Transcript Document

District PLC Meeting
Elementary
December 3, 2013
2:30 – 3:45pm
Agenda
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
Social Studies: US – Our Independence
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…
1.
2.
3.
4.
5.
6.
7.
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 – 5th Grade
Feedback: “I would like more information on how to match MPS with our
current unit.”
Unit 3 – Addition and Subtraction of Fractions
Lauren wanted to start jogging. The first time she ran, she
3
3
ran mile. The second time, she ran mile, and the third
16
9
16
8
time, she ran mile. If she continued the pattern, when
was the first time she ran more than 1 mile? Explain.
1.
2.
3.
4.
5.
6.
7.
What is the problem asking?
2 min. – Independent Work
How should I begin?
5 min. – Group Discussion
Where is the necessary data?
*Attempt to solve multiple times
What should I do with the data?
using different strategies.
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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• 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.”
TH
5
GRADE SOCIAL
STUDIES
SOCIAL STUDIES THEME:
U.S. – OUR INDEPENDENCE
Current Reality
• We are required to have
implementation of the Iowa Core
• Since 2006-2007, curriculum
guides have been tied to the
adopted materials
• Iowa Core in the Social Studies is
grade-banded: K-2 and 3-5
• Materials from that adoption
exist – to varying degrees in
our schools. In some cases,
there are no materials.
• Standards are divided into the
following categories: behavioral
sciences, economics, geography,
history and political science
• We needed a way to help
teachers with resources until
the next adoption
Unit Guide Structure
Each unit guide includes the following support
structures:
– A unit theme
– “I Can” statements organized by topic
These are what students are expected to know and be able
to do as a result of your instruction
- Suggested Pacing by Week
- Suggested Resources
The “What” vs. the “How”
• The “what” of Social Studies is non-negotiable.
–The learner objectives or “I can” statements
• The “how” of Social Studies is up to your team.
–Teacher teams can get creative with the units they design and the
instructional strategies they select.
• For example, all 5th graders will explore multiculturalism in the early
U.S. using the learner objectives in the middle column
• But how students learn is up to the teacher teams (they could write
an ABC book, they could role play, they could do a gallery walk, a
simulation, etc.)
Unit Outline
Week 1: Life in the Colonies (LC)
Week 2: Life in the Colonies (LC)
Week 3: Road to War (Rd)
Week 4: Road to War (Rd)
Week 5: Revolutionary War (War)
Week 6: Founding a Nation (FN)
I Can Statements are Color-Coded!
History/Chronology & Consequence
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Examine the costs colonists faced when deciding to move to the Americas, including the costs of lost possessions
and risks to personal safety and the benefits of economic opportunities and freedoms once settlements were
formed (LC)
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List the causes and effects of the Revolutionary War (Rd/War)
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Construct and explain a timeline that shows the major events of the Revolution and the Constitution (1763-1791)
(War)
History/Historical Analysis
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Construct a map that shows the location of the thirteen colonies, major landforms, natural resources, etc. (LC)
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Compare and contrast life in different colonial regions (NE, Middle, South) (LC)
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Explain the triangular trade between Britain, Africa and the thirteen colonies (LC)
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Examine different accounts of the Revolutionary War (War)
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Identify the strengths and weaknesses of the American and British forces in the American Revolution. (War)
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Identify some of the roles of women in the American Revolution. (War)
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Depict ways in which the American Revolution affected slaves and American Indians. (War)
History/Historical Change
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Prepare and present the positions of Patriots and Loyalists (Rd)
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Identify and describe at least 3 events that led to colonists’ cry for independence
from Great Britain (i.e. Sugar Act, Stamp Act, Tea Act, Boston Massacre, etc.) (Rd)
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Explains that the Declaration of Independence was written to declare the freedom of
the thirteen colonies from Great Britain (Rd)
Political Science/Citizens and Government
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Explain how the principles and ideals set forth in the Constitution affect current
government and citizen decisions (FN)
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Explain that the new government is organized into three branches: legislative,
executive, and judicial (FN)
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Describe the structure and function of the three branches of government (FN)
Resources
• United States History, Houghton Mifflin *Adopted materials 2007
• Social Studies Alive! America’s Past
Week 1: Life in the Colonies (LC)
Lessons 5, 6, 7 and 9
Week 2: Life in the Colonies (LC)
Week 3: Road to War (Rd)
Lessons 10, 11 and 12
Week 4: Road to War (Rd)
Week 5: Revolutionary War (War)
Lesson 13
Week 6: Founding a Nation (FN)
Lessons 14 and 15
Reminder!
Social Studies Alive! – TCI
• The company is providing us with two demo accounts for
this year . . .
–per grade level
–per school
• Identify two “lead” teachers at each grade level in your
school to create accounts
–They will share access with others on the team
–Username: work email address
–Password: (make it easy; i.e. morris)
www.teachtci.com
An example
from one of
the TCI
Lessons!
Collaboration Time!
• Form small groups (3-4) and discuss how you
plan to teach the U.S. story of “colonies to
country” with your students, and integrate
social studies concepts with literacy and math.
• Send your lesson ideas to Amber Graeber to
share on the elementary social studies weebly:
socialstudies.dmschools.org
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…