Day+3+-+Secondary+I+&+II


 * Secondary I &II**
 * Day 1**
 * Day 2 - Secondary Math I & II**
 * Day 4 - Secondary I & II**

CMI Framework, Part 2 Introduction Optical Illusions//: A Developing Understanding Task// Teaching Notes Mind Map Student Work The Construction of an Illusion: //A Solidifying Understanding Task// Teaching Notes //​//An Inscribed Illusion: //A Practicing Understanding Task// Teaching Notes Assessment Items Task Analysis Guide
 * Day 3 Learning Cycle:**


 * Day 3 Facilitation Notes**

__Math Focus__: Students will develop and justify constructions. __Pedagogy Focus__: We will look at content knowledge, instructional strategies, and assessment through the lense of the Utah Common Core, emphasizing the mathematical practices. · St 4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline. · St 7c: Instruction Strategies - Analyzes student errors and misconceptions in order to direct, focus, and deepen learning. · St 7f: Instructional Strategies – Provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems. · St 5: Assessment: The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determined whether the outcomes described in content standards have been met. __Math Focus__: The students will make conjectures, justify conjectures, develop strategies to determine parallel-ness, construct a parallel line through a given point not on a given line __Pedagogy Focus__: UETS St 4: Understand the central concepts, tools of inquiry, and structures of the discipline. The teacher will utilize questioning techniques to elicit higher order thinking, require use of prior knowledge, anticipate student moves, help students create and see importance for creating a record of learning. The teacher will also demonstrate making decisions that will enhance student strengths and interests through the use of developmentally appropriate activities. __Experience for the learner__: Students will access prior knowledge, utilize math notebooks as a record of their learning, and develop skill in the construction of parallel lines. The student will justify a conjecture. || Compass Ruler // Optical Illusions // resource page graph paper patty paper || 10:10 || Break ||  || 10:55 (45 min) || UETS St 4: Understand the central concepts, tools of inquiry, and structures of the discipline. Debrief with the question: What content knowledge do you need to facilitate the discussion? Website to create your own mind map: [] Show the example of Construction of Parallel lines Assign groups to Create a Mind Map based on the previous tasks: 1. Leaping Lizards 2. Is It Right? 3. Leap Frog 4. Leap Year 5. Triangles Can Do That? 6. Graphic Circles 7. Holy Circles, Batman
 * Time || Task || Materials ||
 * 8:30 - 9:00 || CMI Framework - [[file:CMI_Part 2.pptx|CMI_Part 2.pptx]] deepening the ideas of the ** teaching ** cycle “Re-view” ||  ||
 * 9:00 - 10:00 || ** Develop math Task: ** Optical Illusions [[file:develop task.pdf|develop task.pdf]]
 * 10:00 –
 * 10:10 –

What are the tools of inquiry for mathematicians? Student notebook, technology, construction tools, brain, etc.
==== Turn to page 12-13 of UETS for detailed description - pay attention to the strands and descriptors for the practicing, effective, and highly effective teachers. How do you see teachers moving from one category to the next? ==== Analyzing Student Work: St. 7 c: Analyzes student errors and misconceptions in order to redirect, focus, and deepen learning. St. 7 f: Provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

Student Work - What questions would you ask of the class to help make sense of the work? What questions would you ask to help work through the misconception? What excellent ideas are emerging from the misconceptions? How might you assist them in using these excellent ideas accurately? || Copies of student work || (35 min) || ** Solidify Task: **The Construction of an Illusion (pt 1) __Math Focus:__ Basic construction skills; construct parallel lines, justify construction steps. __Pedagogy Focus:__ 8 practice standards and levels of cognitive demand. __Learner Experience:__ The student will kindly critique the work of others, utilize a graphic organizer to show the transfer of simple skills to more complex skills, justify the use of basic construction skills. || // Construction of an Illusion // Resource page || 12:15 || Lunch ||  || (40 min) || ** Solidify Task: ** The Construction of an Illusion (pt 2) __Math Focus:__ Basic construction skills; construct parallel lines, justify construction steps. __Pedagogy Focus:__ 8 practice standards and levels of cognitive demand. __Learner Experience:__ The student will kindly critique the work of others, utilize a graphic organizer to show the transfer of simple skills to more complex skills, justify the use of basic construction skills. ||  || 2:00  (65 min) || Use the Mathematics Practice Standards and Levels of Cognitive Demand. Ask participants to write a prompt with a rubric that can assess student thinking and respond to it related to the learning cycle they just participated in. What assessment questions can you use to capture a lot of student thinking with a few quick questions? Emphasize the use of the notebook and collecting written responses. How can you use the rubric to provide feedback to students? ||  || 2:15 || Break ||   || (60 min) || ** Practice Task: **An Inscribed Illusion __Math Focus:__ Students will construct perpendicular bisectors, an inscribed regular hexagon, an inscribed equilateral triangle, and an inscribed square. They will be asked to transfer this knowledge to the justification that the sides of the Ehrenstein optical illusion are not caving in. Students will also demonstrate their understanding of parallel-ness in their justifications on an inscribed square being a parallelogram containing perpendicular angles. __Pedagogy Focus:__ Formative assessment and questioning techniques. Timing of formative assessments. Precision and transfer of knowledge. Use of notebooks as a learning record that can be shared with other students, teachers, and parents. What type of assessment items could be used to assess the work done during the practice task? How might assessment of a practice task at the end of a learning cycle be different than assessment during or after a solidify task? || // An Inscribed Illusion // Resource Page || (15 min) || Feedback loop for readjustment 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? ||  || ● 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 facilitator groups to share insights and suggestions for improving the academy in subsequent weeks. ||  ||
 * 10:55 - 11:30
 * 11:30 –
 * 12:15 - 12:55
 * 12:55 –
 * 2:00 –
 * 2:15 - 3:15
 * || If time is available, have participants write assessments for the work that they did on the previous day. ||  ||
 * 3:15 - 3:30
 * || 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.