Mathematics Learning Community (MLC)

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Leadership Establishing and FacilitatingCollegial Mathematics LearningMARCH 21 2016SESSION 1A.
Please introduce yourself to your neighbors where you work Teacher Leadership a process by which teachers individually or collectively influence.
their colleagues principals and othermembers of school communities toimprove teaching and learningpractices with the aim of increasedstudent learning and achievement .
Center for Comprehensive School Reform 2008 pp 287 288 Center for Comprehensive School Reform 2008 pp 287 288 Framing Questions What can being a part of a collegialprofessional learning team do for me and my.
What do mathematics professional learning What can I do as a leader to encourage andfacilitate a mathematics professional learning What does collaborating with acollegial professional learning.
for me and my work The word team derives from the use of oxen orbullocks shackled together to create a focused shared force for transporting heavymaterials .
From Dr Kildare to Medical TeamsYesterday Today From Perry Mason to Legal TeamsYesterday Today Work Alone Teacher.
of the 1950s Work Alone Teacher of the21st Century1 How can teachers usewhat we know about.
the power of teams tosupport their own highstakes challenges 2 What can we doinstructionally so that.
Every StudentSucceeds and everychild becomesMathematicallyToday Proficient .
Think about these three words professional1 What visual representations come to your mind 2 Describe your picture to your shoulder partner Definition of a Professional Learning.
Professional is someone with expertise in a specialized field anindividual who has not only pursued advanced training to enter thefield but who is also expected to remain current in its evolvingknowledge base Community is an environment that fosters mutual cooperation .
emotional support and personal growth as they work together toachieve what they cannot accomplish alone Learning suggests ongoing action and perpetual curiosity Itmeans to study and to practice Core Dimensions for.
Successful PLCs a a shared mission vision and goals targetingstudent learning b a collaborative culture with a focus on learning c collective inquiry into best practice and current.
d action orientation learn by doing e a commitment to continuous improvement and f results orientation assessment of the actions DuFour DuFour Eaker 2008 Community .
Mathematics Learningcolleaguesgrade Algebra Meaningful3 math collaboration.
coaches fromdifferent arises out of6th and 7thgrade schools genuine interestsmath Etc or purposes held.
8th and 9th in common Hawley Rollie 2002 p 48 grade math learning team s in your school department and or grade level.
provide support for you andyour colleagues as professionalmathematics educators What are the teacher needs inyour building .
Take a few minutes to use thelist of indicators on page 6 ofyour information packet toself assess your school Activities as a.
Professional Doing MathematicsTogether and Planning Mathematics Learning Team Doing Math and Planning Together1 Consider individually at least two ways to solve the problem Record your thinking strategies solution.
a Look for different ways to solve the task based on various mathematics ideas and or representations b Identify common errors students might make and the misunderstanding behind each error c Think about questions that you might ask students along the way 2 Share your solutions at your Learning Team 3 Order the Learning Team solutions to make a mathematical progression based on solutions using less.
sophisticated mathematical ideas to more sophisticated ideas Consider the range of where studentsmight be on the mathematics progression Information Packet page 8 Whole Group DebriefIn your tables discuss how doing the.
mathematics with a team and thinking aboutthe learning progression can help when planning the lesson facilitating the lesson and assessing students thinking discussions .
and work for misconceptions and forstrengths Learning Progressions Description of successively more sophisticated ways of thinking about a big idea Provide a framework for long term development.
Describe what it means to move towards more expert understanding in an area Gauge increasing competence over time A sequence of successively more complex ways of thinking about how an ideadevelops over time Consider how ideas build upon each other to form more complex practices or ideas.
Jim Pellegrino University of Illinois Essential UnderstandingsExtracted from2009 Virginia Curriculum5 2 relationship between fractions and their decimal form and vice versa .
fractions and decimals can be compared and ordered from least to greatest andgreatest to least 5 14 a sample space represents all possible outcomes of an experiment 6 1 A ratio is a comparison of any two quantities A ratio is used to represent relationshipswithin a set and between two sets.
6 2 Fractions decimals and percents are three different ways to express the same number 6 16 Events are independent when the outcome of one has no effect on the outcome ofthe other probability 7 9 Theoretical probability of an event is the expected probability and can be found with aformula rule .
Resources for IdentifyingMathematics LearningProgressions Standards of Learning Curriculum Frameworks SOL Vertical Technical Assistance Documents .
http www doe virginia gov inst... tics professional development ... then click on 2001 Facilitating Students Mathematics Understanding Mathematics Progressions by content strands for.
Common Core Mathematicshttp math arizona edu ime prog... Background Information for a 6thGrade Math Teamin our simulation of a Collegial.
Learning Team The 6th math teacher team meets 60 minutes The teachers have been meeting for 1 5 years All have committed to attending each meeting participating fully and keeping the focus of each.
meeting on instruction and student learning Teachers take turns preparing the agenda andfacilitating the meeting At the end of each meetingthey record decisions and agreements that weremade and they provide next meetings facilitator.
with points for the agenda BUILDING THE FOUNDATION FOR WORKING TOGETHER QUESTIONSWhat are our core beliefs about what students need to learn inmathematics class and how should they learn mathematics Virginia Standards of Learning.
Content StandardsNumber Number SenseMath Process GoalsComputation Estimation Mathematical Problem SolversMeasurement Communicating Mathematically.
Geometry Reasoning MathematicallyProbability Statistics Mathematical ConnectionsPatterns Functions Algebra Mathematical Representationsmathematical understanding lies at the intersection ot Standards and Process Goals Information Packet p.
Building a Foundation for Working TogetherWhat does it mean to be Mathematically Proficient Information Packet page 3 Read free online athttp www nap edu catalog 10434... .
Kilpatrick Swafford 2002 about what it means toproficient or good atThe teachers have accepted that the termmathematical proficiency embraces the aspects of.
expertise competence knowledge and facility inmathematics that is critical to express what it means foranyone to learn mathematics successfully These ideas provided an understanding and acommon language for the teachers to target and.
discuss the development of their students inmathematics Downloaded for free the brief 37 page booklet Helping Children LearnMathematics so that they could examine what research informs us aboutwhat children today need to know about mathematics .
TogetherBased on research proven practices whatare our core beliefs about teachingmathematics NCTM Principles to.
Actions p 10 they wanted to learn more about thepractices indicated and aboutplanning an inquiry standards basedNCTM Principles to Actions p 10.
MathematicsLearning TeamSimulationLOOKING AT STUDENT WORK Analyzing Student Work.
in a Math LearningTake a few minutes to individually consider the sample of 2student s work in the red enevelop Then as a table group analyze each of the solution strategies and consider thefollowing questions .
a Where are each of these students in the mathematicslearning progression b What do students understand c What are the misunderstandings Be prepared to share your analysis with the whole group .
Whole Group Debrief Table groups sharea Where are each of these students in themathematics learning progression b What do students understand .
c What are the misunderstandings What are some of the benefits of a mathematicslearning team examining student work together Examining Student Work An Important Tool for Figuring out.
the Instruction Learning Puzzle Helps build common understanding ofknowledge and skills students need Leads to discussions of work quality What are we considering proficient .
Neutral observable data Challenges assumptions Supports a culture of improvement Looking at and LearningFrom Student Work.
Purpose of the Protocol Help us discover what students understand and howthey are thinking to help inform instruction and planning Protocol Steps 1 Share student work with the team and provide brief description of assignment2 Make sense of task.
3 Describe student work4 Interpret student work5 Implications for classroom practice6 Reflection7 Debrief.
Information Packet pages 9 12 concrete definitive measuresof student achievement thatteachers have at theirfingertips every day .
Whether teachers use this work as a formative assessment to determine their owninstructional next step or whether they use it to work with their students toanalyze progress and set learning goals .
can be a valuable data pointPlanning the LessonTeachers do the task and ask the following What are we asking students to do What is themathematics behind the task .
Do the problem Make a list of the skills concepts understandingsWhat would a proficient student need to do to besuccessful Make a list of the criteria for success.
Prioritize the list What is critical for the student tohave in place to be proficient Planning TogetherSpend about 10 minutes reading the article ThinkingThrough a Lesson Successfully Implementing High Level.
Tasks by Smith Bill Hughes Pages 133 137 While reading think carefully about the lesson planningprotocol In particular consider How is planning in this way different than typical lesson What are the benefits for using a protocol such as this.
How does lesson planning in this way support the five VAProcess Goals please give specific examples WHAT CAN I DO AS ALEADER TO ENCOURAGEAND FACILITATE A.
MATHEMATICSPROFESSIONAL LEARNING Communitycolleagues3 math Teachers.
6th and 7th coaches fromgrade differentmath schools Meaningful8th and 9th collaboration arises.
grade math out of genuineteachers interests or purposesheld in common Hawley Rollie 2002 p 48 Learning Teams Support.
Growth in MathematicsWhat are Professional Learning Teams Professional Learning Teams PLTs are smallteams of teachers who meet together regularly tocollaboratively learn investigate and implement.
research based teacher practices in service toimproving student learning A Facilitator s Guide to Professional Learning Teamshttp www serve org uploads fil... The SERVE Center for Continuous Improvement at UNC Greensboro.
Mathematics LearningTeam Members inThe work of the learning team may include such activities as studying and discussing research based and research proven effective mathematics teaching practices .
planning and implementing new strategies designing common lessons designing common assessments examining student work working together to modify strategies and.
documenting the results of the team s work Think Pair ShareWhat would you like to get Barriers Challenges Work aroundsstarted in your school Short Term Long Term grade level department.
Stepping up to LeadershipSupporting Collegial Mathematics LearningLeadership: Establishing and Facilitating Collegial Mathematics Learning Teams MARCH 21, 2016 SESSION 1A VICKIE INGE, ADJUNCT PROFESSOR VCU JOLENE LAMBERT, MATHEMATICS SPECIALIST LEE COUNTY SCHOOLS

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