1. PIMSER: P12MSO Pulaski County IMPACT Making an I-M-P-A-C-T in Your Mathematics Classroom August 21, 2012 Ruth Casey and Jennifer McDaniel

2. PIMSER: P12MSO Pulaski County IMPACT Schedule and Agenda 8:00 – 8:30 Registration and Sign- In 8:30 – 8:45 Introductions & Overview 8:45 – 9:45 Activity 1 Stations Activity 9:45 – 10:00 Activity 2Our Digital Presence 10:00 – 10:15 Break 10:15 – 11:00 Activity 3Highly Effective Teaching 11:00 – 11:30 Activity 4Professional Reading 11:30 – 12:30 Lunch

3. PIMSER: P12MSO Pulaski County IMPACT Schedule and Agenda 12:30 – 1:30Activity 5 Graphing Ordered Pairs 1:30 – 1:45Break 1:45 – 2:45Activity 6“Gold Rush” 2:45 – 3:30Reflection, closure, next steps Assignment

4. PIMSER: P12MSO Pulaski County IMPACT Station Activities for Common Core Middle School Math Series

5. PIMSER: P12MSO Pulaski County IMPACT Station Activities for Common Core High School Math Series

6. PIMSER: P12MSO Pulaski County IMPACT Activity 1 Rational and Irrational Numbers Walch Station Book: Grade 8 The Number System - Set 2

7. PIMSER: P12MSO Pulaski County IMPACT Activity 2 Our Digital Presence

8. PIMSER: P12MSO Pulaski County IMPACT Break10:00 – 10:15

9. PIMSER: P12MSO Pulaski County IMPACT Activity 3 Highly Effective Teaching and Learning

10. What is our vision of a quality mathematics program?

11. Imagine… Imagine a classroom, a school, or a district where all students have access to high-quality, engaging mathematics instruction.

12. Imagine Teachers Curriculum Technology Students Parents and Care Givers

13. Expectations What do we expect to see students doing in mathematics classrooms? Think, pair, share

14. Ideas for Improving Student Achievement Additional funding Smaller class sizes Higher teacher salaries Better facilities Stronger parental support Funding for conferences and workshops More access to technology More time Less accountability Lower poverty rates A collaborative culture in which teachers work together in teams to analyze student achievement Monitoring student learning on a frequent and timely basis through the use of formative assessments Assessment for Learning Strong parent partnerships based on open communication regarding the progress of students Meaningful and timely feedback Academic goals for every student that are clear and focused Common planning Interventions that give extra time and support to struggling students

15. How do we improve student achievement? Focus on what is in “our”boat?

16. Components of HETL Learning Climate Classroom Assessment and Student Reflection Instructional Rigor and Student Engagement Instructional Relevance Content Knowledge

17. Learning Climate

18. How do we respond to challenges? Efficacy Consciousness Craftsmanship Flexibility Interdependence Art Costa & Bob Garmston (Cognitive Coaching©)

19. Efficacy Knowing that I have the capacity to make a difference through my work, and being willing to take the responsibility to do so. (A CAN DO attitude)

20. Consciousness Knowing what and how I am thinking about my work in this moment, and being willing to be aware of my actions and their effects. (Being in the moment)

21. Craftsmanship Knowing that I can continually perfect my craft, and being willing to work toward excellence and pursue ongoing learning. (Being self-modifying, refining)

22. Flexibility Knowing that I have and can develop options to consider about my work, and being willing to acknowledge and demonstrate respect and empathy for diverse perspectives. (great sense of humor, can see things from other perspectives, multiple options, think outside of the box)

23. Interdependence Knowing that we will benefit from our participation in, contribution to and receipt of professional relationships, and being willing to create and change relationships to benefit our work. (Two heads can be better than 1)

24. 5 States of Mind Mnemonic

25. ATP Resources

26. 60 Minutes Interview with Captain Sully Sullenberger “I Was Sure I Could Do It” Watch the video clip. Look for specific clues to indicate his five states of mind as he deals with this enormous challenge.. As you reflect, what might be some of the parallels that you can make to education?

27. Activity

28. Activity: What do you consider to be one of your “high” states of mind? Pick one state of mind and move to that area of the room. Take a minute to discuss that state of mind with your group members. As a group, design a poster with: A Symbol for your State of Mind A Song for your State of Mind A Slogan for you State of Mind

29. Introducing Professor Art Costa http://youtu.be/OT0vXFP_RYI

30. A “Habit of Mind” is knowing how to behave when you don’t know the answer Through “Habits of Mind” we enable students to learn how to behave intelligently when confronted with problems.

31. Habits of Mind Persisting Listening with Understanding and Empathy Thinking about Thinking Questioning and Posing Problems Thinking and Communicating with Clarity and Precision Creating, Imagining, and Innovating Taking Responsible Risks Thinking Interdependently Managing Impulsivity Thinking Flexibly Striving for Accuracy and Precision Applying Past Knowledge to New Situations Gathering Data Through All Senses Responding to Wonderment and Awe Finding Humor Learning Continuously

32. Habits of Mind Persisting Listening with Understanding and Empathy Thinking about Thinking Questioning and Posing Problems Thinking and Communicating with Clarity and Precision Creating, Imagining, and Innovating Taking Responsible Risks Thinking Interdependently Managing Impulsivity Thinking Flexibly Striving for Accuracy and Precision Applying Past Knowledge to New Situations Gathering Data Through All Senses Responding to Wonderment and Awe Finding Humor Learning Continuously

33. Priorities? What would be the most desirable Habits of Mind for Math students?

34. Why develop Habits of Mind? Your thoughts and comments…

35. Mathematical Practices Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

36. Effective leaders must help people envision, believe, understand, practice, receive feedback, and work collaboratively if they want classroom practice and student learning to improve. Steve Leinwand, Sensible Mathematics: A Guide for School Leaders in the Era of Common Core State Standards

37. In Closing… in the words of Haim Ginott I have come to a frightening conclusion… I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather.

38. As a teacher I possess tremendous power to make a child’s life miserable or JOYOUS. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.

39. In all situations it is my response that decides whether a crisis will be escalated or de- escalated, and a child humanized or de-humanized. -Haim Ginott Clinical psychologist, child therapist, parent, educator, teacher, and author

40. PIMSER: P12MSO Pulaski County IMPACT Activity 4 Professional Reading Select a book or resource which interests you Note the title, author, date, etc Read, scan, take notes I-M-P-A-C-T?

41. PIMSER: P12MSO Pulaski County IMPACT Lunch– on your own 11:30 – 12:30

42. PIMSER: P12MSO Pulaski County IMPACT Activity 5 Graphing Ordered Pairs

43. PIMSER: P12MSO Pulaski County IMPACT Break1:30 – 1:45

44. PIMSER: P12MSO Pulaski County IMPACT Activity 6 Gold Rush

45. PIMSER: P12MSO Pulaski County IMPACT Gold Rush I won the lottery and I want to share my prize with you. The only catch is the prize is in gold dust. I will give each of you a sheet of cardboard 8.5 in. by 11 in. You task is to build an open box by cutting equal-sized squares from each corner and folding up the four edges. What will be the dimensions of the “best” box ? How much gold dust will your box hold?

46. PIMSER: P12MSO Pulaski County IMPACT Activity: Maximizing Volume A sheet of cardboard 8.5 in. by 11 in. will be made into a box by cutting equal-sized squares from each corner and folding up the four edges. What will be the dimensions of the box with largest volume ? What is the maximum volume?

47. PIMSER: P12MSO Pulaski County IMPACT Methods Used:  Forming boxes, making tables, computing volumes & comparing (Numerically)  Writing an equation and calculating the maximum (Algebraically)  Using the TI-84/Inspire to create a scatter-plot and compute the regression equation (Graphically )

48. PIMSER: P12MSO Pulaski County IMPACT

49. PIMSER: P12MSO Pulaski County IMPACT

50. PIMSER: P12MSO Pulaski County IMPACT Approximate Answers Maximum volume: 66.1 cubic inches Length of sides of square: 1.59 inches

51. PIMSER: P12MSO Pulaski County IMPACT Grade Progressions At what grade level could this activity begin? How could it progress through the grade levels?

52. PIMSER: P12MSO Pulaski County IMPACT Look at your HETL card and think about which components have been addressed by this activity. Learning Climate Classroom Assessment and Student Reflection Instructional Rigor and Student Engagement Instructional Relevance Content Knowledge Relating to HETL

53. PIMSER: P12MSO Pulaski County IMPACT Congruency Common Core Standards Standards for Mathematical Practices College and Readiness Standards

54. PIMSER: P12MSO Pulaski County IMPACT Schedule and Agenda 12:30 – 1:30Activity 5 Graphing Ordered Pairs 1:30 – 1:45Break 1:45 – 2:45Activity 6“Gold Rush” 2:45 – 3:30Reflection, closure, next steps Assignment: 1. Create a Google Account (doesn’t have to be gmail) 2. Visit our Google site using the link provided in email from Ruth 3. Add your own page to our site. 4. Think about who should have viewing privileges.