Vision Every child in every district receives the
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Vision: Every child in every district receives the instruction that they need and deserve…every day. Turning Standards of Practice into Habits: Math Core Math Initial Fall Training October 29 -30, 2018
Planning for Successful Implementation: Installation Matrix Standards of Practice Professional Learning Monitoring Implementation PBIS Math RTI
Remember… • Your districts Standards of Practice are not the Standards of Mathematical Practices (SMP)…. – But……. . The SMP may become part of your district’s Standards of Practice for math instruction
Start with the Why How What Simon Sinek
Core is for all students The goal of tier 1 instruction is that 75 to 80% of the students are proficient.
How’s Your Math Core Instruction? We cannot solve the school problem one fish at a time. We need a system to keep them all healthy
Why do we need a core? • A core Math program provides a system of instruction for students as they move through grade levels.
Develop Your System Through Standards of Practice • • Everyone is aware of the expectations Creates consistency Makes communication clear Helps to develop habits
al s trat Ins truc als tion teri Ma I egi e s Core is for all students Time E C The goal of tier 1 instruction is that 75 to 80% of the students are proficient.
Standards of Practice in Reading
Standards of Practice: Instruction
Math Standards of Practice • You will begin to develop these….
Standards of Practice for Math • Instruction: – Focus on Mathematics Teaching Practices • Curriculum/Materials: – Ensure appropriate focus & coherence – Select rigorous math tasks • Time/Environment: – Standardized minutes with whole & (small group) – Instructional routines
Instruction Matters! • “Effective teaching is the non -negotiable core that ensures that all students learn mathematics at high levels. ” Principles to Actions (NCTM, 2014, p. 4) • “An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically. ” Principles to Actions (NCTM, 2014, p. 7)
The Goal • Determine what the expectations (Standards of Practice) around your core math instruction are for your staff • Develop a plan to communicate the expectations. • Turn strong mathematical practices into habit
Math Installation Matrix: Instruction
Math Handbook Guidelines
The Goal • Determine your instructional expectations (Standards of Practice) for core math instruction in your district • Develop a plan to communicate the expectations. • Turn strong mathematical practices into habit
Developing Your District’s Standards of in Math
Mathematics Teaching Practices Provide a framework for increasing the effectiveness of teaching & learning in math What are your look fors? – What are teachers doing? – What are students doing?
Building a Strong Foundation • Principles to Actions: Teaching & Learning Practices 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
Effective Mathematics Teaching Practices Establish mathematics goals to focus learning. Effective teaching of mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions. Handout Implement tasks that promote reasoning and problem solving. Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies. Read and underline important phrases. Use and connect mathematical representations. Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving. Facilitate meaningful mathematical discourse. Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. Pose purposeful questions. Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships. Build procedural fluency from conceptual understanding. Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems. Turn and share with a neighbor. Support productive struggle in learning mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships. Elicit and use evidence of student thinking. Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.
Principles of Instruction 1. Begin a lesson with a short review of previous learning 2. Present new material in small steps with student practice after each step 3. Ask a large number of questions and check the responses of all students 4. Provide models 5. Guide student practice 6. Check for student understanding 7. Obtain a high success rate 8. Provide scaffolds for difficult tasks 9. Require and monitor independent practice 10. Engage students in weekly and monthly review
High leverage teaching & learning practices • Principles to Actions: Teaching & Learning Practices 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
Reading versus Math Reading Math • Discourse typically • Discourse occurs with reading through the stages comprehension of conceptual understanding, procedural skill and fluency & application
The Importance of Discourse • Mathematical Discourse should: – Build on and honor students’ thinking; – Provide students with the opportunity to share ideas, clarify understandings, and develop convincing arguments; and – Advance the mathematical learning of the whole class.
Mathematics Teaching Practices Provide a framework for increasing the effectiveness of teaching & learning in math What are your look fors? – What are teachers doing? – What are students doing?
Facilitating Discourse: Teacher’s Role
Discourse • https: //www. teachingchannel. org/videos/st udent-participation-strategy • Quick write – Administrators: What teacher behaviors did you notice around discourse – Teachers: What student behaviors did you notice? – Specialists: What might be areas for enhancement?
How do we turn discourse into habit? Determine the critical steps needed to implement the instructional strategy (Discourse)
Stair Steps
Stair Steps to Standards of Practice
Building a Stair Step for Discourse Partner routines Engagement strategies Anticipating, monitoring, selecting, sequencing, connecting
Resources • Visible Learning Handout from Arjan • Look Fors Handout from NCTM • Bethel School District Handout
Developing a Stair Step Individually……. . 1. Write your goal at the top of the page (Discourse) 2. Take 3 minutes to brainstorm and list the skills a teacher needs to know and do in order to master the instructional goal. 3. Read your list to your team
As a Team…. 1. Develop a list from the ideas of your teammates 2. Now, number your list from starting to ending skill. Take each skill and write it on an individual post-It and place it on the stair step • Is each step broken down enough for teachers to attain?
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