#PascsoMath HII 5
High Impact Instruction: 5 News & Notes
#PascoMath teachers and coaches, thank you all for your dedication to students and high impact instruction! Currently, #PascoMath specialists are beginning to plan for the 2019-2020 academic year. We would like teacher and school feedback to guide all decision making. Please complete the survey below to help us create beneficial PD and resources.
- #PascoMath Secondary Learning Network Survey (Canvas)
All responses are anonymous.
Ginger Butto - RBSMS
Ginger uses multiple modes of communication to help the kids make the math explicit (visuals, descriptions, motions, discussion, etc), and works with students every day during her planning period. In addition, she spends about an hour a day after school working on the Behavior Program for the whole 6th grade. This is in addition to the planning and preparing that she does for her classes everyday.
Please use this link to recommend teachers to be recognized.
Coaches Corner: Deborah Pickett on Core Action 2B
Core Action 2B: Sharing Student Work
Core Action 2, Indicator B is a teacher move in the Instructional Practice Guide (IPG) that is intended for teachers to share students’ representations and solution methods to help strengthen all students’ understanding of the content in the lesson. Building off of the work of the 5 Practices for Orchestrating Productive Mathematic Discussions by Smith and Stein, we want to first choose tasks that lend themselves to multiple solution methods and representations.
While students are working on the task, look for student work that can highlight common errors and misconceptions, varied approaches, and different types of displays. This is called the monitoring phase. As the class comes back together to discuss the task, use caution to avoid the debrief becoming a show and tell of student work. Instead, you want to carefully select the students that you want to share (even telling them in advance, if needed). You may even only ask them to share a specific part of their work based on the particular point that you want to make. Another key point is to sequence the work that is shared so that you can connect or link them together to support student understanding of the learning goal. You may choose to show misconceptions or common errors first, or the most common strategy to most unique, in addition to most simple to complex approach.
Ideally, students should share their work and thinking, however, if some students are reluctant to talk in front of the class, they can choose a group member to share their thinking, or you can share their work. As mentioned above, the selecting, sequencing, and connecting of the representations is critical to furthering the understanding of students, without it becoming just a show and tell of what they did to get the answer. This process also creates the opportunity for a variety of voices to be heard in class, rather than only those few students that the class would expect to be called on to share their work.
It is helpful to anticipate the strategies that students will use in advance, although be ready for some approaches you did not consider. Our students usually have ways of thinking that surprise us! Additionally, be ready to share a strategy or representation that students did not use, just in case it helps to bring out the mathematics of the learning goal more clearly.
Core Action 1b: The enacted lesson appropriately relates new content to math content within or across grade levels.
Why it Matters
Coherence does not treat learning experience as a new event, instead it connects new learning to previous learning. This thinking allows a couple of things to happen. First students build on what they know. Next, it allows educators to focus supports on previous key learning within or across grade level or course.
Planning W/ 1b in Mind
Use the resources below to plan with Core Action 1b in mind.
Middle School Textbook Adoption Process
The textbooks being considered for 6-8 math are Discovery Ed’s Math Techbook and Open Up. Below you will find a general process with current status and next steps.
- Publishers Submit Letter of Agreement (C)
- School Based Review Team Reviews Submitted Curriculum and Choose Two Finalist (C)
- Schools Review Finalist and Submit School Vote (Open Up - 10: Math Techbook-5) (C)
- School vote results and Materials presented to District Instructional Materials Team (C).
- District Instructional Materials Team submit adoption recommendation for board approval (C)
- Board votes on recommendations (March 5th)
*(C) = completed
February 25th: ITC - Math Coaches Meeting
February 28th: Math Competition Winners Announced