SecIII13_Day4

Professional Responsibility: Reflection and Continuous Growth, Collaboration

 * > Sec III Home ||||> **Day 1** ||> **Day 2** ||> **Day 3** ||> **Day 4** ||

Documents

 * [[file:headers2.pdf|headers2.pdf]] These need to be copied back to back on card stock and be laminated in successive order if possible so (for example) Math 7 header will be folded so the last math 7is the initially displayed header and can be flipped down so the new display will have the header Math 7 with the standards below it (which are printed on the back of the other Math 7 page) Only need one copy per facilitator kit.
 * [[file:CCSS Geo Standards Combined.pdf|CCSS Geo Standards Combined.pdf]] Back to Back
 * [[file:Tasks_Group A.pdf|Tasks_Group A.pdf]] Purple paper - need 4 copies - not punched
 * [[file:Tasks_Group B.pdf|Tasks_Group B.pdf]] Green paper - need 4 copies - not punched
 * [[file:Task 3 Template.pdf|Task 3 Template.pdf]]
 * [[file:UETS Key Cross Groups.pdf|UETS Key Cross Groups.pdf]] one copy only - card stock
 * [[file:Feedback_form_day4.pdf|Feedback_form_day4.pdf]]


 * Facilitation Notes**

Day 4: Professional Responsibility: Reflection and Continuous Growth, Collaboration The morning will include four tasks that are centered on UETS St. 8d - //Actively investigates and considers new ideas that improve teaching and learning and draw on current education policy and research as sources of reflection.// The purpose of the four morning tasks is for participants to reflect over the week, to deepen participant understanding of teaching and learning relative to the progression of the Geometry standards (both the sequence of when we teach certain topics and the inclusion of new content) and to make connections across the Core standards. Your group will need to list 2 to 4 things that should come out during the brainstorming session Make sure the following items are discussed: Closing question: Have you had any new “aha’s” during this discussion? || You may want to do this with other grade levels – decide with other facilitators. || * Tasks_Gp A __Part 1 __ – Task Sort (20 minutes): __Part 2 __ – Wall Comparisons (20 minutes) — Participants are to sit with their original groups. Prompt participants to notice compare their work with the other groups’ work, identifying those tasks that are placed in different grade levels. Discuss justifications for placement of the tasks. __Part 3 __ — Standards across the grades and focus questions (20 minutes) At the end of the comparison, have participants ‘flip’ the grade level signs to show the standards for each grade level. Have each “wall group” determine if any tasks need to be moved based on what they have learned from reading the standards across the grade levels. <span style="color: windowtext; font-family: Cambria,serif;">Discuss the following questions: <span style="color: windowtext; font-family: Cambria,serif;">What things that you are teaching are foundational for future work? In what way? || <span style="font-family: Cambria,serif;">Jigsaw: 1 <span style="font-family: Cambria,serif;">Number and Quantity 2 <span style="font-family: Cambria,serif;">Algebra 3 <span style="font-family: Cambria,serif;">Functions 4 <span style="font-family: Cambria,serif;">Statistics and Probability <span style="font-family: Cambria,serif;">(20 min, 5 min/conceptual category) Participants return to their original group and share their findings. || <span style="font-family: Cambria,serif;">The differences in the development of **[conceptual categories]** in Secondary Math I and II are evidenced by.... <span style="font-family: Cambria,serif;">The four **[conceptual categories]** are: 1 <span style="font-family: Cambria,serif;">Number and Quantity 2 <span style="font-family: Cambria,serif;">Algebra 3 <span style="font-family: Cambria,serif;">Functions 4 <span style="font-family: Cambria,serif;">Statistics and Probability <span style="font-family: Cambria,serif;">Direct participants to open their UETS book to St. 8d: //The teacher actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.// Quickly discuss how by participating in these types of discussions, both here and with our colleagues in our math departments at our schools, we are meeting this standard. || |||| **<span style="font-family: Cambria,serif;">Key Cross-Cutting Concepts **  || || <span style="font-family: Cambria,serif;">Communication: 7f, 7h <span style="font-family: Cambria,serif;">Creativity/innovation: 6d || <span style="font-family: Cambria,serif;">Individual learning differences: 1a, 2a, 2b, 2c, 6c (7a, 7b) || <span style="font-family: Cambria,serif;">Student-directed learning: 4c || <span style="font-family: Cambria,serif;">Technology: 3e || <span style="color: windowtext; font-family: Cambria,serif;">Swapmeet: 1 <span style="color: windowtext; font-family: Cambria,serif;">(20 minutes) Ask each group to discuss what an observer might see in a classroom as evidence of meeting the standards within their assigned concept. They may refer to a task or activity done during the week or describe something they may have done in their classroom. Jot some ideas that can be shared with other teams in their math notebooks. 2 <span style="color: windowtext; font-family: Cambria,serif;">(10 minutes) Two participants from each group rotate to the next group. Share the ideas and thinking of both groups <span style="color: #5f497a; font-family: Cambria,serif;">. <span style="color: windowtext; font-family: Cambria,serif;">1->2, 2->3, 3->4, 4->5, 5->6, 6->1 3 <span style="color: windowtext; font-family: Cambria,serif;">(10 minutes) Move back to original groups and discuss what was learned from the other groups <span style="color: #5f497a; font-family: Cambria,serif;">. 4 <span style="color: windowtext; font-family: Cambria,serif;">(10 minutes) Two new participants from each group rotate to a different group. Share the ideas and thinking of both groups. 1->3, 2->4, 3->5, 4->6, 5->1, 6->2 5 <span style="color: windowtext; font-family: Cambria,serif;">(10 minutes) Move back to original groups and discuss what was learned from the other groups <span style="color: #5f497a; font-family: Cambria,serif;">. <span style="font-family: Cambria,serif;">**This rotation allows each group to have discussed four of the concepts. <span style="font-family: Cambria,serif;">Have - do - be <span style="font-family: Cambria,serif;">Be - do - have ||  || <span style="font-family: Cambria,serif;"> Focusing on what you have can produce results and we can accomplish much when operating under this paradigm. However, what you can be is limited by what you have. <span style="font-family: Cambria,serif;"> So, what if there was another way to think about what we would like for our future? What if we could look at it from a FUTURE based paradigm? <span style="font-family: Cambria,serif;"> What if we took what we want from our goal (i.e. a healthy life style) and just decide that this is the way it will be (i.e. “I live a healthy life style”)? So, I say I live a healthy life style, what does that mean I do? And now what will I have? I BE, so now what do I DO, and now that I DO this is what I HAVE. The liberating and energizing part about this approach is that we HAVE unprecedented results based on what we choose to be. What we have or anything we have experienced in the past cannot limit us. We can have more than we could previously imagine. <span style="font-family: Cambria,serif;">Task: <span style="font-family: Cambria,serif;">Ask participants to self reflect on the following prompt: Imagine your ideal classroom, what makes it possible? Describe what it is like and how it occurs. (for Saturday: Imagine an amazing core academy this summer, what makes it possible? Describe what it is like and how it occurs.) <span style="font-family: Cambria,serif;">Once they have brainstormed individually have them discuss their responses for a partner. <span style="font-family: Cambria,serif;">Listen for Have/Do/Be as you monitor the talk. <span style="font-family: Cambria,serif;">Come back together as a group and select participants to share. Chart the responses to focus on the Have/Do/Be pattern. <span style="font-family: Cambria,serif;">Once you feel there is enough evidence make the pattern explicit. Talk about the Have/Do/Be pattern as a PAST paradigm thinking(we use our past experiences to determine our responses). Explain it is natural for us to focus on the past as our frame of reference because that is what we know. You might also want to share thoughts from above about how this frame of reference works but is limiting. <span style="font-family: Cambria,serif;">Ask, ”If this thinking is limiting how do we think differently?” As participants respond you want to draw out the “think outside the box” way they are thinking. <span style="font-family: Cambria,serif;">Shift the conversation to introduce the paradigm of Be/Do/Have. The conversation might start out. “It is much more empowering however if we can shift to a paradigm that is FUTURE oriented(not inhibited by past experiences). So, rather than thinking about what we will need to have, lets focus on how we want it to be and how we will be. “What do we need to BE so we can have the ideal classroom?” (Saturday “an amazing core academy”) “What do we need to BE as an individual?” (and for Saturday “What do we need to BE as a group?”) And if this is how we are going to BE, what does that mean we will DO? <span style="font-family: Cambria,serif;">Have them think-pair-share then discuss, maybe suggest a visual organizer to help guide their thinking. <span style="font-family: Cambria,serif;">Listen for Be/Do/Have as you monitor talk. <span style="font-family: Cambria,serif;">Have the groups share out their new line of thinking. <span style="font-family: Cambria,serif;">• How did their original brainstorm change? <span style="font-family: Cambria,serif;">• What limitations are there? <span style="font-family: Cambria,serif;">Debrief the BE/DO/HAVE with the group. Focus on the empowering nature of this paradigm through the following questions. <span style="font-family: Cambria,serif;">• What impact will this alternative way of thinking have? <span style="font-family: Cambria,serif;">• What changes do you see happening by shifting to BE/DO/HAVE? <span style="font-family: Cambria,serif;">• How did it feel to think this way? ||
 * <span style="font-family: Cambria,serif;">Time || <span style="font-family: Cambria,serif;">Task || <span style="font-family: Cambria,serif;">Materials ||
 * || <span style="font-family: Cambria,serif;">Preparation for Task 2 prior to the arrival of participants:
 * ● <span style="font-family: Cambria,serif;">Reorganize your participants into an even number of groups (2, 4, 8, or 8 groups) even if the number of participants within each group is small or larger than 4.
 * ● <span style="font-family: Cambria,serif;">Tape the Grade Level Headers (Math 7 thru Secondary Math III) in order along a wall, one set of headers taped to a wall for every two groups. You will have at most eight groups using four walls for this task. You may want to tape the header to some chart paper. Rather than use new paper you can use the back of some of your previous work done on chart paper. || <span style="font-family: Cambria,serif;">Grade Level Headers ||
 * <span style="font-family: Cambria,serif;">8:30 - 9:00 || **<span style="font-family: Cambria,serif;">Task 1: **//<span style="font-family: Cambria,serif;">How is teaching the Utah Common Core geometry standards different than how we taught geometry in the past? // || * <span style="font-family: Cambria,serif;">Chart Paper
 * <span style="font-family: Cambria,serif;">Markers
 * //<span style="font-family: Cambria,serif;">CCSS Secondary Geo Standards // ||
 * **<span style="font-family: Cambria,serif;">Write to Learn **<span style="font-family: Cambria,serif;">: “In your notebooks reflect on what we have done over the past week. How is what we have done different than what you have done with geometry in your classroom in the past?”
 * <span style="font-family: Cambria,serif;">Share **<span style="font-family: Cambria,serif;">: Brainstorm with the full group “How is it different?” Write these on chart paper.
 * <span style="font-family: Cambria,serif;">Read **<span style="font-family: Cambria,serif;">: Geometry Introductions for grades 7 - 11. Prompt participants to read and highlight things that are different from their past experiences with geometry.
 * <span style="font-family: Cambria,serif;">Add **<span style="font-family: Cambria,serif;">: Any new differences to the chart.
 * 1) <span style="font-family: Cambria,serif;">1. congruence through rigid transformations
 * 2) <span style="font-family: Cambria,serif;">2. similarity through rigid transformations followed by dilations
 * 3) <span style="font-family: Cambria,serif;">3. functions can be used to describe these transformations.
 * <span style="color: windowtext; font-family: Cambria,serif;">9:00 - 10:00 || **<span style="color: windowtext; font-family: Cambria,serif;">Task 2: **<span style="color: windowtext; font-family: Cambria,serif;"> //What is the progression of geometry through Grade 7 to Math III?//
 * <span style="font-family: Cambria,serif;">Tasks_Gp B
 * <span style="font-family: Cambria,serif;">Tasks_Key
 * <span style="font-family: Cambria,serif;">Painters Tape
 * <span style="font-family: Cambria,serif;">Transparent Tape ||
 * <span style="color: windowtext; font-family: Cambria,serif;">The purpose of this task is to highlight the progression of the geometry standards from 7th grade through Secondary III.
 * ● <span style="color: windowtext; font-family: Cambria,serif;">Instruct participants that each group will receive a set of 8 tasks. They are to work with their group to sort them by grade level and tape them to the wall underneath the grade level header. Two groups will be working the same set of headers.
 * ● <span style="color: windowtext; font-family: Cambria,serif;">Together, the two groups will look at the 16 total tasks on the wall and come to consensus for the placement of the tasks. The tasks have been chosen to instigate discussion. Make sure the groups know they should be able to justify their reasoning for placement of the tasks.
 * ● <span style="color: windowtext; font-family: Cambria,serif;">How does this progression of ideas differ from the development of geometry that you have seen in the past?
 * ● <span style="color: windowtext; font-family: Cambria,serif;">How does the progression of geometric ideas build a foundation for the things that you are teaching?
 * <span style="font-family: Cambria,serif;">10:00 - 10:15 || <span style="font-family: Cambria,serif;">Break ||  ||
 * <span style="font-family: Cambria,serif;">10:15 – 11:00 || **<span style="font-family: Cambria,serif;">Task 3: **<span style="font-family: Cambria,serif;"> //What is the relationship to other conceptual categories?// || //<span style="font-family: Cambria,serif;">Task 3 //<span style="font-family: Cambria,serif;"> template ||
 * <span style="font-family: Cambria,serif;">The purpose of this task is for participants to compare the other domains within their Core to the geometry standards.
 * <span style="font-family: Cambria,serif;">Give them a copy of the Task 3 template titled “ //<span style="color: windowtext; font-family: Cambria,serif;">How Do the Other Conceptual Categories Relate to Geometry //<span style="color: windowtext; font-family: Cambria,serif;">”.
 * <span style="font-family: Cambria,serif;">Participants should be organized in groups of 4. Count off each participant 1 through 4.
 * <span style="font-family: Cambria,serif;">Assign each number a Conceptual Category:
 * <span style="font-family: Cambria,serif;">(25 min) Instruct participants to go to designated corners of the room so they can become experts at their assigned Conceptual Category with members of the other teams. They need to take the template, their CCSS book, and a pencil/pen with them. You may suggest that each group open some of their CCSS books to the geometry standards and others open their books to their assigned conceptual category. They use the template to write down the connections between the geometry standards and the other standards.
 * <span style="font-family: Cambria,serif;">11:00 - 11:30 || **<span style="font-family: Cambria,serif;">Task 4: **<span style="font-family: Cambria,serif;"> //Geometry seems to develop very differently, what about the other standards? How do the ideas in each of the other standards develop differently than what you have done in the past?// || * <span style="font-family: Cambria,serif;">Paper (1/person)
 * <span style="font-family: Cambria,serif;">Utah Core book ||
 * <span style="font-family: Cambria,serif;">The purpose of this task is for participants to deepen their understanding of the progression of standards in the other domains in their Core area.
 * <span style="font-family: Cambria,serif;">Prompt participants to fold a piece of paper into 4 quadrants, one box for each domain.
 * <span style="font-family: Cambria,serif;">Ask them to write the following sentence stem at the top of the boxes:
 * <span style="font-family: Cambria,serif;">Groups work together to complete each sentence stem. Facilitators should be marking time with the groups by saying “Your group should be discussing **[conceptual category]** right now. If you aren’t please summarize your current comments and move on.”
 * <span style="font-family: Cambria,serif;">Whip Around (10 minutes):
 * § <span style="font-family: Cambria,serif;">Participants will quickly name one thing they noticed in their previous work. This should be a quick 1-4 word phrase. The idea is to “whip around the entire group multiple times until there is nothing left to add.
 * § <span style="font-family: Cambria,serif;">Call on participants from different groups and then repeat until everyone has participated. Continue, whipping around the room, until the comments are exhausted.
 * <span style="font-family: Cambria,serif;">11:30 - 12:15 || <span style="font-family: Cambria,serif;">Lunch ||  ||
 * <span style="font-family: Cambria,serif;">12:15 – 1:15 || <span style="color: windowtext; font-family: Cambria,serif;">Reflecting on the Effective Teaching Standards || //<span style="font-family: Cambria,serif;">UETS Key-Cross Groups //<span style="font-family: Cambria,serif;"> sheet cut into strips (1/group) ||
 * <span style="font-family: Cambria,serif;">Introduce the Key Cross-Cutting Concepts: organization of the UETS standards by concepts. Organize participants in 6 groups. Assign groups one of the following six concepts or pair of concepts by giving each group a strip from the //UETS Key-Cross Groups// sheet. Inform participants that the standards that we specifically looked at during the week are in parentheses but that during their discussion they may look at all the standards within their concept.
 * <span style="font-family: Cambria,serif;">1  || <span style="font-family: Cambria,serif;">Basic teacher responsibilities: 4a, 4b, 4e ||
 * <span style="font-family: Cambria,serif;">2  || <span style="font-family: Cambria,serif;">Collaboration: 3b ||
 * <span style="font-family: Cambria,serif;">3
 * <span style="font-family: Cambria,serif;">4  || <span style="font-family: Cambria,serif;">English language learners: 2e
 * <span style="font-family: Cambria,serif;">5  || <span style="font-family: Cambria,serif;">Multiple perspectives: 2d, 4d, 7d
 * <span style="font-family: Cambria,serif;">6  || <span style="font-family: Cambria,serif;">Student engagement/motivation: 4c
 * <span style="font-family: Cambria,serif;">1:15 – 2:15 || <span style="font-family: Cambria,serif;">Change your life protocol
 * <span style="font-family: Cambria,serif;">1:15 – 2:15 || <span style="font-family: Cambria,serif;">Change your life protocol
 * <span style="font-family: Cambria,serif;"> Generally when we are setting goals or thinking about what we would like for our future, we think about it for a minute, then we start to focus on the things we have. In this paradigm, working toward a goal means that we take stock of what we HAVE and then decide what we are able to DO based on that, so we can BE something. We are limited by our past or by our possessions. What we can be is limited by what we have or think we can have or not have. (i.e. “well if I had… then I could do… then I would be…” ) A PAST based paradigm of HAVE/DO/BE.
 * <span style="font-family: Cambria,serif;">2:15 – 2:30 || <span style="font-family: Cambria,serif;">Break ||  ||
 * <span style="font-family: Cambria,serif;">2:30 – 3:00 || <span style="font-family: Cambria,serif;">Use video of teacher stories that reflect how the adoption of the new core and new teaching strategies has led to increased student achievement. ||  ||
 * <span style="font-family: Cambria,serif;">3:00 – 3:30 || <span style="font-family: Cambria,serif;">Distribute feedback form ||  ||
 * || <span style="font-family: Cambria,serif;">Email all the other facilitator groups at your grade level to share insights and suggestions for improving the academy in subsequent weeks. ||  ||