Day+2+-+Secondary+Math+I+&+II


 * Secondary I &II**
 * Day 1**
 * Day 3 - Secondary I & II**
 * Day 4 - Secondary I & II**

CMI Framework, Part 1


 * Day 2 Learning Cycle:**

Triangles Can Do That?: //A Developing Understanding Task// Teaching Notes Graphic Circles: //A Solidifying Understanding Task// Teaching Notes Holy Circles: //A Practicing Understanding Task//​ Teaching Notes Geogebra Instructions Triangles Can Do That? Geogebra File Article: //Questioning Our Patterns of Questioning//

**Day 2 Facilitation Notes**
__Math Focus:__ Develop and use the non-transformed equation for a circle. __Pedagogy Focus:__ Differentiation is the focus of the day. Some of the strategies include: Use of technology, student errors and misconceptions, a student notebook, and other practical strategies to use where the rubber hits the road while moving learners through the learning cycle. · UETS St. 6c: Differentiates instruction for both individuals and groups by choosing appropriate strategies, accommodations, resources, sequencing, and demonstrations of learning. · UETS St. 7: Uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways. Use technology as a strategy to differentiate instruction. 9:00 (30 min) |||| __CMI Framework __ - deepening the ideas of the learning cycle “Re-view” What do you know about the CMI framework learning cycle? Why is this chosen framework by USOE? What are you currently doing that is similar to this framework? Facilitator might bring up the idea that this model was chosen as a good model for enabling students to engage in the Utah Core State Standards and the 8 mathematical practices. It meets the goal of encouraging learners to use higher-level thinking. || CMI Framework, Part 1 || 9:45 (45 min) |||| ** Develop math task: ** Triangles Can Do // That //? __Math Focus:__ For a point on a circle, the x-value, the y-value, and the radius of the circle are related by the Pythagorean Theorem. __Pedagogy Focus:__ UETS St. 6c: Differentiates instruction for both individuals and groups by choosing appropriate strategies, accommodations, resources, sequencing, and demonstrations of learning. __Experience for the learner:__ Using a specific triangle to create a set of points that are equidistant from a center point in order define a circle and to begin developing the general equation of a circle. || // Triangles can do that? // Resource Page Construction Paper Triangles || 10:10 (55 min) |||| ** Think-Pair-Share: ** 1. Think- Give participants two minutes to think about and write a personal response to the following questions. · What strategies help to maintain the high ceiling, low threshold aspects of a task? · What type of strategies can we use for differentiation that are specific to the math content, and that that go beyond simply putting students in groups or giving them different work? 2. Pair - Give participants two more minutes to discuss what they wrote their partner. 3. Share - Share thoughts as a whole group. Prompt participants read UETS St 6C: Differentiates instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning. Whole group discussion: ● How does this standard connect to the task just completed? ● Imagine walking into another classroom. If the teacher was highly effective in standard 6c, what would you see?
 * Time |||| Task || Materials ||
 * 8:30 -
 * 9:00 -
 * 9:45 –

Optional: Facilitator may want to also ask these two questions by continuing the Think-Pair-Share protocol. · What strategies were evident during the task? · What are the teacher moves that you experienced during the task that provided differentiated access to the task? · How do high quality tasks allow opportunities for differentiation? · How do the representations allow students to engage in the mathematics and demonstrate their understanding in various ways? ||  || 10:20 |||| Break ||   || 11:00
 * 10:10 –
 * 10:20 -

(40 min)
|| ** Solidify Math Task **: Graphic Circles __Math Focus:__ Students will be able to explain why x2 + y2 = r2 for any point on any circle __Pedagogy Focus:__ Use technology as a strategy to differentiate instruction. __Experience for the learner:__ Students use technology to determine the equation of a circle. || // Graphic Circle // Resource Page Computer or Tablet with Geometry Graphics Software // Geogebra Instructions // || 11:30 (30 min) || ** Video of Graphic Circles: **Prompt participants to write down the types of questions and responses that are generated in the video. ● What types of questions can be asked besides simply checking for right and wrong? ● How can we help students when they are stuck without giving away the next step? How can we scaffold? ● How can we help students communicate their ideas to others? ● How can we help students feel safe with our questioning? Prompt participants to read their question and write a response. Prompt participants to trade their question with someone in their group, read their new question, and respond to the question or the response. Continue doing this two more times. || Video of //Graphic Circle//, on your flash drive
 * 11:00 -
 * Reflecting on the Video: **Each participant receives a card with one of the following questions written on it.

Index card with questions written on them || 12:15 || Lunch ||  || (45 min) || ** Practice math task: ** Holy circles, Batman! __Math Focus:__ Attain fluency with the non-transformed equation for a circle. __Pedagogy Focus:__ UETS St. 6d __Experience for the learner:__ Students will apply what they have learned about finding important points on a circle to different types of questions. || // Holy circles, Barman! // Resource Page || (60 min) || Hand out the “Questioning our Patterns of Questioning” article. Have participants read the article and identify a word, phrase, and sentence that s/he thinks/feels is particularly significant. Record in your notebook using a sentence stem “my __ is significant because…” Give participants 10 minutes to read the article and find his/her word, phrase, and sentence. Next have participants in groups of no more than four share using the following the protocol below. · First identify who will be the group facilitator and who will be the scribe. The scribe will be recording the words and phrases on chart paper to hang up for participants to read during the break. · Round 1: Each person shares the word from the article and uses the sentence stem above. The scribe records each word. · Round 2: Each person shares the phrase they selected using the sentence stem. The scribe records each phrase. · Round 3: Each person shares the sentence they identified using the sentence stem. UETS Book || 3:00 (45 min) || 6c Instructional Planning: Differentiation Think of a math task you’ve seen or used before. Plan how that task could be adjusted for better differentiation. Keep in mind the following questions: ● How do you see differentiation throughout the learning cycle? ● How does keeping a notebook provide the teacher with opportunities for differentiation? ● How might technology aid in differentiation? Optionally, allow time for participants to share the ideas they worked on during this time. ||  || Affinity Map ** Have Chart paper posted around the room with one of the following questions posted on each. (Each group receives a packet of Post-It Notes which they use to write their answers, and post onto the posters.) ● 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 all the other facilitator groups at your grade level to share insights and suggestions for improving the academy in subsequent weeks. ||  ||
 * 11:30 -
 * 12:15 - 1:00
 * 1:00 - 2:00
 * Refer back to your list to determine what is important that participants will be sharing in their groups.**
 * Discussion questions:**
 * · How does using the “focus interaction pattern of questioning” allow for all students to learn at their level? **
 * · What do you think of the author’s recommendations to investigating your own teaching practice with regards to questioning? **
 * Read UETS 6d and 7d, e, f, and h. In partners have participants discuss: How will the ”focusing interaction pattern of questioning” allow me to achieve these standards? (As facilitators make sure participants are citing specific standards from the UETS they just discussed.) Have volunteers share what they discussed in pairs. Make sure each of the five indicators have been discussed and if not, invite participants that you have heard discussing the missing indicators in the explore phase share. (This requires you to make note of groups that are taking about each standard during their partner discussions so you have a list to choose from if needed.)** || // Questioning our Patterns of Questioning // Article
 * 2:00 - 2:15 || BREAK ||  ||
 * 2:15 -
 * 3:00 - 3:30 || Feedback loop for readjustment:
 * || 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.