Day+4+-+Secondary+I+&+II


 * Secondary I &II**
 * Day 1**
 * Day 2 - Secondary Math I & II**
 * Day 3 - Secondary I & II**


 * Morning Tasks:**

The morning will include four tasks that are centered around 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 to reflect on how teaching geometry has changed in two respects:
 * The sequence of when we teach certain topics
 * The inclusion of new content

Grade Level Headers


 * Task 1:** How is teaching the Utah Common Core geometry standards different than how we taught geometry in the past?

Tasks Key Tasks Group A Tasks Group B
 * Task 2:** What is the progression of geometry through grade 7 to Math III?

Template for Task 3
 * Task 3:** Look at other standards within the grade band. How do they relate to geometry?


 * Task 4:** 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?


 * Afternoon: Reflecting on the Effective Teaching Standards **

**Day 4 Facilitation Note**
__Pedagogy Focus__: 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. · 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. ● 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. ● 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. |||| Grade Level Headers || (30 min) |||| ** Task 1: **// How is teaching the Utah Common Core geometry standards different than how we taught geometry in the past? // Make sure the following items are discussed: 1. congruence through rigid transformations 2. similarity through rigid transformations followed by dilations 3. functions can be used to describe these transformations. Closing question: Have you had any new “aha’s” during this discussion? |||| Chart Paper Markers // CCSS Secondary Geo Standards // || (60 min) |||| ** Task 2: ** // What is the progression of geometry through Grade 7 to Math III? // The purpose of this task is to highlight the progression of the geometry standards from 7th grade through Secondary III. Key: __ Part 1 __ – Task Sort (20 minutes): ● 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. ● 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. __ 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. Discuss the following questions: ● How does this progression of ideas differ from the development of geometry that you have seen in the past? ● How does the progression of geometric ideas build a foundation for the things that you are teaching? What things that you are teaching are foundational for future work? In what way? |||| Tasks_Group A Tasks_Group B  Tasks_Key Painters Tape Transparent Tape || (45 min) |||| ** Task 3: ** The purpose of this task is for participants to compare the other domains within their Core to the geometry standards. Jigsaw: · Give them a copy of the // How does the Other Conceptual Categories Relate to Geometry // template. · Participants should be organized in groups of 4. Count off each participant 1 through 4. · Assign each number a Conceptual Category: 1 Number and Quantity 2 Algebra 3 Functions 4 Statistics and Probability · (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. (20 min, 5 min/conceptual category) Participants return to their original group and share their findings. |||| // Task 3 // template || (30 min) |||| ** Task 4: ** // 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? // 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. · Prompt participants to fold a piece of paper into 4 quadrants, one box for each domain. · Ask them to write the following sentence stem at the top of the boxes: The differences in the development of ** [conceptual categories] ** in Secondary Math I and II are evidenced by.... The four ** [conceptual categories] ** are: 1 Number and Quantity 2 Algebra 3 Functions 4 Statistics and Probability · 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.” · Whip Around (10 minutes): § 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. § Call on participants from different groups and then repeat until everyone has participated. Continue, whipping around the room, until the comments are exhausted. 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. |||| Paper (1/person) Utah Common Core book || (60 min) |||| ** Reflecting on the Effective Teaching Standards ** 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 listed but that during their discussion they may look at all the standards within their concept. ** Key Cross-Cutting Concepts ** (page 25-27) 1. Basic teacher responsibilities: 4a, 4b, 4e 2. Collaboration: 3b 3. Communication: 7f, 7h and Creativity/innovation: 6d 4. English language learners: 2e and Individual learning differences: 1a, 2a-c, 6c (7a&b) 5. Multiple perspectives: 2d, 4d, 7d and Student-directed learning: 4c 6. Student engagement/motivation: 4c and Technology: 3e Swapmeet: 1 (5 minutes individual contemplation, 10 minutes group discussion) Ask 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 (10 minutes) Two participants from each group rotate to the next group. Share the ideas and thinking of both groups. 1->2, 2->3, 3->4, 4->5, 5->6, 6->1  3 (10 minutes) Move back to original groups and discuss what was learned from the other groups. 4 (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 (10 minutes) Move back to original groups and discuss what was learned from the other groups. **This rotation allows each group to have discussed four of the concepts. |||| // UETS Key-Cross Groups // sheet cut into strips (1/group) || (60 min) |||| Prompt participants to re-examine their ideal classroom and the chart from the first day. How do we move from “Have – Be – Do” to “BE – DO – HAVE” ? What have we done in the past 4 days that help us make this change? What further support would help us maintain this change? How do we help the rest of our math departments to make this change? |||| Chart of ideal classroom from day 1 ||  || (30 min) |||| Use video of teacher stories that reflect how the adoption of the new core and new teaching strategies has led to increased student achievement. ||||  ||   || ● 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. ||||  ||   || 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? ||||  ||
 * Time |||| Task |||| Materials ||
 * ||||  |||| Preparation for Task 2 prior to the arrival of participants:
 * |||| 8:30 - 9:00
 * Write to Learn **: “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?”
 * Share **: Brainstorm with the full group “How is it different?” Write these on chart paper.
 * Read **: Geometry Introductions for grades 7 - 11. [[file:CCSS Geo Standards Combined.pdf|CCSS Geo Standards Combined.pdf]] Prompt participants to read and highlight things that are different from their past experiences with geometry.
 * Add **: Any new differences to the chart.
 * |||| 9:00 - 10:00
 * |||| 10:00 - 10:15 |||| Break ||||  ||
 * |||| 10:15 – 11:00
 * |||| 11:00 - 11:30
 * |||| 11:30 - 12:15 |||| Lunch ||||  ||
 * |||| 12:15 – 1:15
 * 1:15 – 2:15
 * 2:15 – 2:30 |||| BREAK ||||  ||   ||
 * 2:30 – 3:00
 * 3:00 – 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.
 * ||||  |||| Feedback loop for readjustment