Day2_SecondaryII

Day 1 Day 3

To print:

(also here: [] || || ||
 * Day 2 Morning Debrief || [[file:eucc2011/Day2_Morning_Debrief.pdf|Day2_Morning_Debrief.pdf]] ||
 * MARS_Squares_In_Circles || [[file:eucc2011/MARS_circles_squares.pdf|MARS_circles_squares.pdf]] ||
 * Depth of Knowledge || [[file:eucc2011/DOK chart.pdf|DOK chart.pdf]]
 * IMP task || [[file:eucc2011/IMP_task.pdf|IMP_task.pdf]]
 * Levels of Cognitive Demand || [[file:levels_cognitive_demand.pdf|levels_cognitive_demand.pdf]] ||
 * Modifying_Task_Quadratic || [[file:eucc2011/Modifying_Task_Quadratic.pdf|Modifying_Task_Quadratic.pdf]] ||
 * Modifying_Tasks_From_Textbooks || [[file:eucc2011/Modifying_Tasks_From_Textbooks.pdf|Modifying_Tasks_From_Textbooks.pdf]] ||
 * Sequencing tasks || [[file:eucc2011/Designing_Learning_Cycle.pdf|Designing_Learning_Cycle.pdf]]
 * Day 2 Reflection || [[file:eucc2011/Day2_Daily_Reflection.pdf|Day2_Daily_Reflection.pdf]] ||


 * Day 2: Tasks **


 * Time || Activity || Focus and goals || Notes ||
 * 8:30-8:45 || Give participants a few minutes to respond to debrief questions.

Discuss the responses. || Review how learning cycle deepens content knowledge.

Develop appreciation of the integrated model of the Utah Core || Hand out Day 2 morning debrief

Collect Day2 morning debrief ||
 * 8:45 - 10:00 || **Session 3 - assessment: **

 Let participants work on it for 5 minutes. Discuss different ways to solve including similarity. (Alternative way is to note that the center of dilation is center of circle.)

Tell participants that there are several groups creating assessments for the core. The state has been associated most closely with the Smarter Balance Assessment Consortium, which is creating a range of assessments, multiple choice, performance, and formative. The task that we have selected is an example of the type of performance task that Smarter Balance is working on even though it is an 8th grade task and there has not yet been very many task assessments developed for Secondary II. Discuss how this task is different from the previous assessments.

<span style="font-family: 'Times New Roman',serif;"> Give them 5 minutes to score the work.

<span style="font-family: 'Times New Roman',serif;">As the groups are finishing hand out the scored work to each group and have them compare the two sets of scored work. Once all the groups are finished, take no longer than 10 minutes to share impressions – analyze how rubrics are designed to highlight/value the important mathematics that you are interested in.

<span style="font-family: 'Times New Roman',serif;"> Explain: SBAC at this time has few tasks for Secondary II, but many of the tasks have either been borrowed or modeled after MARS.

<span style="font-family: 'Times New Roman',serif;">Participants are to work together in a group on a task for about 10 minutes.

<span style="font-family: 'Times New Roman',serif;">Create a 10 point rubric for the IMP_task (satellite) on chart paper.

<span style="font-family: 'Times New Roman',serif;">When come back from break look at the different rubrics. || <span style="font-family: 'Times New Roman',serif;">Difference between previous and new assessment: evidence of thinking is necessary.

<span style="font-family: 'Times New Roman',serif;"> Participants should think about novel ways to ascertain students’ understanding. || <span style="font-family: 'Times New Roman',serif;">Hand out MARS_circles_squares task

<span style="font-family: 'Times New Roman',serif;">Hand out the rubric and the unscored student work.

<span style="font-family: 'Times New Roman',serif;">Give IMP_task (satellite) which is a MARS task and time to solve it.

<span style="font-family: 'Times New Roman',serif;">Hand out the IMP_task_commentary and solution.

<span style="font-family: 'Times New Roman',serif;">Gallery walk of the IMP task rubrics and short discussion after the break ||
 * <span style="font-family: 'Times New Roman',serif;">10:00- 10:15 || <span style="font-family: 'Times New Roman',serif;">Break ||  ||   ||
 * <span style="font-family: 'Times New Roman',serif;">10:15-11:00 || **<span style="font-family: 'Times New Roman',serif;">Session 3: **


 * <span style="font-family: 'Times New Roman',serif;"> Levels of Cognitive Demand **

<span style="font-family: 'Times New Roman',serif;">Gallery walk

<span style="font-family: 'Times New Roman',serif;">Any thoughts about the rubrics? How are they same/different?

<span style="font-family: 'Times New Roman',serif;"> Ask participants to describe the knowledge that students would need to have to work the satellite problem. <span style="font-family: 'Times New Roman',serif;">Discuss cognitive level (pg. 16) of the Satellite Task and justify their chosen level.

<span style="font-family: 'Times New Roman',serif;"> Hand out the "Cognitive Rigor Matrix" and ask participants to work together to identify where this task falls on the matrix.

<span style="font-family: 'Times New Roman',serif;">Determine the level of cognitive demand of each task on the handout. First do by yourself, then pair with partner and justify your choices.

<span style="font-family: 'Times New Roman',serif;">Think back to the learning cycle from yesterday. What is the cognitive demand of each task? Where do high cognitive demand tasks fall in traditional classroom experience? Where do they belong in our framework? || <span style="font-family: 'Times New Roman',serif;">Understand levels of cognitive demand.

<span style="font-family: 'Times New Roman',serif;">Understand <span style="color: blue; font-family: 'Times New Roman',serif;">[|Depth of Knowledge Framework from SBAC] <span style="font-family: 'Times New Roman',serif;"> (aka Cognitive Rigor Matrix)

<span style="font-family: 'Times New Roman',serif;">Does hard mean high cognitive demand? || <span style="font-family: 'Times New Roman',serif;">Continue pre-lunch activity

<span style="font-family: 'Times New Roman',serif;">Use the chapter of the book they read for homework to prepare for facilitation: <span style="font-family: 'Times New Roman',serif;">Pg 14: learning <span style="font-family: 'Times New Roman',serif;">Pg 16: levels of cognitive demand.

<span style="font-family: 'Times New Roman',serif;">Hand out Depth of Knowledge Framework

<span style="font-family: 'Times New Roman',serif;">Hand out <span style="color: blue; font-family: 'Times New Roman',serif;"> ||
 * <span style="font-family: 'Times New Roman',serif;">11:00-11:30 || **<span style="font-family: 'Times New Roman',serif;">Session 4: **


 * <span style="font-family: 'Times New Roman',serif;"> Learning Cycle & Planning -- Modifying Textbook Tasks **

<span style="font-family: 'Times New Roman',serif;">Explain that on the Modifying Task Quadratic, the textbook problem ended after the question about how far and how high.

<span style="font-family: 'Times New Roman',serif;">From there on is a modification of the task. <span style="font-family: 'Times New Roman',serif;">How does that modification change the level of cognitive demand? Relate what has been done to the Modifying Tasks from textbooks handout.

<span style="font-family: 'Times New Roman',serif;">Pick one problem per group from the textbook and modify it to increase the level of cognitive demand. Share the modified tasks and discuss how they are different from the original one. || <span style="font-family: 'Times New Roman',serif;">How can we use the resources we already have (current textbooks and such) in order to implement the <span style="font-family: 'Times New Roman',serif;">standards of practice? || <span style="font-family: 'Times New Roman',serif;">Hand out

<span style="font-family: 'Times New Roman',serif;"> Modifying_Task_Quadratic

<span style="font-family: 'Times New Roman',serif;">Give the participants "Modifying_Tasks_From_Textbooks" which should help in thinking how to improve the task.

<span style="font-family: 'Times New Roman',serif;">Spend half an hour after lunch to discuss all groups’ modified tasks. ||
 * <span style="font-family: 'Times New Roman',serif;">11:30-12:15 || <span style="font-family: 'Times New Roman',serif;">Lunch ||  ||   ||
 * <span style="font-family: 'Times New Roman',serif;">12:15-12:45

<span style="font-family: 'Times New Roman',serif;">12:45-1:30 || <span style="font-family: 'Times New Roman',serif;">Share the modified tasks and discuss how they are different from the original one.


 * <span style="font-family: 'Times New Roman',serif;">Session 4: **


 * <span style="font-family: 'Times New Roman',serif;"> Designing learning cycle **

<span style="font-family: 'Times New Roman',serif;"> Task: design a learning cycle for the goal given to you (A, B or C). You may, or may not, use provided tasks in your learning cycle.

<span style="font-family: 'Times New Roman',serif;">Each group will create a poster of their learning cycle. Once done, these two groups will share their learning cycles among themselves.

<span style="font-family: 'Times New Roman',serif;">Possible discussion about the process of design:
 * <span style="font-family: 'Times New Roman',serif;">You may have to start in different places because of different interests and backgrounds
 * <span style="font-family: 'Times New Roman',serif;">You have to understand problems intimately in order to do learning cycle.
 * <span style="font-family: 'Times New Roman',serif;">You will have to make changes because of time issues.
 * <span style="font-family: 'Times New Roman',serif;">Goal is central to which problems are selected.
 * <span style="font-family: 'Times New Roman',serif;">Not every interesting task is appropriate for your goal. Keep your eye on the goal.
 * <span style="font-family: 'Times New Roman',serif;">It is all about the MATHEMATICS. || <span style="font-family: 'Times New Roman',serif;">Gain practice in designing a learning cycle.

<span style="font-family: 'Times New Roman',serif;">Articulate mathematical goals for your learning cycle.

<span style="font-family: 'Times New Roman',serif;">Recognize the value of the process of designing a learning cycle – it is not intended to have a “perfect” cycle. || <span style="font-family: 'Times New Roman',serif;">Hand out:

<span style="font-family: 'Times New Roman',serif;"> Designing_Learning_Cycle and A, B and C.

<span style="font-family: 'Times New Roman',serif;">Chart paper for each group with a marker.

<span style="font-family: 'Times New Roman',serif;"> There will be two groups with the same goal. Choose the tables next to each other for same goals.

<span style="font-family: 'Times New Roman',serif;"> Groups with same goals will hang their posters next to each other and compare. ||
 * <span style="font-family: 'Times New Roman',serif;">1:45-3:00 || **<span style="font-family: 'Times New Roman',serif;">Working groups: **

<span style="font-family: 'Times New Roman',serif;"> Outline the learning cycle, then identify and sequence a group of tasks that you can use to accomplish the goals you chose yesterday. || <span style="font-family: 'Times New Roman',serif;">Outline a learning cycle. || <span style="font-family: 'Times New Roman',serif;">Participants reconvene in their working groups (from day 1).

<span style="font-family: 'Times New Roman',serif;">Post the work on their wiki page. ||
 * <span style="font-family: 'Times New Roman',serif;">3:00 - 3:30 || **<span style="font-family: 'Times New Roman',serif;">Discussing progress: **

<span style="font-family: 'Times New Roman',serif;"> Each group should share their unit goal and how they are doing with choosing the cycles: what are you finding easy to do, what is challenging?


 * <span style="font-family: 'Times New Roman',serif;"> Daily Reflection ** || <span style="font-family: 'Times New Roman',serif;">Sharing the goals and the progress with the group.


 * <span style="font-family: 'Times New Roman',serif;">Homework: **

<span style="font-family: 'Times New Roman',serif;"> Read Chapter 4 and 5 for tomorrow. <span style="font-family: 'Times New Roman',serif;">Bring calculator/computer. || <span style="font-family: 'Times New Roman',serif;">Take about 20 minutes

<span style="font-family: 'Times New Roman',serif;"> Last 10 minutes hand out:

<span style="font-family: 'Times New Roman',serif;"> Day2_Daily_Reflection. Collect and react in the morning debrief. ||