1. Mathematics Teacher Leader Session 2: Modelling Exemplary Teaching – Teaching Through Problem Solving 1

2. In this Session, teachers will:  Reflect on current views of teaching mathematics and what it means to ‘teach through problem solving’;  Describe examples and non-examples of each part of the Framework  Analyze a lesson – noticing the attributes of the Framework

3. Stop and Reflect A Teacher’s Professional Development Journal Throughout each chapter there are questions to help you to reflect on what you are reading. Please take some time now to consider your responses to the following questions:

4. Teaching for Understanding Look back at the chapter (1) and identify any ideas that make you uncomfortable or that challenge your current thinking about mathematics or about teaching and learning mathematics. Try to determine why these ideas challenge you or make you uncomfortable. PINK

5. Teaching Through Problem Solving Describe in your own words what is meant by “teaching mathematics through problem solving”. What do you foresee to be some opportunities and challenges to implementing problem-based mathematics tasks effectively in your classroom? What is Teaching Through Problem Solving What are some opportunities for Teaching Through Problem Solving What are some challenges for Teaching Through Problems BLUEYELLOWPURPLE

6. Teaching Through Problem Solving What is Teaching Through Problem Solving?

7. Teaching Through Problem Solving What do you foresee to be some opportunities to implementing problem-based mathematics tasks effectively in your classroom?

8. Teaching Through Problem Solving What do you foresee to be some challenges to implementing problem-based mathematics tasks effectively in your classroom?

9. …where students are confidently engaged in doing mathematics, problem solving, reasoning, critical thinking, collaboration and inquiry. This classroom will feature teachers who intentionally facilitate a community of students with rigorous and relevant tasks, building on student understanding and strategies to develop procedural and conceptual knowledge. - National Mathematics Strategy A Vision of Mathematics Education 9

10.  Quick Quiz: Name the three (main) parts of the framework What it is and What it isn't Example/Non-example ENGAGE PHASE DOING MATHEMATICS PHASE REFLECT & CONNECT PHASE

11. Bermuda Framework for Teaching Mathematics ENGAGE PHASE Activate student thinking (~20% of time in lesson DOING MATHEMATICS PHASE Students work on the task (~50% of time in lesson) REFLECT & CONNECT PHASE Students share understandings and strategies Teacher facilitates discussion (~20% of time in lesson) BUILDING SKILLS PHASE Mental Math/Skill Building (~10% of time in lesson) 11

12. Observing a Lesson

13. FrameworkTasks/Assessment Teacher SayingTeacher Doing Students SayingStudents Doing

14.  Which attributes of an effective mathematics lesson did you observe?  Which elements of the Bermuda Framework for Teaching Mathematics did you notice? How was the lesson ‘taught through Problem Solving’? 14 Observing a Lesson

15. Think/Pair/Share A. Think about your mathematics lessons and what opportunities students have to “DO MATHEMATICS” Describe these opportunities to a partner. B. Now think about your mathematics lessons and what opportunities students have to share their thinking with each other. Describe these opportunities to a partner.

16.  By Grade Level:  Reflect on the instructional practice that you have been focusing on. What did you do? How did it go? How did your students respond? Teacher Reflection & Assignment 16

17.  Reading: NCTM Research Brief – Why is Teaching with Problem Solving so Important to Student Learning  Teacher Actions: How will you “Teach through Problem Solving”?  Reflection: Reflect on how you taught through problem solving. Describe briefly your ‘three-part lesson’. How did it go? How did your students respond?  Before our next session: Go to http://www.myteacherpages.com/webpages/mathscience/forms.cfm http://www.myteacherpages.com/webpages/mathscience/forms.cfm Complete form - Teacher Leader Reflection – Session 2  Bring to the next session: Resources you use to plan (Eg. EDM Teacher Resource, Ready to Go Lessons etc..) Teacher Reflection & Assignment 17

18.  Cambridge International Examinations (2011). Primary Maths Teacher Guide. Retrieved September 2012, from Cambridge International Examinations - Teacher Resources: www.cie.org.ukwww.cie.org.uk  Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381-391  National Council of Teachers of Mathematics (NCTM). Process Standards of Mathematics. Retrieved September 2012, from http://www.nctm.org/standards/content.aspx?id=322 http://www.nctm.org/standards/content.aspx?id=322  Ontario Principals’ Council. (2009). The Principal As Mathematics Leader (Leading Student Achievement Series). Thousand Oaks, CA: Corwin Press.  Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders. Boston: Pearson Education Inc. References 18

19. 19 Resources