District PLC Meeting

Elementary

December 3, 2013 2:30 – 3:45pm

Agenda – Fourth Grade

2:30pm 3:45pm 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 Natural Encounters and Ecology 3:40pm Wrap-Up and Exit Slip 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… 1. What is the problem asking?

2. How should I begin?

3. Where is the necessary data?

4. What should I do with the data?

5. Did my plan work?

6. Does my answer make sense?

7. Do I need to go back and try a different strategy?

Practice with Problem Solving – 4

Feedback: “I would like more information on how to match MPS with our current unit.”

th Grade Unit 3 – Geometry and Measurement

A rectangular flower garden measures 3 yards 1 foot 8 inches wide and 1 yard 2 feet 3 inches long. How many inches of fencing is needed to enclose the entire flower garden?

2 min. – Independent Work

1. What is the problem asking?

2. How should I begin?

3. Where is the necessary data?

4. What should I do with the data?

5. Did my plan work?

6. Does my answer make sense?

5 min. – Group Discussion

*Attempt to solve multiple times

using different strategies.

Solve the way your students would solve this problem.

7. 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. • • • • • • • • • • • • • 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.”

• • • • • • • • • • • • • 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.

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.

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.

• • • • • • • • Watched a video of elementary students working through the problem-solving Collaborate with multiple teachers outside of my school on how they engage their students in solving problems. Read an article about Practice Standard #1 and collaborated 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: • 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: • 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.”

4

TH

GRADE SCIENCE

NATURAL ENCOUNTERS AND ECOLOGY 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 demonstrate how humans change environments in ways that can be either beneficial or detrimental to themselves or other organisms.

• I can recognize the elements of a terrestrial environment. • I can observe a terrarium over time and record changes in my journal.

• I can recognize the elements of an aquatic environment.

• I can observe an aquatic environment over time and record changes in my journal.

Resources

• • Foss Environments 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 Environments

• Have the students research the effects of various types of pollution (air, water, land) on a specific environment (terrestrial or aquatic) and the effect it has had on an animal in that environment. Create a brochure showing the parts of the environment and how human actions have impacted it.

• Invite a naturalist from the Iowa DNR to speak to your students about wildlife and environmental management in Iowa. • Take a field trip sponsored by Polk County Conservation. The field trips are FREE (except for bussing). You can contact Patrice Peterson and learn more about the field experiences they offer.

• Take a field trip to the zoo, or invite a speaker to address the different types of habitats and environments they create to keep their animals happy.

Collaboration Time!

• • Form small groups (3-4) and discuss how you plan to teach environments with your students, and integrate science concepts with literacy and math.

Add your lesson ideas to the environments 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…