Secondary I &II
Day 2 - Secondary Math I & II
Day 3 - Secondary I & II
Day 4 - Secondary I & II

Day 1 Learning Cycle
Leaping Lizards: A Developing Understanding Task
Teaching Notes
Ask a Kindergarten Class
Is It Right: A Solidifying Understanding Task #1
Teaching Notes
Leap Frog: A Solidifying Understanding Task #2
Teaching Notes
Leap Year: A Practicing Understanding Task
Teaching Notes
Smartboard File for Learning Cycle 1

UETS Standards 1 and 2:




Day 1 Facilitation Notes


Math Content Focus: Writing and applying formal definitions of the rigid-motion transformations: translations, reflections and rotations.

Pedagogy Focus:
· UETS St. 3: Modeling learning environments that “support individual and collaborative learning, social interactions, active engagement in learning, and self-motivation.” Establishing mathematical, socio-mathematical, and classroom norms.
· Creating a learning environment that supports the development of the 8 Mathematical Practices.
· UETS St. 1: The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
· UETS St. 2: The teacher understands individual learner differences and cultural and linguistic diversity.
Time
Task
Materials

Set out materials for all participants:
Math Notebook
3-Ring Binder w/ cover (8 Mathematical Practices)
Lanyards
Set out group materials:
rulers, scissors, tape, patty paper, transparencies and pens, reflective paper, etc.
Place poster of 8 Mathematical Practices in front of room

9:00 - 9:45
(45 min)
Develop math task- Leaping Lizards! From MVP Secondary One Mathematics – Module 5 Leaping Lizards.pdf
Math Focus: Developing the definitions of the rigid-motion transformations: translations, reflections and rotations.
Pedagogy Focus: UETS St. 3: Modeling learning environments that “support individual and collaborative learning, social interactions, active engagement in learning, and self-motivation.” Establishing mathematical, socio-mathematical, and classroom norms.
What’s the experience for the learner? Learners access prior knowledge of rigid transformations by comparing their methods of transformation with their teammates. Validate their method and begin to establish characteristics of rigid transformations.
Leaping Lizards resource page
9:45 - 10:15
(30 min)
Do-Be-Have Protocol:
(3 min.) Prompt participants to write in their journal a description of their ideal classroom.
(12 min.) Discuss what they wrote with their team. Walk around and listen to what people are saying. Look for specific examples of:
“Have ideas” – tables, self-starter students, comfy chair, etc.
“Do ideas” – engaging tasks, students work in teams, etc.
(15 min.) Whole group brainstorm, write the ideas on chart paper (keep for the last day). List all ideas without distinction on the chart paper. Identify the “have ideas” vs. the “do ideas.” Explain that “if I have…., then I can do….” thinking in limiting. If we reframe the paradigm to:
I be….. – facilitator
then I do… - tasks, collaborating, etc
then I have….. – engaged students, self-starters, problem solvers
Write BE > DO > HAVE on the paper a leave on the wall all 4 days
Chart
Paper
10:15 - 10:20
BREAK
Facilitators pass out UETS book and teaching notes for Leaping Lizards task.
UETS Book

Leaping Lizards
Teaching Notes
10:20 – 10:45
(25 min)
Read "Ask a Kindergarten Class" Ask a kindergarten class.pdf

(10 min.) Think of a learning experience that opened your mind to the possibility of being a mathematician. Think of a learning experience closed your mind to possibilities.
  • Think - write down 3 things that worked and 3 things that didn't
  • Pair - share with your partner
  • Share - discuss with full group
(10 min) Full class discussion writing on chart paper the things that worked which become our norms.

(15 min.) Ask them to turn to page 10-12 look at St 3 rubric. Give them time to read and then ask “How do the norms that we just created reflect the practices of Standard 3?” Discuss

(10 min.) Leaping Lizards_Teaching Notes.pdf This is what a highly effective set of teacher notes looks like. Refer to Standard 3a and 3b. You can obtain these teacher notes on the wiki, but we won’t be passing them out for the rest of the tasks.
Ask a
Kindergarten Class – you may want to make copies for participants

Chart
paper
10:45 – 10:55
(10 min)
Solidify math task (1): Is It Right? From MVP Secondary One Mathematics – Module 5 Is It Right.pdf
Math Content Focus: Examining the slope of perpendicular lines.
Pedagogy Focus: Creating a learning environment that supports the development of the 8 Mathematical Practices.
What’s the experience for the learner? Learners rotate lines 90 degrees and look at slopes. Uses transformation strategies from previous activity to move to the recognition of slopes of perpendicular lines.
(10 minutes) Prompt participants to read quickly just to get the gist of the task. Bring attention to the idea that a learning cycle does not necessarily have only one of Develop, Solidify, and Practice tasks. Here we have two solidify tasks which lead students to a deeper understanding of rigid motion transformations.
Is It Right? resource page
10:55 – 11:30
(35 min)
Solidify math task (2): Leapfrog From MVP Secondary One Mathematics – Module 5 Leap Frog.pdf
Math Content Focus: Determining which rigid-motion transformations carry one image onto another congruent image.
Pedagogy Focus: UETS St. 3 b: Supports students to create and manage learning teams to meet learning goals.
What’s the experience for the learner? Student uses the more formal definition that was developed during Leaping Lizards to determine what type of transformation has occurred.
Leapfrog Resource Page
11:30 – 12:15
LUNCH

12:15 – 12:35
(20 min)
Debrief Leapfrog

Video of Leapfrog: Prompt participants to pay attention to how the teacher is/is not reinforcing the 8 Mathematical Practices. Refer to the poster.
Debrief after the video: What do teachers do to create the learning environment and how does that support the development of the Mathematical Practices?
Video of Leapfrog, on your flash drive
12:35 - 1:05
(30 min)
Practice math task: Leap Year From MVP Secondary One Mathematics – Module 5 Leap Year.pdf
Math Content Focus: Writing and applying formal definitions of the rigid-motion transformations: translations, reflections and rotations.
Pedagogy Focus: Using knowledge of learner development and differences to support learning content focus.
UETS St. 1: The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
UETS St. 2: The teacher understands individual learner differences and cultural and linguistic diversity.
What’s the experience for the learner? Students will write the definitions of the three rigid transformations and apply them to a new problem.
Discussion of formal definition and characteristics of rigid transformations: Pass out the Navigating through Geometry. Ask participants to open the books to pages 9-10. We may be able to move some of our times around because we need to rethink the Norms and intro to UETS in the morning
Leap Year Resource Page
1:05 – 1:25
(20 min)
Discussion of formal definition and characteristics of rigid transformations: Pass out the Navigating through Geometry. Ask participants to open the books to pages 5-6 (Applying Transformations and Symmetry), 9-10 (Introduction to Transforming our World). Ask participants to read and highlight important information. Quick discussion on how our learning cycle has applied this understanding.

1:25 -
2:00
(35 min)
The purpose of this task is to have participants recognize that we are not asking them to do more than they already do. If teachers are teaching the Utah Common Core, emphasizing the 8 Mathematical Practices, then they are meeting the UETS standards. We want our participants to have an understanding of what the UETS standards look like in a math class so they can educate their principals and other stakeholders.
Part 1: Connecting UETS Standards 1 and 2 to the learning cycle.
UETS St. 1: The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
UETS St. 2: The teacher understands individual learner differences and cultural and linguistic diversity.
Group all of the develop task charts that were created during the task together on a wall. Group all of the solidify charts on a different wall or away from the first group and group all of the practice charts on a different wall. We need these to be specific groupings so we can talk about the learning cycle. Make sure that the names of the tasks are written clearly on the charts. Assign each group one of the 6 indicators from UETS St. 1 and 2 by giving the group a set of colored cards. (You may want to reassign your participants into 6 groups regardless of the size of the groups).
Draw and talk about the learning cycle on a chart paper or whiteboard writing both Develop Understanding and the name of the task.
Prompt participants to:
1 read the indicator they have been assigned
2 discuss what it looked like in the develop/soldify/practice tasks that were done that day
3 write a short but specific example of when this indicator was seen during a specific task
4 tape the card to the appropriate chart.
As you excuse participants to go on their break ask them to examine the learning cycle which now includes the colored cards.
UETS St. 1a, 2a-e indicators template on 6 different colored paper
Tape
2:00 -
2:15
BREAK

2:15 - 2:45
(30min)
Part 2: (15 minutes) Prompt participants to look at the learning cycle, ask:
Are there any tasks that do not have all 6 colors?
Why do you think this is?
What could have been done to include this indicator?
How do we educate our principals and other stakeholders that we are meeting the UETS standards by teaching the Utah Common Core through low threshold, high ceiling tasks, having students work in groups, create lessons based on the learning cycle?
What Utah Core Curriculum standards were met during the learning cycle. (15 minutes) Prompt participants to look at the geometry standards in their Utah Common Core, noting and discussing with their group which standards were addressed in the learning cycle.
Place a sheet of chart paper next to each task and have the whole group call out short phrases that describe the standard being met in that task.
1 sheet of chart paper placed near each of the 3 tasks from that morning
2:45 - 3:10
(35 min)
Reflect on “Learning” through the lens of the Utah Effective Teaching Standards. Introduce the document and have teachers reflect on the learning that has happened.
Key Themes and Essential Knowledge: (5 minutes) Read through the Key Themes (pages 29 – 32) underlining or highlighting those indicators that seem most critical to effective teaching in a mathematics classroom.
(12 - 18 minutes, 3 minutes/participant) Round Table: Each person in the group chooses one bullet and shares how teachers demonstrate this knowledge and understanding in their mathematics classroom. Specifically answering: What would you see in a math class that would be evidence that a teacher has this knowledge and understanding?
(10 minutes) Whole group Brainstorm, write the key ideas on chart paper:
Which of these key themes is more important now than might have been true before because of the adoption of the new core? What is your evidence that the theme you chose is more important now using the new Utah Core Standards than it was in the previous core?
UETS book
Highlighters
Chart paper
Marker
3:10 -
3:30
(20 min)
Feedback loop for readjustment: Whole group Brainstorm, writing key ideas on chart paper, the following questions:
What worked for you as a learner?
What didn’t work for you as a learner?
What questions do you have from today’s learning?
Any additional comments, insights, or ideas?
Chart paper
3:35 +
Facilitator reflection and planning time to use feedback to inform the next day’s practices. Reflect on scheduling and on learning objectives and analysis of learner experiences.
● How did we meet today’s objectives?
● What schedule adjustments need to be made?
● How did we work together as facilitators?
Think both in terms of your own context and in terms of issues that may be common to all groups.
Email all the other facilitator groups for your grade level to share insights and suggestions for improving the academy in subsequent weeks.