Tag Archives: Re-Cap

Recap: NCTM 2017

San Antonio, CA , April 2017
I have summarized each session with some simple (•) bulleted notes, red underline to encapsulate my major take-aways, and occasionally a brief italicized commentary.


Math Task Makeover with Desmos Activity Builder — Michael Fenton (Desmos), Jed Butler (Heritage HS), Bob Lochel (Hatboro-Horsham High School)

  • The Big Take-Away = Use Desmos activities to generate intellectual need to learn the lesson objective.”
  • Generate need for Graph of a Linear Inequalities ….

  • Generate need for Definition of Ellipses …

  • Start with informal investigation, then move to formal language.
  • Teacher facilitation is key.
  • Where to Learn more: learn.desmos.com

I’ve got to starting using the overlay function!


Numberless Word Problems in the Elementary Grades — Brian Bushart & Regina Payne (Round Rock ISD)

  • The Big Take-Away = Have students make sense of word problems prior to computation by removing the numbers.”
  • The origin: Press kids to stop just circling numbers in word problems and applying random operation.
  • Not all day every day. It is a tool for sense making.
  • Focus on the relationship and the operation, formal language, and what the question would be, not the answer.
  • #numberlesswp

This makes sense for secondary grades as well.


Rich Tasks as Landmarks for Students to Use in Navigating Their Mathematical Learning Journey — Peg Cagle (LAUSD)

  • The Big Take-Away = Students’ work on Landmark Tasks throughout the year that should be visible in the classroom so that students can map their learning.”
  • We don’t take advantage enough of narrative in math class.
  • “Imagine shrinking down an entire map to the size of an index card. All the details get lost and the map becomes unreadable. What are the landmarks that will help students navigate the mathematical landscape”.
  • Peg presented the criteria for a Landmark Task …

  • … and presented us with a LandmarkTask …

Tied Up in Knots: In your groups, measure the length, in centimeters, of the piece of rope that you have. Then tie a single overhand knot and remeasure the length. Repeat the process several times. Create a data table, graph and equation relating the number of knots to the the length of the rope.

  • … then she analyzed the task according to the criteria …

  • … and showed how this landmark was made visible in her classroom.

  • The Speech Bubbles were created by the students to make comments on other groups’ work.
  1. This is the second year in a row at this conference that I have seen Peg give a year-long, big picture vision of using tasks in the classroom.
  2. This is also the third presenter who has mentioned some variation the Speech Bubbles. Time to use them in my classroom.
  3. Peg made a statement that has me thinking deeply and that I have quoted several times already: “Students have ample amounts of robust evidence that they are not good in math.” We need to help them overcome that.

Changing Teacher Practices: Transforming Teaching 101 to PD 101 — Audrey Mendivil (San Diego County)

  • The Big Take-Away = Shift from Professional Development to Professional Learning.”
  • 5 Principles of Effective PD
    1. On-Going
    2. Support during implementation
    3. Model new practices
    4. Variety of approaches and active engagement
    5. Specific to discipline/grade level
  • Shift from Professional Development to Professional Learning

  • How to Change:
    1. Small Steps. Stick to only 2-3 short term goals.
    2. Rethink Our Norms:

  • Why PD often FailsHow can we set-up for success?
    1) Top-Down Decisions: How can you include teachers in the decision making process?
    2) Little or no support in transferring ideas to the classroom: What support is available?
    3) Idea that teachers need to be fixed: How are you communicating your why?
    4) Lack of variety in delivery modes: How can you differentiate for teachers?
  • Essential Elements. Audrey took us through a terrific activity for those who create Professional Learning experiences. She gave a sets of cards that were color coded, and asked us to work together to sort them into 4-6 groups, and then name the groups.
    She then shared how she grouped them (which is what the color scheme was for). The idea was to take ALL the things that we want teachers to know and do and rather than create a checklist for them, cluster these concepts into Themes or Essential Elements and have teachers learn that.

  1. This was yet another session at NCTM that focused on Vision and the need to put the WHY in front of teachers.
  2. The re-structuring of the norms resonated with me. I’m still thinking deeply on this one. The norms drive the culture of the meetings, so they offer great leverage.
  3. In her call to keep the list of goals short, Audrey discussed the need to set short-term, intermediate and long-term goals. This falls in line with the concept of “leading and lagging indicators.” Student data may take awhile to improve (lagging) so what are the improvements in teacher moves that we can credit to our PD (leading)?
  4. The objective of the card sort activity gets at the heart of what I see killing most PD in districts … too many short-lived initiatives. Keep the broader concepts in mind. Bigger, slower moving targets are easier to hit. 

The Struggle is Real: Tasks, Academic Status, and Productive Problem Solving — Geoff Krall (New Tech Network

  • The Big Take-Away = Developing a culture of productive struggle requires holistic vigilance on the relationships between Quality Tasks, Effective Facilitation & Academic Safety.

  • Protocols for Problem Solving
    1) Make it visual
    2) Estimate Before Solving
  • Record what students know…
    vs what they are assessed on.
  • Promoting Access:
    Example: Make the smallest (or largest) difference by filling in numbers 1-9 no more than one time each.

I am challenged by Geoff’s two graphs of the linear regression of student growth. My Claims-Based Grading needs a little more work in the area of reflecting cumulative knowledge rather than recent learning.


Logarithmic Earthquake Project: An Algebra 2 Project with Real Applications — Tanisha Fitzgerald-Williams & Beverly Heigre (Notre Dame High School)

  • The Big Take-Away = Have students view videos of earthquake damage and do their own research on Richter Scale, before formal presentation of calculating Magnitude difference with Logarithms.”
  • Step 1: Research

  • Step 2: Calculations

 

 

 

 

  • Step 3: Student Groups make Presentations
  • Note: Tanisha & Beverly also have students offer possible humane response to victims of earthquake presented.
  • There is a google drive folder available that contains materials for this projects: goo.gl/Y197YR

Clothesline: The Master Number Sense Maker — Chris Shore (Me)

  • The Big Take-Away = Number sense and conceptual understanding of current content can be taught simultaneously with Clothesline Math.”
  • I presented the power of the Clothesline to teach Algebra, Geometry and Statistics.
  • clotheslinemath.com
  • #clotheslinemath

There were at least 5 sessions at NCTM Annual in which the Clothesline was a part or the focus of the presentation. 


Fun Sidenote: The ceiling rafters and the carpet print of the convention center had the same Geometric Pattern. I am sure there is lesson to be created out of this.


There are videos of keynotes, ShadowCon and Ignite
at NCTM’s Conference 2017 web page.


The city of San Antonio enhanced an already fantastic trip!

 

 

 

Recap: NCSM 2017

NCSM logo 2017
San Antonio, CA , April 2017

I have summarized each session with some simple (•) bulleted notes, red underline quotes to encapsulate my major take-aways, and occasionally a brief italicized commentary.


Knocking Down Barriers with Technology — Eli Lubroff (Desmos)

  • The Big Take Away =  Differentiation should not mean different tasks for different students, but instead should offer different depths with same task.
  • Technology can be used effectively to address Inequality, Disabilities and Differentiation.
  • Marbleslides is an example of a high cognitive demand task that naturally differentiates.

  • Our (math ed community) work of offering High Quality, Meaningful, and Relevant mathematics for ALL has never been more important. Non-routine Cognitive jobs are becoming a growing percentage of employment opportunities.

  • Inequality:
    1) 51% of American students are on free and reduced lunch, which equates to 25 million kids!
    2) The two great equalizers: Mass Adoption of Technology and Public Education.
  • Disabilities: For students with disabilities, technology opens doors that have always been closed. Desmos is currently working with a blind person to develop an audio feature that converts graphs to music and sound.
  1. OK, OK already … I’ll finally start using Marbleslides!
  2. I will also place more “extensions/challenge” problems on tasks to offer deeper differentiation.

Gut Instincts: Developing ALL Students’ Mathematical Intuition — Tracy Zager (Stenhouse Publishers)

  • The Big Take Away: In mathematics, intuition is as important as logic, and like logic, needs be explicitly developed.
  • “Intuitive experiences must be acquired by the student through his/her own activities – they cannot be learned through verbal instruction.” —  Erich Wittmann
  • Following mathematical intuition needs to precede the logic. Logic then further encourages the intuition:

  • Tracy had us practice this explicit development of intuition with a simple challenge and manipulative. “Can you try and discover the size of some of these other angles?” We were given the fact that the squares had 4 right angles, but no protractor. Go!”

  • Intuition can also be developed through estimates before the algorithmic practice occurs.


Feeding the Brains’s (Affective and Cognitive) Subcommittees for Mathematics Learning   — David Dockterman (Harvard University)

The Big Take Away = The Brain Has 3 Learning Networks: The WHAT, the HOW and the WHY.” 

  1. The WHAT Network  = Different parts of the brain …
  • Approximate Number System
    All animals can picture quantity especially when comparing a lot vs a few. It gets harder as the ratio approaches 1:1
  • Language Retrieval
    Association between number and name (assigning “eight” to a collection of eight items). Math facts are retrieved in the language that they were learned.
  • Symbol Procedure
    Association between number and symbol (assigning “8” to a collection of eight items).
  • Feeding the WHAT Networka) Connect the Visual, Symbolic & Linguistic parts of the brain through multiple representations
    b) Make Sense through Coherence: What is learned today should be related to what was learned yesterday.

2. The HOW network = Executive Function

  • Cognitive Flexibility
  • Working Memory
  • Concentration
  • Emotional Control
  • Feeding the HOW Networka) Incentives for inputs not output
    b) Develop the Math Practices, focus on process, not results.
    c) Notice: Define the desired learning behaviors and call them out during lesson. This video of the “Monkey Business Illusion” demonstrate how the human mind focuses intensely on what you want it to notice. What behaviors do you want students to focus on?
    d) Nudge: Use Norms to encourage target behaviors. Compare past, less productive behaviors to current successful behaviors.

3. The WHY Network = The Affective State

  • The 3 Mindsets of Why
    -Purpose & Relevance
    – Growth
    – Belonging
  • Feeding the WHY Network
    a) Purpose & Relevance: It is more powerful connecting a cause (Self-Transcendance) than to a career, knowing math will help you make a difference in the world.
    b) Growth: Give feedback like you are giving advice (vs judgement). Carole Dweck, “The brain is like a muscle. The harder it works, the stronger it gets.” This should be the norm. We have to believe in our students abilities before they will believe in themselves.
    c) Belonging: Establish a culture where it is safe to learn (vs perform). We cheer each other’s growth.

Feeding the Entire Network Intentionally

  • Manage teacher cognitive load – don’t look for everything all the time.
  • Match the tasks to illuminating the beliefs, behaviors or knowledge and skills that you want to notice.
  • Behaviors aren’t one-and-done; they need constant nurturing of the mindsets that drive them.
  • Have the right food ready — anticipate, notice and respond.
  • YOU and the adults have to believe.

In regards to praising inputs, not outputs. Dr. Dockterman shared a study on financial incentives. Monetary rewards for better grades showed no improvement; monetary rewards for the behaviors that leads to better grades (notes, homework, questions) showed significant improvement.


What Every Math Leader Needs to Know and Be Able to Model to Support the Classroom Development of Numerical Fluency —  Patsy Kanter & Steve Leinwand (AIR)

  • The Big Take Away = Developing numerical fluency requires planning and active engagement. “

5 Steps to Implementing Numerical Fluency

  1. Commitment: Fluency is more than speed. It takes ongoing, protected time and assessments to develop.
  2. 10 Pivotal Understandings of Numerical Fluency:
    1. All quantities are comprised of parts and wholes that can be put together and taken apart.
    2. Numbers can be decomposed.
    3. Storytelling is key, because vocabulary of the four operations is critcial.
    4. Properties of Operations reduces memory load (like 29 x 25).
    5. Requires discussion of alternate strategies.
    6. 5 & 10 are cornerstones.
    7. Understanding that 9 and (10-1) are the same quantity.
    8. Groups or 2, 3, 5, & 10 are cornerstones of Multiplying.
    9. Ideas of equality and equivalency are key.
    10. Place value dominates fluency of large numbers.
  3. Cement Number Fluency:
    a) Concrete Representations
    b) Verbal Representations
    c) Pictorial Representations
    d) Discussion & Justification
  4. Calendarize: 10-15 minutes daily
    For example …
    Monday: Make it Number Sense Activity
    Tuesday: Operational Practice
    Wednesday: Word problems
    Thursday: Making math connections
    Friday: Counting patterns, Games, Puzzles (week 1) and Assessment (week 2)
  5. Assess: Include Numerical Fluency (not speed) on assessments. For example, “Write everything you know about two.”
    1+1=2
    2 is even
    2 is the only even prime number
    2 is the square root of 4 ! 5-3=2
    Multiplying by two doubles any number

Though the examples here were mostly elementary the 5 steps still apply to secondary, particularly to the planning of daily activities.


Knowing Your HEARTPRINT: Transforming the Way We Teach and Lead.  — Tim Kanold (HEARTPRINT)

  • The Big Take Away: I define your heartprint as the distinctive impression and marked impact your heart leaves on others.” 
  • Happiness boosts our productivity and heightens our influence over peers.
  • Engagement. From Gallup Poll:
    31% are Engaged Teachers (seek ways to be better)
    57% are Not-Engaged. (unlikely to devote discretionary effort)
    12% are Actively Disengaged (intentionally sabotage)
  • Alliances: Collaborate with other teachers.*
  • Risk. Take chances towards the Clear Vision and using Clear Results (data) to guide journey for OUR students (vs my students).
  • Thought. Are you a person of deep knowledge capacity and wisdom?

This was an inside peek at Tim’s recently published and highly acclaimed book, Heartprint. It was one of the most emotional, inspirational presentation I have ever witnessed. Tim really called us to focus on the core purpose of why we are teachers.
* I refer to Dr. Kanold as the ‘Prince of the PLC movement.” The ‘King’ was Rick Dufour, his friend and mentor. Tim dedicated this book to Rick who passed away this year. 


10 Instructional Tweaks That Every Math Leader Needs to Advocate For and Be Able to Model — Steve Leinwand (AIR)

  • The Big Take Away = Strengthen daily classroom instruction with collaborative structures and coaching, monitored with high-quality, well-analyzed common assessments.”
  • Tweak 1: Cumulative Review
    Most effective strategies for fostering mastery and retention of critical skills is daily, cumulative review at the beginning of every lesson.
  • Tweak 2: Fewer Mindless Worksheets
    Never more than 4 problems on new skill,
    Annual reread of Jo Boaler‘s, Fluency without Fear
  • Tweak 3: Change Homework Structure
    2-4-2 Homework
    2 Problems = New Skills
    4 Problems = Cumulative Skill
    2 Problems = High Order/Justification
  • Tweak 4: Daily Exit Slips
    with 5 minutes to go, every lesson:

    – “Turn and tell you partner what you learned today”;
    – “Individually, on a sticky note, complete this task”;
    – Launch next lesson with “On the basis of yesterday’s exit slip”

  • Tweak 5: Higher Order Questioning
    Why? How do you know? Can you draw it? What do you notice? How are the same? etc
  • Tweak 6: More Substantive Student Discourse
    You = Struggle, Explore & Share
    We = Justify Compare & Debrief
    I = Consolidate
  • Tweak 7: More Productive Struggle
    We need more DOK 2 & 3 tasks, and weekly opportunity for rich and robust tasks
  • Tweak 8: Greater Use of Technology 
    Docu-cams, Class twitter accounts, Desmos etc.
  • Tweak 9: Effective Intervention
    Most are ineffective, because they do not change the approach.
  • Tweak 10: Effective Collaboration
    PLC’s don’t magically make a difference. It is their content and follow up that do.

I have been sporadic with my use of reflections and exit tickets at the conclusion of the lessons. Steve & Patsy have challenged me to be more intentional and diligent in these practices.


Building Leadership Structure — Denise Porter & Kathryn Flores (University Chicago STEM Education)

  • The Big Take Away = A Math Instruction Improvement Program needs a long term plan.
  • The case study that was shared is a project in which the non-profit group provided funding and support of the University of Chicago STEM .
  • Video recordings of exemplary teachers teaching a lesson that was requested by teachers through PD survey.

This speaks to the power of observations and particularly the use of video to model best practices. The question is how to find the time to record and edit lessons, without outside finding.


Conceptual Understanding and Exploration in Mathematics Via Desmos.  — Eric Milou (Rowan University)

  • The Big Take Away = Use of technology tools can support both learning of math procedural skill as well as advanced math proficiencies, such as problem solving and justifying.” 
  • Desmos allows you to:
    – Engage with dynamic motion
    – Create with animation and art
    – Monitor with instantaneous feedback


Ross Taylor Past Presidents Session.

  • Hank Hepner: Have a shared vision and question the assumptions that lead to unproductive beliefs.
  • Steve Leinwand: How can we help our colleagues envision more effective pedagogy? Get teachers to observe each other and debrief every other week:
    – What was impressive, what would you different, a call action?
    – Video recording of exemplar.
    – Focus on only two things, you pick one and I pick one.

More talk of vision and modeling of exemplars.


Developing High School Mathematics Teahcer Leaders  — Mike Steele (University of Wisconsin Milwaukee)

  • The Big Take Away = Prepare teacher leaders with hypothetical scenarios.
  • Directions: Brainstorm how a leader would address the challenges connected to the sample scenario. There are a group of parents in your school who are very unhappy about the math curriculum. They think the program holds back their students. They want their sons and daughters to be challenged, to be successful (generally based on grades or tests scores), and to be able to move ahead in grade level or math courses. The parents indicate that mathematics is a discipline that is learned in steps. The steps need to be clearly defined and when the students succeed in accomplishing the steps, they are moved to the next level or the next course.

High Leverage Leadership Actions That Improve Teaching and Learning.  — Diane Briars (NCTM, Past President)

  • The Big Take Away = There are no quick fixes, and me must act on two fronts: Teachers & Administrators.” 
  • High Leverage Practice #1: Shift emphasis from Answer Getting to Mathematical Understanding
    Once kids know how to do something they don’t want to understand why… You can’t take it back. Understanding facilitates initial learning and retention.
  • High Leverage Practice #2: Collective Professional Growth.
    Support Collaborative Team Culture. All kids are our kids. The unit of change is the teacher team.
  • High Leverage Practice #3: Implementing the 8 Effective Teaching Practices (Principles to Action).
    Tasks First… Examine the tasks in your instructional materials (Higher/lower cognitive demand tasks)? Do ALL students have the opportunity to grapple with challenging tasks. Examine the tasks in your assessments (Higher/lower cognitive demand tasks)?
    … Then focus on Discourse. What do you do after the students do the task? DISCOURSE to advance the math learning of the whole class. It’s not about doing the task; it’s doing the task for a reason, so planning is key, and planning with someone else is even better. Facilitate the anticipation phase of the planning.
  • High Leverage Practice #4: Awareness of the Micromessages about math and students.
    Comments like, “It is immediately obvious that…,” Effort-based vs intelligent-based praise. Observe number of interactions and nature of questions teacher offer based on gender or race.

Shrinking the Equity Gap in Secondary Mathematics Coursework: Implications for College Coursework and Completion.  — Dr. Amy Wiseman  & Chritine Bailie (E3 Alliance)

  • The Big Take Away = Acceleration Works!” 

  • 8th Grade Algebra is Key.
  • Auto Enroll and allow parent “opt-outs” rather than “opt-in.”
  • PD for teachers on supporting “Bubble Students” critical.

Thank you San Antonio for an Epic Trip!

Recap: Greater San Diego

logo-gsdmcThe Greater San Diego Math Council resurrected its annual conference. After a two year hiatus, Jason Slowbe, Sean Nank and their Council colleagues did miraculous work to bring GSDMC 2017 to life. This Glorious Day was worth all their efforts.


Opening Session (Four Bursts)
Rather than one keynote speaker, four presenters gave brief talks.

Observe Me
pic-kaplinskyRobert Kaplinsky (@RobertKaplinsky),
Downey USD, CA

Robert made two strong points:
1) The #ObserveMe practice, which calls for teachers to invite others to observe them. The key here is that very specific feedback is called for from colleagues.
2) The need for teachers to gain new perspective. Robert shared the story of Febreze. It is a very effective product that initially had a tough time selling, because people were nose blind; in other words, they did not realize how badly their houses smelled. Similarly, teachers will not buy into professional development until they recognize the need for change.  Therefore, we really need to do the work on changing teachers’ perspectives on the results of their practices.

Music Cues
pic-matt-vMatt Vaudrey (@MrVaudrey),
Bonita USD, The Classroom Chef

Matt is well-known for his use of Music Cues to save on transition time in the classroom. In fact, he showed how as much as 21 hours of instruction time a year (a whole month of school!) can be saved with the use of these cues. In my own class, I personally use four of the cues that Matt offers in his Google folder.

Social Justice in Math Education
pic-susie-hSusie Hakansson (@SusieKakansson),
TODOS

Susie told the story of “Carol” and all the barriers to accessing rigorous math courses that she confronted as an Asian girl. Then she revealed that “Carol” was really herself and the experience she had growing up in the American school system. She called for more equity in access for all students, particularly in STEM courses.  “Don’t let test scores, skin color, or adults low expectations to prevent students from taking rigorous math courses.”

The Converging Future of Math and Computer Science
pic-pierre-bPierre Bierre (@pierrebierre),
AlgoGeom

Pierre  drew our attention to the growing number of computer Science courses being offered on high school campuses. Pierre went on to also share how programming can be a terrific problem solving tool in math class. This was a good primer for the number of sessions at the conferences that dealt with programming in math classes.

These quick presentations set a terrific tone for the conference experience.


Math Coaches Panel 
Brenda Heil (@BrendaHeil)
Bethany Schwappach (@MsSchwappach)
Chris Shore (Me) (@MathProjects)

panel-pic

Brenda, Bethany and I each offered up a 10 minute introduction of our roles as math coaches and a particular point of emphasis for math coaches to focus on. The rest of the session was open to questions fielded by our facilitator, Sean Nank.  The conversation was rich, and I learned a great deal from my panel colleagues.

brenda-slideBrenda is a TK, K-1 Coach in Escondido. Her biggest point was avoiding the badge of same… “If I work with a math coach, it means that I suck.” She instead insisted that math coaching training should be advertised as a resource for everyone.

Bethany is a Technology Coach for El Cajon.  She did something interesting by surveying math coaches, prior to the conference, with the question: “What are some of the greatest challenges Math Coaches are assigned to tackle?” The number one response was differentiating professional development for teachers. So Bethany offered two terrific ideas. The first was a Badge System for online “Anywhere, Anytime” PD, much like the structure of online mastery courses for students. The other was the promotion of omnipresent communication of the math coaching program to teachers.

bethany-slide-badges

bethany-slide-comm

I am a Secondary Math Coach in Temecula.  I declared that a math coach’s job is all about relationships as I shared out how many people I deal with to my south (teachers I serve), my east-west (coaching colleagues) and my north (administration). Because of this, the most important question to ask any of them is “How may I best serve you?”

relationship-panel

I also offered three axioms that I believe all math coaches should base their work on. Each of them are quotes from famous researchers.

  • Axiom #1, Dr. William Schmidt, University of Michigan: The greatest determining factor in the quality of the education that students receive is the decisions that the teachers make on a daily basis.
  • Axiom #2, Dr. Kenneth Leithwood, University of Toronto: Indeed, there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.
  • Axiom #3, Dr. Maggie McGatha, University of Louisville: The meta-research shows that math coaches are effective. We see small bumps in years 1 & 2, and large spikes in years 3 & 4.

The second one seem to resonate with this crowd.

berray-tweet

From the questions and conversation I learned that …

  • …no two math coaching job descriptions are alike. Everyone’s daily routine was unique, but we all had a common goal… improve classroom math instruction.
  • … most math coaches are tossed into the position with very little support and training. Everyone, including administrators, deem this job important, but seem to be figuring it out as they go along. It was awesome to discover that San Diego County offers math coaching training. This is an idea that should spread to other counties as well.
  • … everyone is optimistic. Math coaches acknowledge that education has a long was to go in improving math instruction, but that we have all seen significant progress despite the challenges.

Clothesline: Algebra, Geometry & Statistics
pic-luevenos
Daniel Luevanos  (@DanLuevanos) &
Chris Shore (Me) (@MathProjects)
clotheslinemath.com

I loved presenting with Daniel. He is a Clothesline Math enthusiast who has developed some terrific ideas, particularly on systems of equations.

pic-daniel-system-1
We demonstrated fractions, algebraic expressions, linear systems, solving multi-step equations, vertical angles, special right triangles and statistics (average, range, standard deviation).

pic-twitter-clotheslne-gsdmcMy favorite moment was during the Call to Action when Daniel challenged the teachers to use the Clothesline to enhance their own understanding of mathematics. So I surveyed the room by asking “How many of you today learned something about mathematics itself, not just the teaching of it?” Ninety percent of the room raised their hand!

 


21st Century Conference Ideas
I also want to give a quick shout-out to the GSDMC President, pic-slowbeJason Slowbe, and the rest of the Council for their willingness to experimentation with some new conference formats:

  1. Opening Session Burst: Instead of one keynote speaker, four presenters gave brief presentations within the same hour as the MC greeting.
  2. Genius Bars: Presenters were made available outside of their sessions for participants to meet and ask questions.
  3. Panel Sessions: 3-4 panelists share brief introductions and presentations (15 min), then the remaining hour was open to question by the audience.
  4. Working Lunches: People received their box lunch (part of the registration fee) and then were allowed to sit in the session rooms. Many of these rooms had exhibit presentations.
  5. pic-philippClosing Session Reflection and Evaluations: Closing speaker. Randy Phillip (@rphilipp), asked us all to reflect on one idea that we would take back to our classrooms. After giving us time to ponder, he asked for volunteers to share out publicly. It was an excellent way to have participants reflect on their conference experience and increase the chances of us committing to improve our instructional practices.

Recap: Twitter Math Camp ’16

TMC LogoThe annual Twitter Math Camp is always amazing. This summer’s conference in Minneapolis, at Augsburg College. was no different. My great disappointment was only being able to stay for one full day this year, but the one day did not disappoint. 

As always, portions the Math Twitter Blogosphere (#MTBoS) rallied from around the country in genuine excitement to see and learn from each other after another year of digital friendship and collaboration. Thanks go out to Lisa Henry (@lmhenry9) for being the lead on this terrifically special event.


A “JUST ENOUGH” APPROACH TO INTERVENTION (Session)
Michelle NMichelle Naidu (@park_star),
Saskatchewan Professional Development Unit

A packed room on the topic of intervention was surprising to both me and the presenter, because the MTBoS dialogue mostly revolves around first instruction. The large audience is a testament, though, to the need for reaching ALL kids in the era of 21st Century Standards. Michelle is leading a very successful intervention program in Canada which is focusing on some basic premises:

Differentiating for All Students is like Cowboys Herding Cats, but “it’s a good feeling having the herd [of students] arrive on time without losing a one.”

Early Intervention on the Pre-Requisite Skills (Readiness) that are required to be successful in the current curriculum is the first and most important intervention move. Pre-Assessments on prior content are then necessary to help improve students’ chances for success. Back at home we call this Boot Camp. Michelle affirmed that this work is good, and also inspired me to go back to my site and push to make it a priority.

Unpacking Standards Collaboratively serves two purposes. (1) It allows you to throw out material that is not in the standards, which buys you time for intervention/differentiation (Grade Level)  and (2) It helps you focus on the pre-requisite skills needed for students to learn the new material (Readiness).

Intervening on Readiness = Differentiated Content
Intervening on Grade Level = Differentiated Product

SnowballI also saw an interesting take on the Snowball Activity. Students write down one comment and one question about a topic (notice and wonder), then wad up their papers and throw them around the room. Each student picks up a “snowball” and adds another comment and question. This is done again, until there are three of each. After the fourth toss of the snowballs, the students do not write, but instead debrief publicly as the teacher summarizes the comments and questions on the board. This is a strong way to have ALL students reflect on learning.


KEYNOTE: RACE, MATH AND WHAT WE’RE NOT TALKING ABOUT
Jose Vilson (@TheJLV)JoseV
educolor.org

Jose’s most solid point was that public conversation on math education reform often does not include educators, especially those teaching the marginalized. He accurately stated that if the medical system in America were being discussed on cable news, there would be a doctor on the show, but you never see a teacher on TV talking about education.

In many ways, Jose was calling us out to be activist on our campuses for the changes that we in the Blogosphere write so much about, particularly for students of color. He made a claim that really stuck with me: “We say that we teach math to all kids, but students of color are taught a different type of math than white students.” I know this is true on my campus, While my school is relatively diverse, the lower-level math classes are disproportionately populated by students with Hispanic surnames.

I asked a question of Jose, preluding it with a statement that prejudice on my campus tends to run more along income lines than racial lines (although, racism exists everywhere). Students are accepted and succeed as long as they behave like ‘these kids.’ So I asked, “How do you get teachers and staff to be more accepting of ‘those kids,’ so that they can remain authentically themselves and still learn?” Jose’s response was, “Teach the adults to recognize ‘different types of genius.'” I love that phrase! He went on to explain that kids in poverty are often times going to bring the norms of their own sub-culture to class, which is many times in conflict with the rigid, quite, patient, controlled environment of traditional school. If we can respect that and honor ALL students’ intellects, while also teaching proper social behavior, schools will break down a lot of walls and reach more marginalized students.


AudreySTUDENT-CREATED GEOGEBRAS
Audrey McLaren (@a_mcsquared),

Audrey showed samples of student work from her classes, in which she has students BUILD activities and graphs in GeoGebra and Desmos. The best example was Sticky Points. I love how the challenging of students to create the special points for a function like the x-intercept(s), the y-intercept, and the vertex demands that the students do some algebraically manipulation. The graph offers an immediate feedback loop until students do it correctly. This builds their algebra skills and conceptual understanding simultaneously. I’m using this idea in my class this year for sure.

Desmos Sticky points


WHAT IS MATHEMATICAL MODELING?
Edmund Harris (@Gelada) and Myself (@MathProjects)

Edmund Model.png
I thought Dr. Harris asked for “mathematician modeling!”

I was honored when Dr. Harris, of the University of Arkansas, asked me to present with him on Mathematical Modeling. Edmund and I have been friends since our first Twitter Math Camp (TMC13), and I always look forward to our laughs and deep mathematical conversations. Edmund wanted to share the theoretical meaning of mathematical modeling, and he asked me to add my take on how the teaching of it manifests in the classroom.

Logo Pear DeckWe started by surveying the audience on Pear Deck, prompting for their definitions of mathematical modeling. The vast majority of the responses fell into two categories:

  • Representing a Real-Life Situation
  • Applying the representation to make Predictions.

It turns out that these are quite accurate if we include them BOTH, but the two are not necessarily a comprehensive list, as Edmund explained.

The professor started by claiming that shepherds in the field used to count sheep by using stones in their pocket by which a small stone represents one sheep and a larger stone represents 20 sheep. This, he asserted, is an example of abstract modeling. (Leave it to the Brit to bring sheep herding into a math discussion.) Then he drew this diagram on the board:

Edmunds Model Diagram

Edmund teachingHe explained that you start with “something to be modeled,” (noticed he did not say a real-life situation) and then you create an abstract representation of it. This is a back-and-forth process of verifying the accuracy of the model’s description of the something as well as the “thing” that we want to do with it. (Use rocks to keep track of the sheep). So the audience was responses were spot on… collectively. Yes, modeling is Representation AND Application, but not necessarily just Representation OR Application. Furthermore, Edmond wanted to make it clear that modeling does not have to apply to only “real-world” examples. He claims that when we discuss the transformations of a family of functions, we are also modeling… using an abstract representation to “do something” to the original parent function.

Modeling Tweet Me

In my investigating of what is expected of school teachers when it comes to modeling, I studied the common core documents and found very persistent, clearly defined attributes of Mathematical Modeling:

  1. Modeling is a process.
  2. Modeling is a verb.

In other words, using a model that is already provided is a good and healthy step in the learning process of modeling, but it is not modeling itself unless the students are generating the model themselves.

Modeling Tweet Heather

Modeling Tweet Jasmine

Thank you, Edmund. It was a pleasure working with you, my friend. You always make math appear so joyful.


THE SIDE TALKS
I had several conversations throughout the Camp, but two that stood out were with …

Math Modeling
Edmund Harris (@Gelada), Brian Miller (@TheMillerMath) & Alex Wilson (@fractallove314)

TMC Bar ModelingThe first night of TMC16 was a huge social event by Desmos. Edmund, Brian, Alex and I had a beer-laden discussion about modeling that proved quite passionate (read as: table pounding, finger-pointing, and all in good fun B.S. calling). It was such a blast to throw ideas around with people of high intelligence, strong convictions and the deep desire to get this thing that we call teaching right. Cheers to changing the world one math lesson at a time.

Intellectual Need for VocabularyPic Dan M
Dr. Dan Meyer
 (@ddmeyer):
Dr. Meyer completed his dissertation last year. Knowing how much those with a doctorate enjoy talking about their research, and being truly curious about it, I ask him to share his findings with me. He joyfully did, including some of the back story behind it. In essence, Dan studied the effectiveness of giving students the academic vocabulary after first posing a task that required its use, rather than front loading the terms. He called this method Functionary. His study showed that the both Functionary (using the vocabulary to communicate) and Traditional methods (making flash cards to memorize definitions) were equally effective in teaching students academic language found on traditional assessments. The Functionary method, however, showed superior results when students were asked to communicate their thinking using the vocabulary terms or to complete less traditional (more CCSS-like) tasks. You can listen to the Defense of his Dissertation on Dan’s Blog


As always, I highly recommend this event to any math teacher. I hope to see you all at Twitter Math Camp in  Atlanta, July 27-30 2017.

Re-Cap: NCSM 2016

 

Oakland, CA , April 2016NCSM Logo

I have summarized each session with some simple (•) bulleted notes, red underline quotes to encapsulate my major take-aways, and occasionally a brief italicized commentary.


Game-Based Learning: The Hype is Starting to Give Way to Some Surprising Substance  — Keith Devlin (Stanford)

  • Pic Keith_DevlinBig Take-Away = Start with the thinking (which is the more important), then follow with the notation.
  • The “Symbolic Barrier”: Symbols are a terrific way to use mathematics, but a horrible way to learn them.
  • The vast majority of our population is taught symbolic notation, yet most need mathematical thinking.
  • Students using Dragon Box Algebra learn the Algebraic thinking needed for solving equations in 90 minutes. However, this ability did not transfer to paper/symbolic test, therefore, both are needed.
  • We teach students to play music, before we teach them to read it. The same should be true of mathematics.

Personal note: I’ve had Dr. Devlin’s book, Goodbye Descartes, for almost 20 years; after his talk he signed it for me.


Developing Deeper Student Thinking  and Reflection — Patricia Rogers (Gilroy USD)

  • Big Take-Away = Use “structured” student collaboration to enhance student reflection, and thus student thinking.
  • Good collaboration needs to be: Regular, Brief, Prepared, Open-Minded.
  • 3 Teacher Moves (Phil Daro)
    • Student thinking made visible (to other students, not just the teacher)
    • “Everyone Ready” (ALL students individually prepare themselves to share thinking.)
    • “Make an Expert” (of a students who has viable strategy) then have the rest of the class “Turn and Talk” when productive struggle weakens in order to focus on targeted math topic.
  • Classroom Discussions (Chaplin, O-Connor, Anderson)
    • Wait Time
    • Revoice (The teacher rephrases what the student just said.)
    • Restate (Student(s) rephrase what a student just said.) 
    • Add-on (Student(s) extend or challenge another student’s conjecture.)
    • Apply (Students apply their own reasoning to someone else’s reasoning …” just try it on.”)

I’ve seen the two techniques of revoicing & restating demonstrated a great deal lately and have now been challenged to bring these into my class more often.


SFUSD logoThe San Francisco USD Mathematics Teaching Toolkit: Changing the Practice Along with the Content — Glenn Kenyon & Kathy Bradley (SFUSD)

  • Big Take-Away = Established Vision, Beliefs and Goals before building district curriculum

Vision
“All students will make sense of rigorous mathematics in ways that are creative, interactive, and relevant in heterogeneous classrooms.”

Beliefs
1. All students can and should develop a belief that mathematics is sensible, worthwhile, and doable.
2. All students are capable of making sense of mathematics in ways that are creative, interactive, and relevant.
3. All students can and should engage in rigorous mathematics through rich, challenging tasks.
4. Students’ academic success in mathematics must not be predictable on the basis of race, ethnicity, gender, socioeconomic status, language, religion, sexual orientation, cultural affiliation, or special needs.”

3 Goals
1. Help students express, expand and clarify their own thinking. 2. Help students to listen carefully to one another and negotiate meaning.
3. Help students deepen their reasoning.

“The teaching strategies in the SFUSD Math Teaching Toolkit are designed to support an inquiry-based approached to learning mathematics, with an emphasis on classroom discourse. This approach reflects the shifts of pedagogy required to promote the Common Core Standards for Mathematical Practice.”

  • Unit Design Structure to incorporate tasks

SFUSD Unit Design.png

1) Math Talks
(SMP#3. “Math Talks”, instead of Number Talks, so discussion can broaden {e.g. strategies for computing area})

2) Three-Read Protocol
(Model for close reading of complex math text)
First Read (Teacher Read Aloud) = What is the Situation?
Second Read (Choral Read) = What are the Quantities & Units?
Third Read (Individual Read & Think) = What question can be asked?
This only runs 10-12 minutes. Take away the question to create a rich task.

3) Participation (Group) Quiz A technique to give public feedback on group work. Lists ways a student can contribute (“You can help your group if you can…. create a table, draw a diagram, listen to people’s ideas and ask questions, etc) Also publicly list teacher expectations (e.g. How groups … us shared space? ask question? explain thinking? etc)

  • Video Exemplars & PD modules are available on district web site.
  1. SFUSD has a PHENOMENAL math web site chalked full of resources for supporting teachers implement the vision and the curriculum. Check it out!
  2. The description of their Group Quiz speaks to the need to explicitly teach students how to productively collaborate.
  3. This was the first of three sessions that spoke about the importance of vision. It will be the predominant point that I take home with me from this conference.

Beyond Relevance and Real World: Talking with Teachers About Engagement in Mathematics? — Dan MeyerPic Dan M

  • Big Take-Away = ‘Real World’ does not have to be real, just accessible and engaging.
  • 62% of teachers surveyed : Greatest challenge is “unmotivated” students. Interesting that they didn’t say motivating students was the challenge.
  • Question: Why don’t teachers spend more time developing good questions?
    Teacher Response: “Because we don’t have the time.” (True that.)
    Real Issue: “Lack of creativity. Giving the answers does not require creativity.” (True that, also, but ouch!)
  • A stronger option than the typical “engaging images or context” in a textbook: Redefine Real World. A situation is in the process of becoming real to you if you are able to … 

1. Ask a question about it.
2. Guess about it .
3. Argue about it.


High School Coaching Model: Building Bridges Between Coaching and PLC Culture — Kris Cunningham & Jeanette Scott (Phoenix UHSD)

  • Big Take-Away = Roll out PD through PLC teams.
  • New initiatives first unveiled during PLC team meetings.
  • Most powerful change agent was a lesson study. (1st day by 1 teacher, next day by all teachers)
  • Most teachers took 3-4 years to show change; 4 of 5 teachers showed significant change within 5 years.
  • There exists a Common Lesson Plan format for lessons studies and co-planning.
  • Professional Development certificates tied to evaluations. (i.e. Professional Growth affects evaluation outcome.)

The fact that teachers took 3-4 years to show change aligns with Maggie McGatha’s research shared at last year’s NCSM conference


Practicing the Five Practices: Coaching Teachers to Use Student Work in Planning  — Max Ray-Riek (Math Forum)

  • Big Take-Away = Walk teachers through the 5 Practices of Discourse with student work samples.
  • Max shared with us the Teddy Bear’s Banquet pattern problem. He had us determine the Math Goal for the lesson, and then Anticipate the student responses.
  • Max then offered 16 samples of true student responses (Monitor) and then had us Select and Sequence some of the responses for classroom discourse and share why. We were then asked to Connect the responses to the Math Goal.

This is a great training tool that can be brought into any PLC structure.

I also witnessed Max slyly counting on his fingers. This was his way of giving is all wait time on his prompts. 


Smarter Balance – Making Connections: Eliciting to Acting on Evidence —  Judy Hickman (Director of Mathematics, SBAC)

  • Big Take-Away = When the scoring focus is on Reasoning, students can still score full credit with a minor calculation error, if they show understanding.
  • Do NOT put too much emphasis on Interim Assessments. As “snapshots” they will give you good information, but it will be an incomplete assessment.
  • The authors of the exams were shocked that students answered so few questions correctly.

Four Keys to Effective Mathematics Leadership — Mona Toncheff & Bill Barnes  (Activating the Vision )

 

 

 

 

  • Big Take-Away = Vision needs to be created by ALL stakeholders
  • The Four Keys:

1. Establish a Clear Vision for Mathematics Teaching & Learning
2. Support Visionary Professional Learning for Teachers and Teacher Leaders
3. Develop Systems for Activating the Vision
4. Empower the Vision of Family and Community Engagement

This was the second of three sessions that spoke about the importance of vision. This one stressed the need to have all stakeholders (admin, teachers, classified staff, parents and the business community) in on the creation of the vision. Mona & Bill then asked, “If you were ask 10 people on your campus, ‘What is our vision,’ how many answers would you get?”


The Secret to Leading Sustainable Change: Vision, Focus, Feedback, and Action! — Dr. Tim Kanold (Turning Vision into Action )

  • Big Take-Away = Set the Vision, Help people advance the Vision,  Celebrate Evidence that the people are advancing the Vision, and take Action on the feedback towards the Vision. 
  • Sustainable change requires evidence that the change is bigger than their opinions.
  • Is the work you are doing formative? Meaningful feedback must be followed with results in action by the teacher or teacher team.
  • Meaningful Feedback = F.A.S.T. Action: Fair, Accurate, Specific, Timely. Action from your feedback is required.
  • Mary Beth call. Dr. Kanold told a story of when he was Superintendent of Stevenson HSD. He called a secretary at one of the schools, restated that ‘engagement’ was part their district vision, and asked “What does engagement look like in your job.” That’s keeping the vision in front of the people!
  • The Popeye Moment: Change happens when the moment of moral courage vocalizes what Popeye often said, “That’s all I can stands, cuz I can’t stands n’more!

This was the third of three sessions that spoke about the importance of vision. The story of calling the secretary is tattooed on my brain. Dr. Kanold stressed that the vision should be posted visibly during every PLC meeting, and that any unproductive dialogue can be redirected with the simple statement, “How does this conversation advance this vision?”


A Math Coaching Package — Donna Lione, Rebecca Williams & Chris Shore (Me) (Temecula Valley USD )

 

My colleagues and I presented the framework for developing a comprehensive math program. The details of each of the 8 components will be posted as separate posts.

  • Vision
  • Relationships
  • Humility
  • Influence
  • Passion
  • Faith
  • Focus
  • A Plan

Recap: NCTM 2016

San Francisco, CA , April 2016
I have summarized each session with some simple (•) bulleted notes, red underline to encapsulate my major take-aways, and occasionally a brief italicized commentary.


The Status Quo Is Unacceptable: A Common Vision for Improving Collegiate Mathematics Diane Briars, & Linda Braddy, Christine D. Thomas & Dr. Uri Treisman

  • Big Take-Away #1 = College failure rates are 55% higher than for more active forms of instruction.
  • Big Take-Away #2 = The math ed reform movement is now reaching the post-secondary level.
  • Big Take-Away #3 = The change must be institutional.

  • The challenge facing the Math Ed Community (the dismal stats)
    1) Only 50% of students earn A, B or C in college algebra.
    2) Women are twice as likely as men to not continue past Calc 1.
    3) While 20% of all Bachelors Degrees are awarded to Blacks & Hispanics, only 12% of Math Degrees are.
    4) Math is the most significant barrier to degree completion in ALL fields.
  • Innovation does not affect normative practice. Out of 81 different projects (2-3 yrs) connected to a grant or leader, NONE replaced normative practice, because they were based on faculty development, not institutional change.  Dr Treisman, “Institutional change is a bitch.”
  • Historically, school system does change when necessary.

The Learning Mindset Movement and Its Implications for Addressing Opportunity Gaps — Dr. Uri Treisman (The Dana Center)

  • Big Take-Away  = Besides Growth Mindset, there is Belonging Mindset and Purpose Mindset.
  • “I find Algebra beautiful, but will it knock the socks off of a 13 year old. Algebra well taught should leave them barefoot in the park.”
  • “Why do kids give up? Most of the work I do is confusing, cause no one gives me problems in the back of the book.”
  • Growth Mindset = “Can I do this?”
    Belonging Mindset = “Is this where I belong?”
    Purpose Mindset = “Does this connect to who I want to be?
  • Dr. Catherine Good:  Building Bridges to Belonging: Mindsets that Increase Participation, Achievement and Learning
  • Build Belonging through effort & engagement, not talent.
  • Positive Belonging Mindset = Assume they belong.
    Negative Belonging Mindset = Need to be invited in.

Paper Cup + Gust of Wind = Yearlong Rich Task — Peg Cagle

  • Big Take-Away = Revisiting the same task through-out the year emphasizes math as reasoning not simply answer-getting.
  • Peg had us roll a paper cup on its side. She then left us to our own devices to answer several questions, each of which addressed a different mathematical topic throughout the school year.
  • Day 35 Question: How can you convince a skeptic of the shape that the cup traces out as it rolls?
  • Day 70 Question: How can you locate the center of the shape that the cup traces out as it rolls?
  • Day 105 Question: How can you use a cup’s dimensions to determine the area of the shape it traces out as it rolls?
  • “Efficiency is overrated: That is a concern after you learn something.”

Coding to Enrich ALL Math Classes — Jason Slowbe

  • Big Take-Away = Coding in Math class helps teach the Math, not just the coding.
  • Coding can be done on the TI-Calculator
  • Can help students understand the meaning and power of mathematics. For example, Archimedes’ method for approximating the area of a circle.

Rich Problem Solving to Support Today’s Standards — Chris Shore (Teacher Created Materials)

I conducted a product promotion for Teacher Created Materials. The session was on Problem Solving and Linda Gojak’s What’s Your Math Problem Anyway? My presentation focused on the following questions about the teaching of problem solving, each of which I will answer in its own post:

  • What is problem solving?
  • Why teach problem solving?
  • Who should learn problem solving?
  • When should we teach problem solving?
  • How should we teach problem solving?
  • Where do we find resources for teaching problem solving?

Recap: Twitter Math Camp ’15

What happens at Twitter Math Camp never stays at Twitter Math Camp! 

TMC logoHow can it? We all met through Twitter, speak through blogs, ride a communal wave of a passion, ache to change the world through math education, and respond to the annual call of Lisa Henry (@lmhenry9) to gather each summer for the most exhilarating, unique and educational professional development event that any of us have ever experienced. Collectively, we form the universe know as the Math Twitter Blogosphere (#MTBoS). With this kind of excited learning and a vehicle to share it loudly with the world, there is no way to keep TMC a secret. 

So in this passionate, collaborative, spirit, here is my Re-Cap of TMC15

{Note: All videos shown here were recorded by Richard Villanueva}


GOING DEEPER WITH DESMOS Session
Jed Butler (@MathButler), Michael Fenton (@mjfenton), Glenn Waddell (@gwaddellnvhs), Bob Lochel (@BobLoch)

Desmos Team

The “Morning Sessions” of the Camp consisted of 2-hour sessions that ran each of the first three days. Each 3-morning session was based on a topic. I attended the one on Desmos, the premier, free, online, graphing calculator. This was an enormously productive time that inspired me to SCHEDULE in advance, where and when to use Desmos in my curriculum this year. Here’s what I learned about Desmos ….

  1. Tours: These are built-in tutorials that walk you through the Desmos basics of Graphing Equations, Creating Tables, Lines of Regression, and Restrictions (domain & range). Just click the question mark in the upper-right corner.
    Pic Tours
  2. Desmos Bank: A communal site where teachers can share Desmos ideas and activities.
  3. Activity Builder: Eli Luberoff (@eluberoff), the founder and CEO of Desmos made a guest appearance at our session to announce the launch of the Activity Builder. In essence, this allows teachers to create lessons, constructed of a sequence of Desmos activities. Trust me, YOU WANT TO CHECK THIS OUT.
  4. Student Accounts: If students have a Google account (which all of mine do), they can log into Desmos through Google, which allows them to save their work and send their products to the teacher. That’s going to happen in my class this year.

GEOMETRY, Not an IslandJasmine
Jasmine Walker, (@jaz_math), Burlington, Vermont

Jasmine started her session with a statement that I very much agreed with: “Even if your school or district has not adopted an integrated curriculum, you should still teach geometry as if it has. Geometry is not an island; we should not leave algebra behind.”

She then posed the question, “How do you start the year in Geometry?” for which the room had a very uniform answer … with vocabulary. This led the conversation on how to start the year with rich math tasks that link algebra to geometry. There was not a great deal of time for solutions, but the conversation brought me back to the Desmos activity builder. Geometry, Algebra & Vocabulary can all be brought together with a Desmos activity in which students need to generate geometric shapes on a coordinate plane, with restricted equations.


WHAT DO YOU THINK AND WHY? Supporting Students in Sharing their Ideas
Dr. Ilana Horn (@tchmathculture)

Dr. Horn spurred a terrific conversation among a large audience about how we, the various teachers in the room, support students in the sharing of their thinking in math class. The class had some wonderful ideas, however, what struck me most was not anyone idea, but the fact that so many ideas existed in a collective body of teachers. It truly is not a matter of knowledge, but a matter of will in getting students to work together and discuss their ideas. I was also impressed in Dr. Horn’s use of Polls Everywhere. I saw the power of the simulataneous viewing of the classes’ thoughts. I have been contemplating the use of Pear Deck (a similar platform) in my class.

TMC Poll


Teaching the 8 Practices
Me! (@MathProjects)

I taught a session on teaching the 8 Standards of Mathematical Practice, in which I shared my SMP Posters, their corresponding Wordles, and the explicit teaching of the practices through “Dual Targets.” (my blog post forthcoming)  Meg Craig (@mathymeg07) posted about the implementation of #SMPTargets in her own classroom.

SMP Posters MPJ 1_Page_7


Growing Our Practice  (Keynote #1)
Dr. Ilana Horn (@tchmathculture)
(video Part 1, Part 2)

Lani PicDr. Horn is well known for studies on teacher collaboration as well as student collaboration, therefore, she often talks about how teachers think about teaching. She once again delivered on that point through the lens of how teachers’ perspectives affect their professional growth, parsing out the difference between good teachers and great teachers into three key qualities:

  • Problem Frames
  • Representations of Practice
  • Interpretive Principles

The great teachers have …

  • Problem Frames that are actionable,
  • Representations of Practice that include more student voice and perspective, and
  • Interpretive Principles that focus on connections among teaching, mathematics and student understanding

In other words, great teachers do not spend a lot of time and energy discussing things they have no control over; rather, they ponder how students think about and interact with mathematics, and what how the lessons and activities affect their learning. So Dr. Horn called for …

  • Teacher Agency
  • Empathic Reasoning
  • Ecological Thinking

This resonated throughout a room full of people bent on “growing their practice.”


Math From the Heart, Not the Textbook (Keynote #2)
Christopher Danielson (@Trianglemancsd)
(video Part 1, Part 2)

Christopher laid down the inspirational challenge: “Find what you love. Do more of that.” He shared with us how he loves ambiguity and, therefore, was OK with playing the game of Which One Doesn’t Belong? For example, what students would choose and why in the set of four figures below, will offer up multiple answers.
TMC which oneChristopher is also the author of Common Core Math for Parents for Dummies. A much needed resource in responding to the darkside of social media.

“Find what you love. Do more of that.” — Christopher Danielson


Screen Shot 2015-07-24 at 3.05.23 PMTeacher Woman  (Keynote #3)
Fawn Nguyen, (@fawnpnguyen)
(video Part 1, Part 2)

Fawn did here what Fawn does best: She made us all feel wonderful about being teachers. She humorously poked fun at the tweets that many of us sent her, but also seriously shared her personal trimphs and tragedies. In the end, our diminutive twiter celebrity grew huge with inspiration. She tearfully read a complimentary letter from a grateful student, and then told us of her sister who is an engineer. An emotional Fawn, claimed “She makes more money than me,  but she doesn’t have that letter!”

“She makes more money than me, but she doesn’t have that letter!” — Fawn Nguyen


My Favorites
Several times throughout the Camp, there is time given for people to share a 5-10 minute presentation of a technique, activity or routine that they love. There were nearly two dozen amazing ideas.

Two of them I have already implemented in my class …

High 5’sGlenn Waddell (@gwaddellnvhs): Glenn was right. Offering the High 5’s at the door does more for my mood and mental preparation for the class than it did for the kids.

Music Cues, Matt Vaudry (@MrVaudrey): Playing Mission Impossible at the beginning of class and the Benny Hill Theme song at the end has drastically improved the time spent retrieving and cleaning up materials.

and two others I intend to use in the future …

Egg Roulette, Bob Lochel (@BobLoch): This looks to be a very engaging activity on probability and on making and critiquing conjectures.

Student Videos, Princess Choi, (@MathPrincessC): Having students make videos on math concepts, and then post them to a place where they may “like” and “comment” on each others is cutting edge.

I presented two of my own Favorites …

Neuron Stickers, Brain Surgeons & Wrinkle Sprinkles:  These are vehicles that that I used to cultivate a Growth Mindset in my students last year. (my blog post forthcoming) @mathymeg07 blogged about Strengthening a Dendrite and how to get inexpensive posters made.

Rally for Roatan: A pitch for the altruistic effort to bring textbooks and instructional supplies to the school district of Roatan, Honduras, and the roll-out of my new web page to support it.


MATH COACHES Roundtable
Chris Shore (@MathProjects), John Stevens (@Jstevens009), Chris Harris (@CHarrisMath), Hedge (@approx_normal), Jennifer Bell (@jkjohnsonbell), Nanette Johnson (@Math_m_Addicts), Robert Kaplinsky (@robertkaplinsky), Shelley Carranza (@stcarranza)

We eight math coaches had a wonderfully transparent roundtable discussion of what was working and not working at our sites. I was helpful to hear about so many successes, and to know that we shared many of the same issues. Listed below are the bulleted notes from that exchange.

“How do I move teachers along the WHY train?” — Nanette Johnson

Successes

  • 100% Handshake Introduction
    (Introduce self to every math teacher with a handshake)
  • Modeled Number Talks in 150 classes in 2 months
  • Acceptance of math coach at 16 schools
  • Teacher input (What do you think?)
  • Liaison/Advocate for teachers with District
  • Teacher invitation and openness
  • Self-Growth
  • Started Math Coach Network
  • Led Textbook adoption
  • Model Lessons (Geogebra, Desmos)
  • Teacher understanding of Common Core as teaching students to “Think & Communicate”

Resources:

  • #educoach: Wed 7pm Pacific
  • #k12mathcoach: 2nd & 4th Wed 6pm Pacific
    (starting in August 2015)
  • #elemmathchat: Thurs 6pm Pacific

Issues

  • Dismal lack of content knowledge in some cases
  • Missing teaching in the classroom
  • Coaching is more about psychology than math.
  • Drinking from a firehose, but only able to spit it back out
  • How do we collect data on effectiveness
    (Woodruff scale: 10 things)

Burning Questions:

  • How do I move teachers along the WHY train?
  • How do I use Behavior Economics to nudge change?
  • How do you measure effectiveness of PD?
  • What data do we have to show that we are effective?
  • How do I support myself at my getting better at my job?

The Side Talks
I had several conversations throughout the Camp, but two that stood out were with …

Dr HornLani Horn (@tchmathculture): We finally had our long overdue conversation about the structure of collaborative student groups. Dr. Horn wrote THE book on this topic, Strength in Numbers. I have always used a great deal of group work, and recently Lani’s emphasis on “status” in the class has influenced my thinking a great deal. We had the controversial discussion regarding grouping homogeneously, heterogeneously or randomly which finally settled the issue in my mind. I will share the results of that dialogue in a future post. #cliffhanger

Edmund PicEdmund Harris (@Gelada): Edmund and I love comparing American & British education systems. (Dr. Harris is originally from Britain and now teaches at the University of Arkansas). This year, he was very hot on the treatment of homework in both countries. He insists that rather than it being either the traditional, boring rote or the new, mind-crushing, “common core” problems that end up on haters’ Facebook pages, that math homework should be a “joyful meditation.” I love this thought; now comes the challenge of making it happen for my students.

Edmund also is the Illustrator of a new book coming out, Patterns of the Universe, A Coloring Adventure in Math and Beauty. He is my go-to expert for anything that deals with Geometry, so I cannot wait until this book comes out. The preview below of his illustrations will get you just as excited.

“Homework should be joyful, meditation.” — Dr. Edmund Harris


TMC15 was a phenomenal four days at Harvey Mudd College in Claremont, California. TMC16 will be at Augsberg College in Minneapolis,MN, July 16 – 19. I can’t wait to reconvene with this crew, so that, as one participant shouted …

“My brain will explode with awesomeness!”

TMC Group

And just for kicks …

 

Recap: CA Mathematics Network Forum, 2015

Logo CAMNThe 2015 California Mathematics Network is a community of math education leaders from twelve regions in the State. This Conference focused on the NCTM publication Principles to Actions. The book is an amazing resource that discusses what needs to be done in math classes, and what actions need to be taken by teachers and administrators alike to make that happen. It should be read by anyone who has an investment in math education. A good primer is p 5, 10, & 109-116, or check out the Executive Summary. Following are some terrific ideas from the conference speakers on how to implement these Principles.


The Best of the Common Core Closes the Achievement Gap — Dr. Lee Stiff, former NCTM President

  • Lee StiffThe Achievement Gap can best be narrowed through Effective Teaching of the CCSSM Practices.
  • Where do these effective teachers come from? … “from our good work!” (as instructional leaders)
  • The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.
  • NCTM Guiding Principles
    (from Principles to Action)
    Teaching and Learning
    Access and Equity
    Curriculum
    Tools and Technology
    Assessment
    Professionalism
  • NCTM Teaching Practices
    (from Principles to Action)
    1. Establish mathematics goals to focus learning.
    2. Implement tasks that promote reasoning and problem solving.
    3. Use and connect mathematical representations.
    4. Facilitate meaningful mathematical discourse.
    5. Pose purposeful questions.
    6. Build procedural fluency from conceptual understanding.

    7. Support productive struggle in learning mathematics.
    8. Elicit and use evidence of student thinking.
  • Student placement and support should be based on DATA not DEMOGRAPHICS.
  • We create the gap!!
    Screen Shot 2015-05-21 at 10.50.39 PM

Teaching Practices that Support Student Learning of Mathematics — Peg Smith, University of Pittsburgh

Peg Smith PicDr. Smith had us read through a well-known task, the Hexagon Train, and then analyzed it through the lens of each of the Teaching & Learning Principles in Principles to Actions (Summarized Below):

Hexgon Train

 

 

1. goals
2. tasks
3. representations
4. discourse
5. purposeful questions
6. procedural fluency

7. productive struggle
8. evidence of student thinking

  • It’s all about the task. Choosing the task really matters.
  • “What you put in front of the students frames their opportunity to learn the mathematics.”
  • Have your questions “locked and loaded,” and your responses “in your back pocket.”
  • It’s time to break out of the “postage stamp” lesson plan, (the homework, & examples fit in a little box), and write analytical, anticipatory lesson plans. (This one needs a cute name, too)
  • It’s difficult for teachers to use a high level task. It’s even more difficult for them to use it well.
  • Decrease the complexity of language without decreasing the cognitive demand of the task.
  • “Never Say Anything That a Kid Can Say.” (Article)
  • Writing “SWBT” objectives limit what students learn. Is the goal really to be able to find the length of the hypotenuse or to understand the relationship of the areas of the squares formed by the three sides of a right triangle?
  • Dr. Smith is the co-author of 5 Practices for Orchestrating Productive Discourse in Mathematics Class.
  • Dr. Smith shared this Principles to Action Tool Kit:

Dr. Smith then asked us to restructure a standard series of textbook questions into a more robust task. The conversation at my table was very rich. It was a briefer version of a lesson makeover, and would be an awesome PD activity.


Smarter Balance Update — Mary Tribbey & Jane Liang

This slide makes two BIG statements:

  1. The Red Dot () is along a timeline from the start of the assessment initiative to full implementation. We are still in the early stages of perfecting it.
  2. There do exist Interim Assessments that few schools (including mine) are using to check for student readiness.

Screen Shot 2015-05-19 at 9.52.34 AM

This day was the first I heard of the scaled score for the reporting of the test. It appears that there will now be some reporting on the standards as well as the claims, after all.

Screen Shot 2015-05-19 at 9.53.08 AM

 


Equity-Based Teaching Practices — Karen Mayfield-Ingram, EQUALS Program, UC Berkeley

  1. Mayfield PicGoing Deep with Mathematics
  2. Leveraging Multiple Mathematical Competencies
  3. Affirming Mathematics Learner’s Identity (multiple access points)
  4. Challenging Spaces of Marginality (diminish status within class)
  5. Drawing on Multiple Resources of Knowledge (including culture and experience)

Lesson: “He Was Suspended for Being Mexican” (excerpt from The Impact of Identify in K-8 mathematics Learning and Teaching) This was an anecdote of a teacher who took a students statement, “He was suspended for being Mexican,” and turned into a statistics lesson in which the students had to analyze data to determine if the school policies truly were racist or not. While we can’t tie every topic into a student-oriented context, I think it is a powerful idea that should be done more often.


Technology & Computation — Joe Fielder, Cal State Bakersfield

  • Pic FeidlerAll computation outside the classroom is done by a machine.
  • Machine computation is mostly done with spreadsheets.
  • Hand calculations are only done in math classes. (referenced TED talk by Conrad Wolfram)
  • If we are going to teach students mathematics that is relevant beyond the college entrance exam, we need to give explicit instruction on the tools of computation.
  • TI InspireDr. Fiedler is currently working with the college board to change the SAT to reflect computations done by hand-held graphing calculators.
  • The introduction of the first scientific calculator 1972 was controversial, because teachers were worried that students would no longer be able to use tables.
  • “Students are idle, indifferent, irresponsible in response to absurd work. This is a rational response!”
  • There is no change without a loss. If there is no loss, there is no change. Similarly, literacy diminished the need for memory, but we still teach students to read and write.
  • Yes, part of education’s job is to pass on old knowledge, but it’s not the entire job. It’s time to get with the times.

BREAKOUT: Exploring the Common Core Statistics & Probability Standards — Jim Short, Ventura County Office of Ed

  • Pic Jim Short“Statistics means never having to say your certain.” The irony is that this is what makes math teachers uncomfortable with stats.
  • Teachers are avoiding the teaching of statistics, but the ponderous of the Performance Tasks on State Tests are based on Statistics and Data Analysis.
  • Statistics is more important than Calculus. (referenced TED talk by Benjamin Arnold)
  • From the GAISE Report,
    4 Components of Statistical Problem Solving
    I.   Formulate Questions
    II.  Collect Data
    III. Analyze Data
    IV. Interpret Results
  • You aren’t teaching statistics unless you are teaching modeling.Here are some great tools that we used in the session to generate statistical displays in a spreadsheet:
    g(math) {Google Sheets add-ons}
    Geogebra {box-n-whisker}

    Core Math Tools {NCTM}
    =norminv(rand(), means.d.)” {Excel Macro for generating a set of normalized data}
    Stats vs Prob

BREAKOUT: The Right Answer is Not Enough — Ivan Cheng, Cal State Northridge

  • PIc Ivan ChengWhat the teacher assesses is what the students think that the teacher values.
  • How is “doing math” defined differently under Common Core versus NCLB? How you answer that questions, determines how you teach and assess under the new standards.
  • After a test, if the teacher can’t state what the student misconceptions are, then the teacher needs to do some more digging.
  • Teachers should use assessment questions that intentionally reveal misconceptions.
  • Why “a” student missed a question is as important as which question they missed.
  • Clicking Smarter Balanced ASSESSMENTS (in SBAC navigation bar) will take you to documents that map targets to standards.
  • “Think about getting through to the kids instead of getting through the textbook.”
  • This sample question demonstrated why the students have issues with the new assessments. The students instantly think that the answer is “20,” because x = 20. Since 20 is not a given situation, they often choose “D: Neither.”

Inequality Sample


My Big Take-Aways

  • The achievement gap can be closed by the effective teaching of the Math Practices.
  • It’s all about the task!!
  • Two Big Words kept coming up: Meaningful & Equity. Equity is achieved by giving all students access to meaningful, high-level mathematics.
  • Get with the times, and start using technology in order to move from computation to deeper, higher mathematics.
  • There are some amazing tools available for Statistics tasks. This is a pervasive topic that needs serious attention and support.
  • Our assessments communicate what we value. The assessments are changing, because our goals are changing. Therefore, we teachers must change our values and practices.
  • We should all read Principles to Action.
  • The Region 10 Team is an amazing group of intelligent, passionate people. I look forward to seeing how we will put all these principles into action.

Region 10

Recap: NCSM 2015

NCSMI spent a terrific week in Boston for the 2015 NCSM & NCTM conferences. I am recapping the NCSM sessions here. I already summarized the NCTM sessions in a previous post.

As with my other Re-Cap, I have summarized each session with some simple (•) bulleted notes and quotes to encapsulate my major take-aways, and occasionally a brief italicized commentary.

While I have been to several NCTM conferences, this was my first NCSM trip. For my new position as math coach, this was experience was very worthwhile.


What the Research Says About Math Coaching? — Maggie McGatha

  • Maggie-McGatha2013Positive, small student increase in 1-2 years, strong spikes after 3-4 years.
    Math Coaching works, but you must be patient. This was my biggest, most encouraging take-away of the conference.
  • Positive teacher growth on incorporating Questioning, Engagement, Conceptual Understanding, Group Work, Discourse & Technology.
  • Spectrum of Coaching
    (least directed is most effective, all are needed)

most directed ——————————- least directed
Model lessons          Co-Planning           Data Reporting
Resources                Co-Teaching           Reflecting

Ironically, the most directed (lesson resources) is what teachers request most often, even though it was the least effective service from math coaches. It still showed teacher growth and student improvement, so this is the logical place to start with teachers. As soon as possible, though, it is better to work side by side with the teachers on these lessons.  The ultimate coaching service, though, appears to be the debrief… having teachers look at student results and contemplate their effect on student learning.


Achieving Equity: Instructional Strategies to Reach All Students (Chicago) — Ruth Seward, Jessica Fulton, Lynn Narasimham

  • RuthSewardThe third largest district in the country has a very structure, organized, intentional professional developement program.
    If a district this large can provide sustained PD for its teachers, then my district should be able to do the same. We just need a plan and a system to implement it. My district has both, but they need to be revisited to include some of the following.
  • Focus on Engagement, Application and Communication
  • Accountable Talk… Just as teachers should question more than tell, we should have students do the same with each other, also.
  • 3-Reads by Harold Asturias
    1) Read aloud to a peer.
    “What is the problem about?”
    2) Read the problem again.
    “What is the question in the problem?”
    3) Read it a third time.
    “What information do you know and not know?”
  • Hierarchy of training:
    Facilitators ->Teacher Leaders -> Teachers
    PD is given to Admin as well as Teachers.
    PD for teachers includes Elbow Coaching (Co-Planning, Co-Teaching, Co-Reflecting)
  • The Five Dimensions of Mathematically Powerful Classrooms
    5 Dimensions
  • We were also shown an example of the types of activities that are promoted in their teacher training. We were asked to place the Decimal/Percent cards in order from least to greatest, and to fill in any blanks. Then we had to match the set of Fraction cards, followed by the Area Model cards, and finally the Number Line cards.
    This would be a great activity to open the year with in ANY class, even an upper level, in order to accelerate number sense and set norms for group work.

Percent activity


Engaging ALL Learners in Mathematical Practice through Instructional Routines — Amy Lucenta & Grace Kelemanik of the Boston Plan for Excellence

  • Amy LucentoThe Standards for Mathematical Practice create open doors to struggling students, not walls.
    This is such a simple, yet profound concept. It was the heart this presentation, and one of the best principles pitched at the conference. I’m a fan, because it is one of the three principles that I shared in my presentation at NCTM .
    SMP doors
  • Not all SMPs are created equal. #1, followed by #2, 7, 8.
    I have heard many people say that the 8 Practices should be a shorter list. It was interesting to see their list.
    SMP scal e2



Hey! What’s the Big Idea? — Greg Tang

  • tang-montageProgressions is the Big Idea?:
    Concepts -> Algorithms -> Speed
    Greg really pushed for a balanced, reasonable approach to teaching math. I have always emphasized the first two, but was challenged to put more effort into the back end. This was one of the Biggest Ideas that I brought home.
  • Number Sense is Key, and can be enhanced through number games.
    I am now addicted to Kakooma
  • “Generalizing your thinking is what makes you smart.”

Reinventing Algebra in a Common Core World — Eric Milou

  • MilouProvocative Statement #1: Dr. Milou laid out an Algebra sequence that pushed the introduction of Quadratic functions to Algebra 2.
  • Provocative Statement #2: Teachers need to to start a grassroots revolution to address the Common Core’s failure to limit the bloated list of standards in high school, since no revision/feedback mechanism exists.
    I was very impressed that NCSM allowed a dissenting view, and I loved the courage with which Dr. Milou spoke. While I find his suggestion having merit in terms of math progressions, I don’t see how it  addresses the glut of standards, so I agree with him that there needs to be a feedback mechanism to address that issue.

Sense-Making: The Ultimate Intervention — Janet SutoriusJanet S

  • Removing the mathematics from context and focusing on procedures prevents students from using their own common sense and sense-making abilities to do mathematics. Struggling students need a contextual framework the most.
    I have always said… naked math comes last.

Hot Topics: Intervention — Matt Larson

  • Matt LarsonDo not pull struggling students out from class. Give them additional learning, instead.
    This was a round table discussion with a big name in the field of math ed. He described some field studies he was involved with in Chicago regarding elementary intervention structures. The big take-away here was to not have intervention students miss class time. Build the time into the day when they receive additional instruction on unmastered topics, and give those who have mastered the topic an enrichment activity.

Occam’s Razor — Eric Hart

  • hart_ericFocus on the Math first (methodology second)
    This echos what I learned from William Schmidt, about focusing on the mathematics, not the methodology.
  • “If we could switch from telling to questioning, we would change the world of math education.”
    A college Professor said this! In public! I pressed him on this statement, which I whole-heartedly agree with, but pointed out the obvious … college math is taught almost entirely through telling. His response was, “That is changing.”
  • Which form of the Quadratic Formula is better? Doesn’t the less conventional one make more conceptual sense?
    This pic got a lot of response on Twitter.
    Quadractic Pic
  • Students in other nations do not spend as much time on factoring as U.S. students. They use the Quadratic Formula to get factors them plug them into the equation.

Nank 2Mathematic Modeling with Strawberries and Video — Sean Nank

  • Sean had us participate in a modeling task that involved a video of himself cutting strawberries. The task walked us through each step of the Common Core’s definition of modeling:
  1. Identifying variables,
  2. Formulating a model by creating and selecting representations that describe relationships between the variables,
  3. Analyzing and Performing operations on these relationships,
  4. Interpreting the results of the mathematics in context,
  5. Validating the conclusions,
  6. Reporting on the conclusions and the reasoning behind them.

Nank Strawberries

The question was simple, “How long will it take to cut the strawberries?” The task, however, was rich and robust. While Dr. Nank allowed the lesson to be very student driven, he still paused before each of the 6 steps above, to direct us in the next segment. It was a great demonstration of how to scaffold the teaching of modeling, instead of the typical errors of “Here kids, now model.” or the “Let me show how modeling is done.”

  • Marilyn MansonMarilyn Manson Pedagogy: “Just shut up and listen.”
    Dr. Nank shared an interesting anecdote. He said after the Columbine shooting, Marilyn Manson was asked what he would say to the kids. He claimed that he wouldn’t tell them anything, he would  “just shut up and listen.” Sean was encouraging us to do the same while the students are working on the various components of modeling.

PAEMST Seminar for Awardees of The Presidential Award for Excellence in Mathematics and Science TeachingDan Meyer

  • Dandy CandyDandy Candy Lesson
    I have always loved this task. Dan took it so much deeper than I had imagined from his post on it. It was a delicious pleasure to participate in it with its creator.
    The conversation at my table of instructional leaders was how to get teachers to do lessons of this richness and quality. Our teachers back home all readily admit that they need as much scaffolding in teaching these kind of lessons as the students do in learning them.
  • When leading students through a task like this, wait for their questions. “Don’t give away too much, too soon. You can always add, but you cannot subtract.”
  • Dan shared Sean Nank’s/Common Core’s Definition of Modeling. (He also has a great post on modeling.)
    Dan also probed us for our take on it. There was consensus at my table that the definition was solid, but that modeling did not always have to be that comprehensive or limiting. There was also consensus that creating mathematical models from a given context to this degree needs to be done far more often in classes.
  • JerryI met up with Jerry Young of Oregon, a fellow awardee from 2001 whom I really connected with in Washington DC, some 13 years ago. This was a treasured highlight of the trip.

As you can tell, it was a great trip, from which learned a great deal. I am already looking forward to NCSM 2016 in San Francisco.

Recap: NCTM 2015, Boston

NCTM Boston CropI had the wonderful opportunity of spending a week in Boston for the 2015 NCTM & NCSM conference. I am recapping the NCTM sessions here, and the NCSM sessions in another post.

Since there was so much information, I have summarized each session with some simple (•) bulleted notes and quotes to encapsulate my major take-aways, and occassional a brief italicized commentary.

This was an enormously worthwhile trip. I highly recommend that you get yourself to San Francisco in April 2016, if you can.


NCTM President’s Address: Five Years of Common Core State Mathematics Standards — Diane Briars

  • Diane Briars“College and Career Readiness” in math calls for Statistics, Discrete Math & Modeling.”
  • Standards are not equal to a curriculum.
    We need to pay more attention to the tasks & activities through which the students experience the content, rather than simply focusing on the content itself.
  • 75% of teachers support Common Core, but only 33% of parents support it, and 33% of parents don’t know anything about it.
    So we have to get the word out.

What Decisions — Phil Daro (1 of 3 writers of CCSSM)

  • Phil Daro“Don’t teach to a standard; teach to the mathematics.”
    This was the most challenging statement of the conference for me, mostly because I’m still struggling to wrap my mind around it. I get what he means, but I have been so trained to state an objective on the board and bring closure to that lesson. He shared that Japanese lesson plans are simply descriptions of the math concepts of the unit rather than the typical American model of objective, examples and practice sets.

The Practices in Practice — Bill McCallum (1 of 3 writers of CCSSM)

  • MCCallumStudents understanding what WILL happen without doing the calculations is an example of Using Structure.
    I took this back to my classroom and immediately applied it in the students’ graphing of quadratic functions. One of the more practical things I took from the conference.
  • “A student cannot show perseverance in 20 minutes. It is done day after day.”
  • Noticing & Wondering applies to teachers looking at student work as well.
    Dr. McCallum was referencing an instructional practice made well-known by Annie Fetter of the Math Forum through which students are asked to closely analyze mathematical situations. He was calling on teachers to focus on and analyze student thinking (not simply answers) just as closely.

Five Essential Instructional Shifts — Juli Dixon

  • DixonShift 1: Students provide strategies rather than learning from the teacher.
  • Shift 2: Teacher provides strategies “as if” from student. “When students don’t come up with a strategy, the teacher can “lie” and say “I saw a student do …”
  • Shift 3: Students create the context (Student Generated Word Problems)
  • Shift 4: Students do the sense making. “Start with the book closed.”
  • Shift 5: Students talk to students. “Say Whoohoo when you see a wrong answer, because we have something to talk about.”
    I felt that I do all of these, but that I have been ignoring Sgift #3 this semester. Dr. Dixon compelled me to give this more attention again. 

Getting Students Invested in the Process of Problem-Solving — Annie Fetter & Debbie Wile

  • AnnieTeachers must stop focusing on answer getting before the students will.
  • Honors Students are used to a certain speed and type of outcome, so they need a different type of scaffolding when it comes to problem solving.
  • “If you are focused on the pacing guide rather than the math, you are not going to teach much.”
    This was one of several comments, including Dr. Daro’s, that bagged on the habit of being too married to a pacing guide of standards.

Motivating Our Students with Real-World Problem-Based Lessons — Robert Kaplinksy

  • Kaplinsky CroppedTo students: “I will only give you information that you ask me for.”
  • Chunking tasks (Teacher talks — Students Think/Pair/Share — Repeat) was demonstrated to allow student conjectures, critiquing reasoning and high engagement.
    Robert modeled his “In-n-Out” lesson. I have seen this several times, but I never get tired of it, because it is awesome. Every time I have witnessed this lesson, teachers cheer when the answer to the cost of a 100 x 100 Burger is revealed. I have never heard this from someone looking up an answer in the back of a textbook. Also, Robert expertly demonstrated how a lesson like this should be facilitated in class by chunking and by getting the students to think of what they need to know.

Getting Students to Argue in Class with Number Sense Activities — Andrew Stadel

  • vQWJdnFF“As the teacher, I feel left out if I don’t know what my students are thinking and discussing.”
  • Discussion techniques
    Andrew is known as Mr. Estimation 180.” In this session, he showed how to bring SMP #3 into a number sense activity. The new one that I learned from Andrew here was having students stand up … those that choose A face left, B face right, C face forward. Then find someone near you who agrees and discuss. Find someone who disagrees and discuss. That’s Bomb!
  • Calling for Touch Time with the Tools
    In other words, let’s get the kids measuring with rulers, constructing with compasses, building with blocks, graphing with calculators.
  • Chunking tasks to allow student conjectures, critiquing reasoning and high engagement, as I saw with Kaplinksy.

Using Mathematical Practices to Develop Productive Disposition — Duane Graysay

  • duaneDuane and other educators of Penn State created a 5-week course with the intent of developing a productive disposition in mathematical problem solving.
    There were a lot of data showing the effectiveness of this program which focused on teaching the 8 Math Practices. The most amazing and provocative result was shown by this slide in which student felt that the math was actually harder than they thought before the course, but that they felt more competent.

2015-04-18 08.46.25

(SA = Strong Agree, etc)


Shadow Con — A Teacher Led Mini-Conference

  • Michael pershan-219x181There were six worthy educators from the Math Twitter Blogosphere (#MTBoS) that each offered up a brief 10-minute presentation. The uniquely cool aspect of these talks is the Call to Action at the end of each. In other words, you have to do something with what you learned.
  • Michael Pershan’s talk: Be less vague, and less improvisational with HINTS during a lesson. Instead, plan your hints for the lesson in advance.
    This one resonated most with me, because I once heard that Japanese teachers have a small deck of cards with hints written on them. To draw a hint card, students have to first show effort and progress, then they may draw a hint card. They must use each hint before they may draw another. I accept Michael’s call to action.

 Ignite — Math Forum

  • IgniteThese were a series of 5 minute/20-slides mini-presentations that were more inspirational than informational. Apparently they are part of a larger movement (Ignite Show), but the folks at Math Forum have been organizing these Ignite Math Sessions at large conferences for a few years.
    If want to get fired up about teaching math, these sessions definitely live up to their name. 

Can’t wait for next year!