SecIII13_Day1

Pedagogy: The Learner and Learning

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

Documents
> > > > > >
 * [[file:DU1_Diggin_It_SecIII.pdf|DU1_Diggin_It_SecIII.pdf]]
 * [[file:SU1_Stake_Claim_SecIII.pdf|SU1_Stake_Claim_SecIII.pdf]]
 * [[file:PU1_It's_All_About_Values_SecIII.pdf|PU1_It's_All_About_Values_SecIII.pdf]]
 * These should be copied in 6 different colors, single sided, 1 copy of each file
 * [[file:Feedback_form_day1.pdf|Feedback_form_day1.pdf]]

Facilitation Notes
Day 1: The Learner and Learning See page 1-3 of Utah Effective Teaching Standards (UETS) Learning Cycle, Progressions, Practice Standards, Nature of Tasks

Crucial Areas: Mathematical Content: See geometry through the learning cycle Utah Effective Teaching Standards: Become familiar with the UETS. The Learner and Learning: What is the experience for the learner?

Have participants complete the needs and resources assessment if they haven’t returned it previously. Overview of the day/week. || 8 Math Practices and Poster posted in the room. UETS standards and Core on participants table. Chart with the 4 big ideas from Essential Understandings of Geometry. || Math Focus: Extending radians into the unit circle Pedagogy Focus: What’s the experience for the learner? || Chart Paper || UETS Standard 3 on chart paper ||
 * Time/Who || <span style="font-family: Cambria,serif;">Task || <span style="font-family: Cambria,serif;">Materials ||
 * <span style="font-family: Cambria,serif;">8:50 – 9:00 || __<span style="font-family: Cambria,serif;">Introductions __
 * <span style="font-family: Cambria,serif;">9:00 - 10:00 || __<span style="font-family: Cambria,serif;">Develop math task __<span style="font-family: Cambria,serif;">- Diggin’ It
 * //<span style="font-family: Cambria,serif;">Notes: //
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in <span style="color: #cc0000; font-family: Cambria,serif;">[[file:DU1_Diggin_It_SecIII_TN.pdf|DU1_Diggin_It_TN]] <span style="font-family: Cambria,serif;"> for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Chart strategies for finding points and arc lengths
 * <span style="font-family: Cambria,serif;">Demonstrate the use of the journal as a summary of what has been accomplished and established. You should think of the journal as a place where students record generalizations of mathematics they developed in the tasks. ||
 * <span style="font-family: Cambria,serif;">10:00 - 10:45 || //<span style="font-family: Cambria,serif;">Norms //<span style="font-family: Cambria,serif;"> – goal is to discuss mathematical, socio-mathematical, classroom norms and then move the conversation toward UETS Standard 3: LEARNING ENVIRONMENTS – The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation. || <span style="font-family: Cambria,serif;">Chart paper with
 * //<span style="font-family: Cambria,serif;">Notes – whole group discussion: //|| <span style="font-family: Cambria,serif;">Focus Activity || <span style="font-family: Cambria,serif;">Questions for Participants || <span style="font-family: Cambria,serif;">Notes for Facilitators || <span style="font-family: Cambria,serif;">Tools ||
 * <span style="font-family: Cambria,serif;">Whole Class: Frame the focus: the learner experience || <span style="font-family: Cambria,serif;">How can teacher create a learning environment that supports individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self-motivation? ||  || <span style="font-family: Cambria,serif;">UETS Standard 3, framed as question, posted on chart paper.

<span style="font-family: Cambria,serif;">Post 8 Math Practices in room as well. || <span style="font-family: Cambria,serif;">5 min || <span style="font-family: Cambria,serif;">What classroom routines, expectations (norms), and procedures would need to be in place for your students to be able to collaborative learning with positive social interaction? <span style="font-family: Cambria,serif;">(discuss with elbow partner and make a list) || <span style="color: #ff0000; font-family: Cambria,serif;">Are the participants considering sociomathematical norms as well as classroom rules. ||  || <span style="font-family: Cambria,serif;">5 min ||   || <span style="color: #ff0000; font-family: Cambria,serif;">As participants give norms, list each one by a gradient line. <span style="color: #ff0000; font-family: Cambria,serif;">Have participants copy chart into journal as we build it together up front. || <span style="font-family: Cambria,serif;">Chart paper prepared with blank gradient lines. || <span style="font-family: Cambria,serif;">Using a different color of marker (say, red) have each participant come forward and place an “x” corresponding to the personal level of importance they attach to each item when they are the learners (i.e. as in the Develop task) with other adults. <span style="font-family: Cambria,serif;">5 min || <span style="font-family: Cambria,serif;">To what degree would an observer see students independently following each norm?
 * <span style="font-family: Cambria,serif;">Pairs: Think about your students engaging in the Develop Understanding task we just completed.
 * <span style="font-family: Cambria,serif;">Whole class: Collaboratively create a list of key norms and procedures. Accompany each item with a gradient line labeled “Low” to “High”
 * <span style="font-family: Cambria,serif;">Using one color of marker (say, black) have each participant come forward and place an “x” where they believe the probability of an observer noticing that item in their classrooms upon a random visit.

<span style="font-family: Cambria,serif;">Consider situations when you have some anxiety about not being as proficient as others in the group. || <span style="color: #ff0000; font-family: Cambria,serif;">Could optionally have the participants first copy the gradient chart in their journal (i.e. as note-taking) and then have them mark there individual choices on their journal version before including their opinions on the class chart up front. <span style="color: #ff0000; font-family: Cambria,serif;">For larger classes, it may be useful to compile the gradients for a smaller group (say, of 4) and, after the small groups discuss the observations of their charts, share the charts all together for the whole class. || <span style="font-family: Cambria,serif;">Completed gradient chart. || <span style="font-family: Cambria,serif;">What observations can we make about the data we’ve collected about norms?
 * <span style="font-family: Cambria,serif;">Whole Class Discussion:

<span style="font-family: Cambria,serif;">5 min || <span style="font-family: Cambria,serif;">To what degree were these norms met during the task you just completed? || <span style="color: #ff0000; font-family: Cambria,serif;">Look for different “distributions” between classroom and personal preference. Also, what is correlation between personal preference of a teacher and what is highly likely to be present in the classroom? <span style="font-family: Cambria,serif;">Identify those where the expected and important had a gap. The later should become part of our focus of the next days. ||  || <span style="font-family: Cambria,serif;">Individually read p. XI - XIII <span style="font-family: Cambria,serif;">Prompt: Which of the “Standards as Assets for Teachers” (p. XIII) most resonates with you? <span style="font-family: Cambria,serif;">Make note in journal. <span style="font-family: Cambria,serif;">4 min ||  || <span style="color: #ff0000; font-family: Cambria,serif;">Check background knowledge of group about UETS to help gage the depth of the introduction needed to the UETS. <span style="font-family: Cambria,serif;">Touch upon measuring effective teaching in a more holistic sense than just using test scores. || <span style="font-family: Cambria,serif;">UETS Standards publication || <span style="font-family: Cambria,serif;">3 min ||  ||   ||   || <span style="font-family: Cambria,serif;">Add any additional items to the gradient list and share with partner/small group. <span style="font-family: Cambria,serif;">5 min ||  || <span style="color: #ff0000; font-family: Cambria,serif;">In the journals process how standard 3 and norms can be implemented in their own classrooms. || <span style="font-family: Cambria,serif;">UETS Standards publication || <span style="font-family: Cambria,serif;">Math Content Focus: Extending trigonometric function to the real numbers
 * <span style="font-family: Cambria,serif;">Introduce UETS Standards
 * <span style="font-family: Cambria,serif;">Share out response to the prompt.
 * <span style="font-family: Cambria,serif;">Read Standard 3 (p. 2 – focus question for the day)
 * || <span style="font-family: Cambria,serif;">5 min ||  || <span style="font-family: Cambria,serif;">Completed gradient chart + additional gradient lines for new additions (possibly a new piece of chart paper). || ||
 * <span style="font-family: Cambria,serif;">10:45 - 10:55 || <span style="font-family: Cambria,serif;">break ||  ||
 * <span style="font-family: Cambria,serif;">10:55-11:30 || __<span style="font-family: Cambria,serif;">Solidify math task __<span style="font-family: Cambria,serif;">- Stake a Claim

<span style="font-family: Cambria,serif;">Pedagogy Focus: What’s the experience for the learner? || <span style="font-family: Cambria,serif;">Have chart of the circle and have participants present the locations || <span style="font-family: Cambria,serif;">Math Content Focus: Extending trigonometric function to the real numbers <span style="font-family: Cambria,serif;">Pedagogy Focus: What’s the experience for the learner? ||  || <span style="font-family: Cambria,serif;">Add any additional thoughts to your journal that will impact your own classroom’s learning environment. ||
 * //<span style="font-family: Cambria,serif;">Notes: //
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in <span style="color: #cc0000; font-family: Cambria,serif;">[[file:SU1_Stake_Claim_SecIII_TN.pdf|SU1_Stake_Claim_TN]] <span style="font-family: Cambria,serif;"> for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Conclude with a journal – example in the teaching notes. ||
 * <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 – 12:45 || __<span style="font-family: Cambria,serif;">Complete work on Solidify math task __<span style="font-family: Cambria,serif;">- Stake a Claim
 * <span style="font-family: Cambria,serif;">12:45 – 1:15 || //<span style="font-family: Cambria,serif;">Video ////<span style="font-family: Cambria,serif;"> – This video is NOT of the task completed, but of a similar type task. Rather this task Where Am I is also about naming points. Project it and read together to give participants idea of what the task was. // || <span style="font-family: Cambria,serif;">Need Speakers & Projectors ||
 * //<span style="font-family: Cambria,serif;">Notes: //
 * <span style="font-family: Cambria,serif;">Before starting the video remind everyone that we will think back to the previous session about Norms, Practices, UETS –Learning Environment. Raise/address questions.
 * <span style="font-family: Cambria,serif;">Introduce the video - //This video is NOT of the task completed, but of a similar type task. Rather this task Where Am I is also about naming points. Project it and read together to give participants idea of what the task was.//
 * <span style="font-family: Cambria,serif;">As you watch the video consider what norms are in place that allow for student collaboration and solidifying of the mathematical content.
 * <span style="font-family: Cambria,serif;">Discuss what allowed students to be comfortable with sharing correct and incorrect solutions?
 * <span style="font-family: Cambria,serif;">Where did you see value in student collaboration?
 * <span style="font-family: Cambria,serif;">Discuss what allowed students to complete their mathematical understanding by the end of the lesson.
 * <span style="font-family: Cambria,serif;">1:15 - 2:15 || __<span style="font-family: Cambria,serif;">Practice math task __<span style="font-family: Cambria,serif;">- It’s All About Values

<span style="font-family: Cambria,serif;">Math Content Focus: Fluidly evaluating values of trigonometric functions and using relationships between them <span style="font-family: Cambria,serif;">Pedagogy Focus: What’s the experience for the learner? || <span style="font-family: Cambria,serif;">Chart the role of the practice task for the learner. ||
 * //<span style="font-family: Cambria,serif;">Notes: //
 * <span style="font-family: Cambria,serif;">Follow the outline of the teaching notes in <span style="color: #cc0000; font-family: Cambria,serif;">[[file:PU1_It's_All_About_Values_SecIII_TN.pdf|PU1_It’s_All_About_Values_TN]] <span style="font-family: Cambria,serif;"> for launch, explore and discuss
 * <span style="font-family: Cambria,serif;">Conclude with a journal – example in the teaching notes. Note that the journal is about tangent and can serve as a develop understanding for a new cycle about tangent and cotangent. ||
 * <span style="font-family: Cambria,serif;">2:15 - 2:45 || <span style="font-family: Cambria,serif;">Have participants look at the UETS and focus on Standards 1 and 2 and how they connect with the learning cycle.

<span style="font-family: Cambria,serif;">Discuss how during different parts of the learning cycle, different Standards of Mathematical Practice rise to the top.

<span style="font-family: Cambria,serif;">Have participants look at the core and determine which standards were addressed by the learning cycle. || <span style="font-family: Cambria,serif;">UETS St. 1a, 2a-e indicators template on 6 different colored paper <span style="font-family: Cambria,serif;">Tape <span style="font-family: Cambria,serif;">1 sheet of chart paper placed near each of the 3 tasks from that morning || <span style="font-family: Cambria,serif;">UETS St. 1: The teacher understands cognitive, linguistic, social, emotional and physical areas of student development. <span style="font-family: Cambria,serif;">UETS St. 2: The teacher understands individual learner differences and cultural and linguistic diversity. <span style="font-family: Cambria,serif;">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). <span style="font-family: Cambria,serif;">Draw and talk about the learning cycle on a chart paper or whiteboard writing both Develop Understanding and the name of the task. <span style="font-family: Cambria,serif;">Prompt participants to: 1 <span style="font-family: Cambria,serif;">read the indicator they have been assigned 2 <span style="font-family: Cambria,serif;">discuss what it looked like in the develop/solidify/practice tasks that were done that day 3 <span style="font-family: Cambria,serif;">write a short but specific example of when this indicator was seen during a specific task 4 <span style="font-family: Cambria,serif;">tape the card to the appropriate chart. <span style="font-family: Cambria,serif;">As you excuse participants to go on their break ask them to examine the learning cycle which now includes the colored cards.
 * <span style="font-family: Cambria,serif;">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.
 * <span style="font-family: Cambria,serif;">Part 1: **<span style="font-family: Cambria,serif;"> Connecting UETS Standards 1 and 2 to the learning cycle.

<span style="font-family: Cambria,serif;">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. ||
 * <span style="font-family: Cambria,serif;">Part 2: **<span style="font-family: Cambria,serif;">(15 minutes) Prompt participants to look at the learning cycle, ask:
 * ● <span style="font-family: Cambria,serif;">Are there any tasks that do not have all 6 colors?
 * ● <span style="font-family: Cambria,serif;">Why do you think this is?
 * ● <span style="font-family: Cambria,serif;">What could have been done to include this indicator?
 * ● <span style="font-family: Cambria,serif;">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?
 * <span style="font-family: Cambria,serif;">What Utah Core Curriculum standards were met during the learning cycle. **<span style="font-family: Cambria,serif;"> (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.
 * || <span style="font-family: Cambria,serif;">break ||  ||
 * <span style="font-family: Cambria,serif;">2:45-3:15 || //<span style="font-family: Cambria,serif;">Reflect //<span style="font-family: Cambria,serif;">on “Learning” through the lens of the Utah Effective Teaching Standards. Use the document and have teachers reflect on the learning that has happened. ||  ||
 * <span style="font-family: Cambria,serif;">Key Themes and Essential Knowledge for Effective Mathematics Teachers
 * <span style="font-family: Cambria,serif;">Read through the Key Themes (p. 29-32) underlining or highlighting those that seem most critical to effective teaching in a mathematics classroom. (5min)
 * <span style="font-family: Cambria,serif;">Each person at the table chooses one bullet and shares how teachers demonstrate this knowledge and understanding in their mathematics classroom. What would you see that would be evidence that teachers have this knowledge and understanding? (3 min each)
 * <span style="font-family: Cambria,serif;">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? (10 minutes ) ||
 * <span style="font-family: Cambria,serif;">3:15-3:30 || <span style="font-family: Cambria,serif;">Distribute the feedback form

<span style="color: #c00000; font-family: Cambria,serif;">Send the Questioning our Patterns of Questioning article home for homework. Remind them they will need a computer tomorrow. || <span style="font-family: Cambria,serif;">Feedback form day 1 || <span style="font-family: Cambria,serif;">Think both in terms of your own context and in terms of issues that may be common to all groups.
 * <span style="font-family: Cambria,serif;">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.
 * ● <span style="font-family: Cambria,serif;">How did we meet today’s objectives?
 * ● <span style="font-family: Cambria,serif;">What schedule adjustments need to be made?
 * ● <span style="font-family: Cambria,serif;">How did we work together as facilitators?

<span style="font-family: Cambria,serif;">Email all the other facilitator groups for your grade level to share insights and suggestions for improving the academy in subsequent weeks. ||