Transcript Document

District PLC Meeting
Elementary
December 3, 2013
2:30 – 3:45pm
Agenda – Third Grade
2:30pm
Welcome, Reminders, and Logistics
2:35pm
Mathematical Practice Standard #1
“I am excited about the practice standards!”
“It was challenging because we did not have enough time to dig deeper.”
3:15pm
Science: Scientific Experiment Water Unit
3:40pm
Wrap-Up and Exit Slip
3:45pm
Dismissal
REMINDERS AND
LOGISTICS
The Purpose of the District PLCs
• Support the implementation of our common
district initiatives
• Provide teachers with an opportunity to
share ideas and collaborate with
colleagues from around the district
Questions?
• We want to make an effort to deliver deep,
meaningful professional development to you
each and every session.
• Time is limited and we want to make good use
of the 75 minutes.
• Today – If you have questions about what is
presented – please write them on a notecard.
If you would like a personal response – please
write down your name and school.
Norms
• Be on time – every time
• Be prepared – bring back requested materials
• Be present
– No side conversations
– Avoid using your computer or cell phone
– Avoid working on other tasks – stay focused on the
topic at hand
• Be respectful of your peers and the facilitator
• Participate!
MATHEMATICAL
PRACTICE STANDARD #1:
MAKE SENSE OF PROBLEMS AND
PERSEVERE IN SOLVING THEM
Problem Solving
Feedback: “I would like more information on solving open-ended problems.”
Problem solving is not an algorithm to be practiced or a fact to
be memorized.
Effective problem solvers decide…
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What is the problem asking?
How should I begin?
Where is the necessary data?
What should I do with the data?
Did my plan work?
Does my answer make sense?
Do I need to go back and try a different
strategy?
Practice with Problem Solving – 3rd Grade
Feedback: “I would like more information on how to match MPS with our
current unit.”
Unit 2 – Multiplication + Division within 100
The 3 teams for football had 15, 12, and 27 people. How
many people will be on 3 equal teams for football?
2 min. – Independent Work
Explain.
5 min. – Group Discussion
*Attempt to solve multiple times using different strategies.
Solve in the way your students would solve this problem.
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What is the problem asking?
How should I begin?
Where is the necessary data?
What should I do with the data?
Did my plan work?
Does my answer make sense?
Do I need to go back and try a different strategy?
Problem Solving – Strategies
To support our students: we identify, we discuss, and
we move toward making the process automatic.
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Choose an operation
Draw a picture
Find a pattern
Make a table
Use manipulatives
Guess and Check
Make an Organized List
Use Logical Reasoning
Work Backward
Use a Formula
Eliminate Possibilities
Use a number line
Write an equation
Problem Solving – Strategies
“I would like more information on how to align my teaching with problem
solving.”
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Choose an operation
Draw a picture
Find a pattern
Make a table
Use manipulatives
Guess and Check
Make an Organized List
Use Logical Reasoning
Work Backward
Use a Formula
Eliminate Possibilities
Use a number line
Write an equation
Strategy teaching is a blend of student exploration
and direct teaching.
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Highlight and discuss students’ approaches at every opportunity.
It is also okay to introduce students strategies.
Students need ongoing experience in applying strategies.
Video: Persistence in Problem Solving
- The Teaching Channel
Questions to consider:
• How does the graphic organizer help scaffold problem solving for students?
• Why does Ms. Saul choose to have students work alone without help?
• How do “Heads Together Butts Up” and “Student-led Solutions” contribute
to the class culture around problem solving?
• Do you do similar/different problem solving techniques in your classroom?
• Something you are interested in trying might be…
Building a Problem-Solving Disposition
Many students become easily frustrated
with solving math problems.
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Am I able to do this?
What if I get stuck?
What if it takes me too long to get the answer?
What if my idea doesn’t work?
What if my answer is wrong?
Believing it is possible to solve a problem, recognizing that confusion is
part of the process, and discovering that persistence pays off and are
components of the positive problem-solving disposition.
Math Practice Standard #1:
Make sense of problems and persevere in solving them.
Building a Problem-Solving Disposition
Feedback: “It is fun talking to and learning from people from other schools.”
Independently – read this
article about Math Practice
Standard #1 (3 minutes)
- Make notes
- Underline
- Highlight
Making Sense of Problems and Persevere
in Solving Them
Feedback: “The wording in the math standards can be confusing!”
I Can Statement Posters
Feedback: “I am excited about getting I Can Statements and not having to create them by myself!”
Feedback: “I enjoyed writing I Can Statements.”
Feedback: “I am excited about access to the MPS posters.”
Summing It Up
Teaching problem solving is more than assigning problems to our students. It is a
balance of guided experiences in which we support the development of our
students’ thinking skills, as well as investigate experiences in which our students
develop skills through trial-and error experiences.
Next Time
Today
we…We Will…
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in your classroom.
• Write
Read ana personal
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goal Practice
for implementing
Standard #1
MPSand
#1collaborated
into my classroom.
with a teacher
from another school around your Aha’s and questions.
• Were provided with teacher action steps and probing questions to ask our
students during the problem solving process.
Elementary Math:
Frequently Asked Questions
Are we receiving new math materials next school year?
• Currently, there is a 19-member committee with teachers and coaches from 17
schools around the district evaluating math materials that are highly aligned with
the Iowa Core, rich in technology, supportive of an RTI structure, organized, and
strong in problem solving strategies.
• If you would like more information about this process please visit the math
website to view committee members and evaluation rubrics.
• PD Resources > Instructional Materials Upgrade.
• Our current two finalists include:
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Go Math – Houghton Mifflin
My Math – McGraw-Hill
Feedback: “I would like more information about the new math materials for next year.”
Elementary Math:
Frequently Asked Questions
What is Smarter Balanced Assessment and when do our
students take this new assessment?
• Smarter Balance Assessment is an assessment that the state has informally began
evaluating to replace the Iowa Assessment.
• It is a balanced, high-quality assessment system to which includes formative,
interim, and summative components that are aligned to the Common Core.
• SBA is computerized and therefore schools, students, parents will receive results
in weeks, rather than months.
• Smarter Balance assessments include:
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Multiple Choice
Short Constructed Response
Extended Constructed Response
Performance Tasks
Feedback: “Smarter Balance is vague.”
Elementary Math:
Frequently Asked Questions
What is Smarter Balanced Assessment and when do our
students take this new assessment?
• It is not official that Iowa will be implementing this assessment.The
very earliest we would be using this assessment is the 2015-2016 school
year. We will keep you informed.
• We will continue to discuss performance tasks and problem-based instruction
through our District PLC time in order to support our students in the area of
problem solving.
• If you would like more information and/or to view sample items and tasks for
grades 3 – 5, please visit the elementary math website.
• PD Resources > Early Out PLC > Smarter Balanced Assessment
Feedback: “I would like more information on how we are preparing for Smarter Balance.”
RD
3
GRADE
SCIENCE
SCIENTIFIC
EXPERIMENTATION WATER
UNIT
Unit Outline
• 6 weeks in length to correspond with literacy
unit 3 (120 minutes/week)
I Can Statements (student outcomes for the unit)
• I can determine what constitutes evidence.
• I can judge the merits or strengths of the data and
information used to make explanations.
• I can use tools appropriately to gather information
during an experiment (thermometer).
• I can construct a simple graph using data from an
experiment.
Resources
• Foss Water kit. Lots of other resources listed
on the curriculum guide and online.
• Science website http://science.dmschools.org
Contact Kim O’Donnell if you need any support
[email protected]
Other Ideas For Teaching Water
• Lots of online resources outlined in the curriculum guide
• Invite a speaker from Des Moines Water Works to discuss
how they use scientific experimentation to prepare water for
the general public.
• During the experiment using pennies and surface tension, have
the students collect the number of water droplets each side
of the penny will hold and then graph class data.
• Have the students choose their own variable to test during
the penny/surface tension experiment. (temperature of the
penny, temperature of the water, side of the penny, age of the
penny, etc. Does it make a difference? Write a conclusion
based on their data.
Collaboration Time!
• Form small groups (3-4) and discuss how you
plan to teach the water unit to your students,
and integrate science concepts with literacy
and math.
• Add your lesson ideas to the animals page on
the elementary science wiki! (you’ll need to
become a member to add to the page.) Your
facilitator has the directions!
www.dmpsscience.wikispaces.com
WRAP UP & EXIT SLIP
Exit Slip
Use a notecard on your table to complete one
of the following sentence starters:
• I am excited about…
• Something I find challenging…
• I would like more information about…
• I really enjoyed…