Mathematics Educator Effectiveness Training -Procedure Guide-Day 3

Logistics for Day 3

• One 3-hour content session
• Grouped by grade level (High School, Middle School, Elementary School)

• To provide an opportunity to review key information that has been communicated during the first two days of training.

• To give participants an opportunity to share projects they created during the afternoon of Day 2

• To make the participants aware of changes in both instructional and assessment shifts that will be associated with implementation of the CCSS.

• To provide time for reflection on the types of practices teachers must employ in the classroom of the future.

• To inspire participants and to draw an uplifting close to the 2012 EEA.

• Arrange the room for groups of 4
• Display Power Point Slide with greeting for day 3

• Power Point slide displaying:

• greeting

• Greet participants at the door

• Power Point slide displaying:
• outcomes forDay 3

• Display the power point slide of the outcomes for Day 3
• Review the outcomes for Day 3

• synthesize their knowledge of the CCSS and available resources.
• share projects
• become aware of expected shifts in mathematics instruction.

• Formulate a plan for training teachers at their school.

• Power Point slides displaying:

• outcome
• Quiz-Quiz Trade

• Quiz-Quiz Trade cards (2 colors)

• Display Outcome for the Warm Up activity

• Display the slide “Quiz-Quiz-Trade.”
• Divide your session participants into two groups of equal size. If you have an odd number of participants, youwill need to join the activity as a participant.
• Hand each member of one group one of the pink question cards and hand each member of the second group one of the yellow question cards.
• Tell the participants who have the pink cards to form a line.
• Tell the participants who have the yellow cards to stand

• Tell the participants with the yellow cards to hold up their card with the question facing their partner.
• The participants with the pink cards should now answer the question that is being posed to them by their partner with the yellow card.
• The participants with the yellow card are looking at the answer, so they are able to congratulate or coach their partner as appropriate.
• Now reverse the roles and the participants with the pink cards will ask their questions.
• After the “Quiz-Quiz” step is completed, participants should “Trade” cards with their current partner.
• As the facilitator of the activity, the “Master Teacher” should note when all of the cards have been switched(look at the colors of the cards in each line).
• Ask the participants in the line that have yellow cards to move one space to their right. The participant at the end of “right end” of the line should rotate to the “left end” of the line.

• The participants with the pink cards do not move.
• Each participant should now have a new partner.
• Repeat the “Quiz-Quiz-Trade” process with the new partner.
• Repeat this process until either the rotating person returns to his/heroriginal spot, or until the time allotted for the warm up is finished.

• Power Point slide displaying:

• outcome

• Display the slide of the outcome.

• Divide the participants into groups of 4 people who have not worked on the same project.
• Participants should provide an overview of their project to the other 3 participants in their group.
• The members of each group should decide on one person from their group who will share his/her presentation with the large group.
• Share selected projects.

• Power Point slide

• Break

• Power Point slides displaying:

• Shifts in mathematics
• Outcome
• Instructional Shifts
• Picture of handout
• Description of task
• Group sharing
• Math problem
• Reflection
• Solution
• Expected Changes in math tasks
• Content changes
• Math problem (again)
• Debriefing the task
• Additional changes in mathematics (5slides)

• Chart paper

• Markers

• Copies of the Shifts in Mathematics

• Copies of the “car” problem

• Copies of Content Changes in Middle School

• Display Shifts in Mathematics slide
• Display “Outcome” slide

• Display the Instructional Shifts slide.
• Ask the participants to count off from 1 to 6.
• All 1’s form a group; all 2’s form a group, etc.
• Distribute a piece of chart paper and a marker to each group.
• Display slide of the picture of the handout and tell the participants to locate the “Shifts” document in their binder.
• Assign each group one of the 6 Shifts in Mathematics.
• Ask group members to analyze the description of their assigned shift.
• Display slide of the “Task” - Create a visual on their chart paper to provide a summary of their assigned shift.
• Display“Share Your Shifts” slide.
• Select a person from each group to be the spokesperson for the group. (Idea: Person whose birthday is closest to today.)
• Each group will briefly present its assigned shift.

• Display and review slide which describes “Expected Changes in Mathematics Tasks.

• Display the “Math Problem” slide.
• Elicit comments as the slide progresses.
• Ask the participants to locate a copy of the problem in their binder.
• Give them a few minutes to read and think about how they would solve the problem. (If time allows, ask them to try to solve the problem.)
• Discuss their findings.
• Display the solution and answer any questions.

• Display slide of problem with the rectangle that reads “Which Shifts and Changes…?”
• Ask participants to talk at their tables about how the problem illustrates the shifts in both content and instruction.
• Display and review the “Debriefing the Task” slide
• The task:
• is not scaffolded
• takes an extended amount of time to solve
• assesses both content and practice standards
• assesses more than one content standard

• Based on what we know now, PARCC assessments will use these 4 ideas in assessment tasks.
• Traditional assessment items will also appear on the assessment.

• Display and review slide of “General CCSSM Content Changes” from appendix F pages 11-12
• Display and review slide of “Content Changes in Middle School.” Mention that they are in NO particular order.
• Make sure participants each have their copy in hand while you review these changes.
• Display 5 slides which illustrate additional anticipated changes. Discuss the changes with the participants.

• Display “Mathematics Instruction of the Future” slide.
• Post three pieces of chart paper in the front of the room and three in the back.
• Label one piece with the word “Start” one with “Keep” and one with “Stop” on each set.
• Give each group a different color marker.
• Ask groups 1-3 to go to the front of the room, each group standing in front of a different piece of chart paper. The remaining groups 4-6 go to the back of the room, repeating the set up.
• Ask the members of each group to list one teaching practice that they hope teachers will “Start,” “Stop” or “Keep” doing based on the information they have just received.
• About every 20 seconds ask groups to rotate to the next chart and add a new teaching practice to the list as appropriate.
• Compare the two “Keep” charts, Compare the two “Stop” charts and compare the two “Start” charts.

• “Preparation for School Team Planning” handout

• “Useful Websites” handout

• Display the outcome for the “Reflection” activity

• Display “Preparation for School Team Planning” reflection activity slide

• Distribute a copy of the “Preparation for School Team Planning” handout to each participant
• Tell the participants to use the guiding questions on the handout to prepare discussion points that they will share with their school team
• Tell the participants to share their discussion points with the members of their groups

• As time allows, have groups share highlights of their discussions with the large group
• Mention that the last page in their notebook is a reference sheet that lists all of the web sites used in the EEA as well as additional websites that they might find useful.

• Power Point Slides displaying:
• Internet Access to a You Tube Video
• Movie version of the Video

• Before showing the concluding video, urge participants to keep an open mind about the message – UDL and the potential for knowing and engaging one’s own students (as much as possible), according to their needs.
• Please note that there are two slides that look similar. The last two slides of the presentation both have access to a video. The first one connects to the internet. If you have internet access, you may use this one.
• If you do not have internet access or it is not available for any reason, use the last slide that says “Movie” on the picture.

Mathematics Office Maryland State Department of Education June 4, 2012 Page 1 of 2