Transcript Document

District PLC Meeting
Elementary
December 3, 2013
2:30 – 3:45pm
Agenda – Kindergarten
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: Weather and Seasons
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 – Kindergarten
Feedback: “I would like more information on how to match MPS with our
current unit.”
Trimester 2
The number shows how many basketballs in all. The Red Team has
10 basketballs. How many basketballs does the blue team have?
2 min. – Independent Work
5 min. – Group Discussion
*Attempt to solve multiple times
using different strategies.
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2.
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What is the problem asking?
Solve the way your students
How should I begin?
would solve this problem.
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
article about
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.”
KINDERGARTEN
SCIENCE
WEATHER AND SEASONS
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 name the 4 seasons.
• I can identify the changes in weather from season to season in Iowa.
• I can use various tools to gather data about the weather.
• I can recognize the sun as the source of heat and light for the Earth.
• I can identify seasons, day and night as events that are repeated in
regular patterns.
• I can explain that the sun can only be seen during our daylight hours.
(We are unable to see the sun at night because of the rotation of the
Earth)
Resources
• Foss Trees Kit, Observing Weather section (in
the front of the manual) only
• 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 Weather and
Seasons
• Record student generated weather vocabulary on an ABC
framework and uses those words to create a matching game
for students to learn weather vocabulary.
• Students explore correlations between dress and weather.
They write weather dress codes to be adopted by the
elementary grades.
• Invite a meteorologist from a local television station to speak
to your students about weather.
• Make your own weather instruments (barometer,
anemometer, thermometer and vane) to collect weather data
as a class:
http://ciese.org/curriculum/weatherproj2/en/lesson1.shtml
Collaboration Time!
• Form small groups (3-4) and discuss how you
plan to teach weather and seasons with your
students, and integrate science concepts with
literacy and math.
• Add your lesson ideas to the weather and
seasons 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…