Day 1_Facilitation Notesx

moanafternoonInternet and Web Development

Dec 11, 2013 (3 years and 7 months ago)

84 views

1


Day 1:

Math Content Focus:
Writing and applying formal definitions of the rigid
-
motion transformations: translations,
reflections and rotations.


Pedagogy Focus:



UETS St. 3: Modeling

learning environments that “support individual and collaborative learning, social
interactions, active engagement in learning, and self
-
motivation.” Establishing mathematical, socio
-
mathematical, and classroom norms.



Creating a learning environment that s
upports the development of the 8 Mathematical Practices.



UETS St. 1: The teacher understands cognitive, linguistic, social, emotional and physical areas of student
development.



UETS St. 2: The teacher understands individual learner differences and cultural

and linguistic diversity.


Time

Task

Materials


Set out materials for all participants:



j慴栠k潴敢潯k



3
-
oi湧 Bi湤敲 wL 捯c敲eE㠠8慴桥a慴楣al mr慣ti捥猩



䱡湹慲摳

p整e潵t 杲潵瀠m慴ari慬猺

r畬敲猬 獣s獳sr猬 t慰e, 灡tty 灡灥r, tr慮獰sr敮捩敳e慮搠灥湳d
refl散瑩e攠灡e敲e
整挮

ml慣a 灯獴敲 of 8 j慴桥a慴楣al mra捴i捥c i渠fr潮t of r潯m


9:00
-

9:45


(45 min)

Develop math task
-

Leaping Lizards!

From MVP Secondary One Mathematics


j潤ul攠e

j慴栠䙯捵猺

a敶敬潰i湧 t桥 摥fi湩ti潮s of t桥 rigid
-
moti潮 tr慮sf潲m慴楯湳W
tr慮獬慴楯湳, refl散ti潮猠a湤 rot慴楯湳n

m敤慧ogy 䙯捵cW rbqp pt. 3W
Modeling learning environments that “support
i湤ivi摵慬 慮搠捯dl慢潲慴iv攠汥慲湩湧, 獯捩慬 i湴敲a捴i潮猬 慣瑩a攠
敮gag敭e湴



l敡r湩湧, 慮搠獥sf
-
motivation.” Establishing mathematical, socio
-
m慴桥mati捡c, 慮搠
捬慳獲潯a 湯rms.

What’s the experience for the learner?
䱥慲湥rs 慣捥獳spri潲o歮kwl敤g攠of rigi搠
tr慮sf潲m慴楯湳 批 捯浰慲楮朠g桥ir m整桯摳 of tra湳f潲m慴楯n wit栠h桥ir

te慭aat敳.
s慬i摡t攠e桥ir met桯搠慮搠扥gi渠no 敳t慢li獨⁣桡s慣瑥aisti捳cof rigi搠tr慮sformati潮献

Leaping Lizards

resource page










9:45
-

10:30


(45 min)

Be
-

Do
-

Have Protocol




10:15
-

10:20

BREAK


Facilitators pass out UETS book and teaching
notes for Leaping Lizards task.

UETS Book


Leaping
Lizards

Teaching
Notes

10:20
-

11:30

(Secondary Math III is developing the protocol for this)
Looks like we are doing this


can we move some of the time around and not spend 70 minutes here?????

Whatever
materials
2


(70 min)

Norms
-

mathematical, socio
-
mathematical, classroom norms and then move the
conversation toward Utah Effective Teaching Standards (UETS) Standard 3. ? Use
rubric on pp 22
-
24 UETS as a framework for discussing norms. Expand on this to
introduce all of th
e Utah Effective Teaching Standards(UETS).



What is on your refrigerator door: as a kindergarten class ask

How many are musicians, artists, cowboys, mathematicians

Now ask the same of your high school students:

Ask this of yourselves, your are the resid
ent mathematical expert,

Take reluctant mathematicena and turne them into enthusiastic mathematicians


m潶攠e漠湯rm猬 w桡t 摯 w攠數灥捴 潦o潵r獥sv敳Ⱐ潵r st畤敮ts,
慳⁷攠摥e敬潰 i湴漠
m慴am慴楣a慮s


捡c 獯m敯湥 w慬k 灡獴 y潵r 捬慳獲潯a 摯or 慮d 獥s w桡t
y潵
慲攠慬l 慢潵t 慳 愠m慴桥m慴楣a慮

A獫st桥m to tur渠t漠灡ge ㈲
-
㈴*⨪* l潯k at pt 3


r畢ri挬 摩獣s獳spr慣瑩捩ng,
eff散tiv攬e桩g桬y eff散瑩ee


ff 獯m敯湥 w敲攠t漠o慬欠thr潵g栠


q桩猠is w桡t 愠桩g桬y effe捴iv攠獥e of t敡捨cr 湯t敳 l潯歳klike. oef敲 to pt慮
摡r搠㍡
and 3b. You can obtain these teacher notes on the wiki, but we won’t be passing
t桥m 潵t for t桥 r敳t of t桥 t慳歳k

湥敤敤 for
灲潴潣ol

11:30
-

12:15

LUNCH


12:15
-

12:55


(40 min)

Solidify math task (1):

Is It Right?

From MVP Secondary One Mathematics


j潤ul攠e

j慴栠C潮t敮t 䙯捵猺

bx慭楮i湧 t桥 獬潰攠ef 灥r灥湤i捵c慲ali湥献

m敤慧ogy 䙯捵cW
Cr敡ti湧 愠汥慲湩ng
敮vir潮me湴nt桡t 獵s灯rts t桥 摥v敬潰m敮t of
t桥 8 j慴桥a慴楣al mra捴i捥献

What’s the experience for the learner?
䱥ar湥rs r潴慴e li湥猠㤰 摥杲敥猠a湤 l潯欠慴
獬潰敳⸠ r獥猠tr慮sf潲mati潮 獴r慴agi敳 fr潭 灲敶i潵猠慣瑩aity t漠m潶攠eo th攠
r散eg湩ti潮 of 獬潰
敳 of p敲灥湤i捵c慲ali湥献


E㄰ mi湵t敳F mrompt 灡rti捩灡湴猠to r敡d q畩ckly j畳琠t漠get t桥 gist of t桥 t慳欮aBri湧
慴a敮ti潮 to t桥 i摥愠t桡t 愠汥慲湩湧 捹捬攠摯敳et 湥捥獳crily 桡v攠潮ey 潮攠ef
a敶敬潰, p潬idify, 慮d mr慣瑩捥 t慳ks. e敲e w攠桡e攠ew漠
獯si摩fy t慳k猠w桩捨c慤
獴畤敮ts t漠o 摥数敲 畮d敲獴慮摩ng of rigi搠dotio渠nr慮sformati潮献


Solidify math task (2):
Leapfrog
From MVP Secondary One Mathematics


j潤畬攠
5

j慴栠C潮t敮t 䙯捵猺

aet敲mi湩湧 w桩捨⁲igid
-
m潴i潮 tr慮sf潲mati潮猠捡rry 潮攠
im慧e 潮to 慮ot桥r 捯c杲略湴 imag攮

m敤慧ogy 䙯捵cW
rbqp pt. 3 bW p異灯rts 獴畤敮t猠to 捲敡te 慮搠m慮ag攠e敡r湩湧
t敡ms to m敥t l敡r湩ng 杯慬献

What’s the experience for the learner?
pt畤敮t 畳敳⁴
桥 mor攠f潲m慬 摥fi湩ti潮 t桡t
w慳⁤敶el潰敤 摵ri湧 䱥慰i湧 䱩z慲摳at漠摥t敲mi湥 w桡t ty灥 of tr慮sf潲m慴楯渠桡猠
潣捵rr敤.



Video of Leapfrog:

Prompt participants to pay attention to how the teacher is/is not

Is It Right?

resource page













Leapfrog

Resource page









Video of
We need to write this without any
materials. My initial idea is to do
something
with norms, move to the UETs book
introduction, do some group thinking and
writing in math notebooks. Then take some
time to discuss what is included in the
teacher notes. I don’t think we need 70
minutes


maybe make this shorter by 30
minutes a
nd apply to the solidify tasks???

3

reinforcing the 8 Mathematical Practices. Refe
r to the poster.

Debrief after the video: What do teachers do to create the learning environment and
how does that support the development of the Mathematical Practices?

Leapfrog

12:55
-

1:25


(30 min)

Practice math task
:

Leap Year

From MVP Secondary One Mathematics


j潤畬攠e

j慴栠C潮t敮t 䙯捵猺
triti湧 慮搠慰灬yi湧 f潲m慬 摥fi湩ti潮猠of t桥 rigid
-
m潴楯渠
tr慮sf潲m慴楯湳W tr慮獬ati潮猬 refl散ti潮猠慮d rot慴i潮献

m敤慧ogy

䙯捵cW

r獩湧 k湯wl敤g攠ef l敡r湥r 摥v敬潰m敮t 慮搠摩ff敲敮c敳⁴o
獵s灯rt l敡r湩ng 捯ct敮t f潣o献

rbqp pt. 1W q桥 t敡捨cr 畮摥rst慮摳d捯g湩tiv攬eli湧畩獴ic, 獯捩慬, em潴楯n慬 慮搠
灨y獩捡c 慲敡猠of 獴畤敮t 摥v敬潰m敮t.

rbqp pt. 2W q桥 t敡捨cr 畮摥rst慮摳⁩
湤ivi摵慬 l敡r湥r 摩ffer敮捥c 慮搠d畬t畲慬 慮搠
li湧畩獴i挠摩v敲獩瑹.

What’s the experience for the learner?
pt畤敮t猠will writ攠e桥 摥fi湩ti潮猠of t桥 t桲敥
rigi搠tr慮sformati潮猠慮d 慰灬y t桥m to 愠湥a 灲p扬敭e


ai獣畳獩潮 of f潲m慬 摥fi湩ti潮 慮搠捨dr慣
teri獴i捳 of rigi搠dr慮sf潲m慴楯湳W m慳猠潵a
t桥
Navigating through Geometry
. Ask participants to open the books to page
s

9
-
10.
We may be able to move some of our times around because we need to rethink the
Norms and intro to UETS in the morning

Leap Year

Resource Page

1:25
-

2:00


(35 min)

The purpose of this task is to have participants recognize that we are not asking them
to do more than they already do. If teachers are teaching the Utah Common Core,
emphasizing the 8 Mathematical Practices, then they

are meeting the UETS
standards. We want our participants to have an understanding of what the UETS
standards look like in a math class so they can educate their principals and other
stakeholders.


Part 1:

Connecting UETS Standards 1 and 2 to the learning
cycle.

UETS St. 1: The teacher understands cognitive, linguistic, social, emotional and
physical areas of student development.

UETS St. 2: The teacher understands individual learner differences and cultural and
linguistic diversity.


Group all of the devel
op task charts that were created during the task together on a
wall. Group all of the solidify charts on a different wall or away from the first group
and group all of the practice charts on a different wall. We need these to be specific
groupings so we ca
n talk about the learning cycle. Make sure that the names of the
tasks are written clearly on the charts. Assign each group one of the 6 indicators from
UETS St. 1 and 2 by giving the group a set of colored cards. (You may want to
reassign your participant
s into 6 groups regardless of the size of the groups).


Draw and talk about the learning cycle on a chart paper or whiteboard writing both
Develop Understanding and the name of the task.


Prompt participants to:

1

read the indicator they have been assigned

2

discuss what it looked like in the develop/soldify/practice tasks that were done
UETS St. 1a,
2a
-
e indicators
template on 6
different colored
paper


Tape


For Homestead:
2/group w/ 3
groups


For Summer:
2/group

4

that day

3

write a short but specific example of when this indicator was seen during a
specific task

4

tape the card to the appropriate chart.


As you excuse participants to go on

their break ask them to examine the learning
cycle which now includes the colored cards.

2:00
-

2:15

BREAK



2:15
-

2:45


(30min)

Part 2:
(15 minutes) Prompt participants to look at the learning cycle, ask:



Ar攠e桥r攠慮e t慳ks t桡t 摯 湯t 桡v攠慬l 㘠捯6潲猿



thy 摯 y潵 t桩nk t桩猠i猿



that 捯cl搠桡d攠扥敮 d潮攠eo i湣n畤攠e桩s i湤i捡瑯c?



e潷 摯 w攠敤畣et攠潵r 灲楮捩灡l猠慮搠潴桥
r 獴a步k潬摥r猠t桡t w攠慲e
m敥ting t桥 rbqp 獴慮d慲摳a批 t敡捨c湧 t桥 rta栠䍯mm潮 C潲o t桲潵gh
low t桲敳桯h搬 桩g栠捥hli湧 t慳歳k 桡vi湧 st畤敮ts w潲o i渠杲潵灳g cr敡te
l敳獯湳⁢慳敤 潮 t桥 l敡r湩湧 捹捬政


What Utah Core Curriculum standards were met
during the learning cycle.

(15
minutes) Prompt participants to look at the geometry standards in their Utah
Common Core, noting and discussing with their group which standards were
addressed in the learning cycle.


Place a sheet of chart paper next to each

task and have the whole group call out
short phrases that describe the standard being met in that task.











1 sheet of
chart paper
placed near
each of the 3
tasks from
that morning

2:45
-

3:10


(35 min)

Reflect
on “Learning” through the lens of the

rta栠hffe捴iv攠q敡捨c湧 pta湤慲摳a
f湴r潤畣u t桥 摯捵浥ct 慮搠桡d攠e敡捨cr猠refl散t 潮 t桥 l敡r湩ng t桡t 桡s 桡灰敮敤.



Key Themes and Essential Knowledge for Effective Mathematics Teachers:
(5
minutes) Read through the Key Themes underlining or highlig
hting those indicators
that seem most critical to effective teaching in a mathematics classroom.

(12
-

18 minutes, 3 minutes/participant) Round Table: Each person in the group
chooses one bullet and shares how teachers demonstrate this knowledge and
under
standing in their mathematics classroom. Specifically answering: What
would
you

see in a math class that would be evidence that a teacher has this knowledge
and understanding?

(10 minutes) Whole group Brainstorm, write the key ideas on chart paper:

Which
of these key themes is more important now than might have been true before
because of the adoption of the new core? What is your evidence that the theme you
chose is more important now using the new Utah Core Standards than it was in the
previous core?





UETS book


Highlighters


Chart paper


Marker

3:10
-

3:30


(20 min)

Feedback loop for readjustment: Whole group Brainstorm, writing key ideas on chart
paper, the following questions:



that w潲o敤 for y潵 慳 愠汥慲湥爿



What didn’t work for you as a
l敡r湥r?


C桡rt 灡灥r

5



What questions do you have from today’s learning?



A湹 慤摩ti潮慬 捯浭敮t猬 i湳ng桴h, or i摥慳a


㌺㌵ H

Facilitator reflection and planning time to use feedback to inform the next day’s
灲慣pi捥c. oefl散t 潮 獣s敤畬i湧 慮搠潮 l敡r湩ng

潢j散瑩e敳⁡湤⁡湡ey獩猠of l敡r湥r
數灥ri敮捥献



How did we meet today’s objectives?



that 獣桥摵l攠慤j畳tme湴猠湥敤 to 扥 m慤政



e潷 摩搠w攠w潲欠togeth敲e慳 f慣alit慴ar猿

q桩nk 扯t栠楮 terms of y潵r 潷渠捯湴數t 慮d i渠t敲m猠of i獳略猠t桡t m慹 扥
捯cm潮
t漠慬l gr潵p献



bm慩l 慬l t桥 ot桥r f慣alitat潲 gr潵灳 for y潵r gr慤e l敶敬 t漠獨慲e i湳nghts a湤
獵sg敳ti潮猠f潲 impr潶in朠g桥 慣a摥my i渠獵s獥煵敮t w敥ks.