will the cone overflow or not? How do you know?

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28. Ergo: A Vision by Example Solve Reason Model Explain Critique CCSSM Math Practices (Construct viable arguments and critique the reasoning of others) 28

29. My Goal Today Engage you in thinking about (and then being willing and able to act on) the issues of what we teach, how we teach, and how much they learn by: validating your concerns, examining standard operating procedures, giving you some tools and ideas for making math more accessible to our students, empowering you to collectively take risks. 29

30. My content agenda Part 1: Putting our work in context Part 2: It’s instruction, silly Part 3: Tying things together Part 4: The Smarter Balanced opportunities Part 5: Final thoughts on moving forward 30

31. My Process Agenda (modeling good instruction) Inform (lots of ideas and food for thought) Engage (focused individual and group tasks) Stimulate (excite your sense of professionalism) Challenge (urge you to move from words to action) 31

32. Part 1 Putting our work in context (glimpses at the what, why and how of what we do) 32

33. There is no valid psychological or logical reason to limit students of lesser academic ability or aptitude to practice with paper and pencil procedures. On the contrary, there is ample evidence to suggest that such an approach is often counter-productive, resulting in little improvement in procedural skills and increasingly negative attitudes. 33

34. from Everybody Counts Virtually all young children like mathematics. They do mathematics naturally, discovering patterns and making conjectures based on observation. Natural curiosity is a powerful teacher, especially for mathematics…. 34

35. Unfortunately, as children become socialized by school and society, they begin to view mathematics as a rigid system of externally dictated rules governed by standards of accuracy, speed, and memory. Their view of mathematics shifts gradually from enthusiasm to apprehension, from confidence to fear. Eventually, most students leave mathematics under duress, convinced that only geniuses can learn it. 35

36. Accuracy, Speed and Memory Tell the person sitting next to you what is the formula for the volume of a sphere. V = 4/3 π r 3 4/3 ? r? 3? π? 36

37. Sucking intelligence out… Late one night a shepherd was guarding his flock of 20 sheep when all of a sudden 4 wolves came over the hill. Boys and girls, how old was the shepherd? 37

38. 38 “The kind of learning that will be required of teachers has been described as transformative (involving sweeping changes in deeply held beliefs, knowledge, and habits of practice) as opposed to additive (involving the addition of new skills to an existing repertoire). Teachers of mathematics cannot successfully develop their students’ reasoning and communication skills in ways called for by the new reforms simply by using manipulatives in their classrooms, by putting four students together at a table, or by asking a few additional open-ended questions…..

39. 39 Rather, they must thoroughly overhaul their thinking about what it means to know and understand mathematics, the kinds of tasks in which their students should be engaged, and finally, their own role in the classroom.” NCTM – Practice-Based Professional Development for Teachers of Mathematics

40. Questions? Yeah buts… 40

41. Not convinced? 41

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44. Envision the last test you gave your students. Compare your test with the Subway Employment Test. 44

45. Let’s see if we can be hired. 45

46. 10.00 - 4.59 46

47. If the customer’s order came to $6.22 and he gave you $20.25, what is the change? 47

48. A customer complained that he was short changed by you, receiving only 13¢ from his $2.00 instead of 31¢. What would you do? 48

49. So: Four overarching contextual perspectives that frame our work and our challenges 49

50. 1. What a great time to be convening as teachers of mathematics! Common Core State Standards adopted by 46 states Quality K-8 instructional materials More access to material and ideas via the web than ever A president who believes in science and data The beginning of the end to Algebra II as the killer A long overdue understanding that it’s instruction that really matters A recognition that the U.S. doesn’t have all the answers 50

51. Economic security and social well-being    Innovation and productivity    Human capital and equity of opportunity    High quality education (literacy, MATH, science)    Daily classroom math instruction 2. Where we live on the food chain 51

52. 52 3. Let’s be clear: We’re being asked to do what has never been done before: Make math work for nearly ALL kids and get nearly ALL kids ready for college. There is no existence proof, no road map, and it’s not widely believed to be possible.

53. 53 4. Let’s be even clearer: Ergo, because there is no other way to serve a much broader proportion of students: We’re therefore being asked to teach in distinctly different ways. Again, there is no existence proof, we don’t agree on what “different” mean, nor how we bring it to scale.

54. Yes. A lot to think about. But if you think everything is hunky-dory, you’re not going to change. 54

55. Ready? 55