1. Materials Color tiles 2 color counters Paper Problem on labels Table copies of SMP (actions and questions) Instructional Rounds Documentation

2. Today’s Mathematics Classrooms RSD Assistant Principals September 24, 2014 1:00 pm – 3:30 pm Sue Larson Nora Ramirez

3. Outcomes Understand the foundation for these sessions Give input to the planning of these sessions Experience doing mathematics – planned with the instructional shifts in mind Become familiar with the documentation instrument for the Instructional Rounds

4. Agenda Reflect on implementation What guides these sessions: the 360 feedback Experience the instructional shifts through problem solving Instructional rounds documentation Closure, evaluation and input

5. List of Questions form August Session

6. Reflecting on Implementation Journal - Reflect on – something you did, said, or planned that resulted from our last session(s) – a tool you have used since our last session Share with your group Whole group sharing

7. What Guides our Planning The 360 Feedback: Input on Strengthening the Instructional Leadership in Mathematics

8. What Guides our Planning The 360 Feedback Teachers Coaches Principals District Leadership District Leadership

9. 360 Feedback Summary Results PrincipalsCoachesTeachersDistrict Leadership Flip chart of the standards – what to look for Understand the big picture More refined understanding of what to look for during observations/evaluations Understand Instructional shifts Inquiry lesson (look like) Effective T to S and S to S interactions How to be effective w/o math expertise

10. Summary Results PrincipalsCoachesTeachersDistrict Leadership Flip chart of the standards – what to look for Overview of standards to understand complexity and changes Understand the big picture Understand the use of manipulatives & the need for S to be able to ‘show their thinking’. More refined understanding of what to look for during observations/evaluation s Practice what they are learning, e.g. design and try out lessons, visit classrooms & discuss the learning or view video clips Understand Instructional shifts Inquiry lesson (look like) Effective T to S and S to S interactions How to be effective w/o math expertise Understand instructional shifts, recognize inquiry/constructivist teaching vs. direct instruction and appropriateness of each; S to S dialogue; T to S interactions; questioning strategies; and the need to students to be able to ‘show their thinking’.

11. Summary Results PrincipalsCoachesTeachers District Leader- ship Flip chart of the standards – what to look for Overview of standards to understand complexity and changes Specific training in the standards and goals at each grade level and across grade levels. Understand the big picture Understand the use of manipulatives & the need for S to be able to ‘show their thinking’. Understand gaps between AZCCRS – math and enVision More refined understanding of what to look for during observations/e valuations Practice what they are learning, e.g. design and try out lessons, visit classrooms & discuss the learning or view video clips Identify what appropriate student and teacher discourse looks like; and how to develop critical thinking and questioning strategies Provide quality feedback (glow and grow) Differentiate PD for staff Understand Instructional shifts Inquiry lesson (look like) Effective T to S and S to S interactions How to be effective w/o math expertise Understand instructional shifts, recognize inquiry/constructivist teaching vs. direct instruction and appropriateness of each; S to S dialogue; T to S interactions; questioning strategies; and the need to students to be able to ‘show their thinking’. Understand the pedagogical shifts Be able to provide support and feedback related to effectively using a variety of methodologies: -the Balanced Math Framework curriculum map/pacing guide

12. Summary Results PrincipalsCoachesTeachers District Leadership Flip chart of the standards – what to look for Overview of standards to understand complexity and changes Specific training in the standards and goals at each grade level and across grade levels. Need to know the standards Understand the big picture Understand the use of manipulatives & the need for S to be able to ‘show their thinking’ Understand gaps between AZCCRS – math and enVision More refined understanding of what to look for during observations/evalua tions Practice what they are learning, e.g. design and try out lessons, visit classrooms & discuss the learning or view video clips Identify what appropriate student and teacher discourse looks like; and how to develop critical thinking and questioning strategies Provide quality feedback (glow and grow) Differentiate PD for staff Understand Instructional shifts Inquiry lesson (look like) Effective T to S and S to S interactions How to be effective w/o math expertise Understand instructional shifts, recognize inquiry/constructivist teaching vs. direct instruction and appropriateness of each; S to S dialogue; T to S interactions; questioning strategies; and the need to students to be able to ‘show their thinking’. Understand the pedagogical shifts Be able to provide support and feedback related to: -effectively using a variety of methodologies: -how to use the Balanced Math Framework and curriculum map/pacing guide

13. Based on this input and what we have done to date, Are we on track? What do we need to spend more time on? Has anything else surfaced for you that needs to be addressed?

14. Experiencing Mathematics Learning July – Constructivist lesson Aug – Video of inquiry lesson (intended) Sept – Problem solving lesson

15. Problem Solving

16. Pigs and Hens A farmer had a bunch of pigs and hens and lost count of how many of each he had. He was trying to count them as they moved around and found that he could count ___ heads and ___ legs. How many of each animal did he have? Chicken and

17. Pigs and Hens A farmer had a bunch of pigs and hens and lost count of how many of each he had. He was trying to count them as they moved around and found that he could count 50 heads and 140 legs. How many of each animal did he have? Chicken and

18. Standard 4.OA.A.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

19. Problem Solving Experience How was the problem solving implemented? What instructional shifts did you notice? What was the role of the teacher? Your role? What Standards for Mathematical Practices did you exhibit or did you notice others exhibiting?

20. Problems of the Day in enVision

21. Problem of the Day enVision 4 th Grade

22. 5 th Grade enVision

23. 6th Grade enVision

24. Problem Solving Teacher presents problem Students discuss meaning and estimate answer Students work individually, then in pairs while the teacher – monitors – asks guiding questions that promote the SMPs – assesses students’ understanding – chooses students to present Teacher facilitates discourse requiring students to explain, defend, ask questions, clarify, model with equations, use representations and appropriate tools, use precise language, make connections, etc. Teacher facilitates a class summary and an individual reflection

25. Your Turn

26. Mario’s Marbles Mario had some marbles. He gave half of them to Julie. Then he gave a third of what he had left to Sofia. Now he has 12 marbles. How many marbles did he have in the beginning? What do you know about the situation? What are you being asked to find? What do you know about the answer ?

27. Mario’s Marbles

28. One-half to Julie

29. One-third to Sofia

30. One-half to Julie One-third to Sofia 12

31. One-half to Julie One-third to Sofia 12 6

32. One-half to Julie One-third to Sofia 12 6 18

33. One-half to Julie One-third to Sofia 12 6 18 36

34. Another Look at Mario’s Marbles

35. x ?

36. x of x 1313 ?

37. x 1313 ? Write an equation(s) to describe this situation.

38. Instructional Rounds Documentation Review document Use document to reflect on problem solving activity

40. Outcomes Understand the foundation for these sessions Give input to the planning of these sessions Experience doing mathematics – planned with the instructional shifts in mind Become familiar with the documentation instrument for the Instructional Rounds Develop awareness of beliefs about the teaching and learning of mathematics Enhance skills to overcome unproductive beliefs among your faculty

41. Evaluation, Feedback and Input Complete the project’s evaluation form Complete the + / Δ form giving us input on your needs related to your role in supporting the teaching and learning of mathematics OR complete the stem, To enable me to me more effective in my role as a mathematics instructional leader I would like …..