8th Grade-Algebra I Development Track

Welcome to MTH102, the 8th Grade-Algebra I Mathematics Core Development track! Below you will find course-specific guidance, required pre-work, resources and log-in information.

Session 7: Data for What? – Analyzing Discussion-Driving Math Lessons

Assignment (~30-60 minutes + teaching)

Note: The assignment is pretty straightforward in asking us to plan and facilitate more math discussions + share data for next session. However, since this work covers multiple sessions I’ve made sure to provide lots of context and resources for every single step in case you need more support as you try out the whole discussion cycle. If reading through the details overwhelms you, it basically whittles down to…

PART I – Plan and facilitate another math discussion (anticipate, monitor, select, sequence, connect). Upload your anticipation, monitoring, select/sequence notes, and student work samples to your course portfolio.

PART II – Make sure that you have up-to-date standards mastery and performance task data and have shared this with Ethan before the session.

If you need any support on any of this, below you can see all of the awesome examples and resources for each part of this assignment!

PART I (~30 minute)

  1. (~10 minutes)Find a high demand task from one of these sources. These sources were chosen because of their consistency in quality and details that can help in the ANTICIPATION stage of planning, but if you feel strongly about a different source share that with Ethan.
  1. (10-15 minutes)ANTICIPATE – This planning allows us to better respond to students in-the-moment and better prepare for the way that we will connect potential student responses in the whole-class synthesis.

Anticipate student thinking and write this down as you lesson plan. There is not set format, but you can see several examples below. The main things to consider are “How might students solve this (aligned or not) and how will I respond?” and “What mistakes or misconceptions might students have and how will I respond?”

  • Here is the example anticipation notes that we created together in our last session.
  • Here is an example of anticipation notes from The Five Practices for Orchestrating Productive Math Discussions.
  • Here is an example of anticipation notes that Ethan made during a recent co-teaching day with this task.
  • Here is an example of anticipation notes that Megan made during a lesson we co-taught at Byhalia Middle School last week.
  • Here is an example of Alanna’s anticipation notes that she uploaded from this past session.
  1. (no extra time) MONITOR – As students work in small groups, monitor the discussions you have with them (YES, WRITE IT DOWN!). This allows us to be intentionally about who we will eventually select and sequence to connect to the big math ideas. It also reminds us which students we have primed to share specific parts of their thinking.

Again, there is no format to this – the book recommends a formal teacher-sheet that you can use, but I often just wrote down my notes on post-its. You’ll be asked to upload your notes after, so hang onto them! And remember, these are for YOU to select and sequence student responses, so feel free to abbreviate and keep it simple, since your main focus is to be responding to students during small-group time.

  1. (no extra time) SELECT and SEQUENCE – As you collect monitoring notes on student work, start deciding who you will call on and in what order. This allows us to be intentional in the whole-class “connecting” discussion afterwards, ensuring that the cognitive lift is placed on students and that we’re not playing “Russian roulette” with calling on students afterwards.

I recommend putting a little “1” “2” “3” and so on right on your monitoring notes. You might do this in your head eventually, but make sure you have some way to share this with our group during our session (either have it written on your monitoring notes or upload a separate word document explaining how you selected and sequenced student responses)

  • Here is Nick Bannister’s example sequencing from his monitoring notes.
  • Here are the three student examples that Ethan selected as well as an explanation of how he sequenced them (from a lesson he co-taught with Mavis two weeks ago).
  • Some of the common ways that teacher’s sequence student work…
    • Most common method to unique methods (emphasizing pros/cons of different approaches)
    • Common misconception to resolution (building comfort with mistakes)
    • Concrete to representational to abstract (building conceptual understanding)
  1. (no extra time) CONNECT – Connecting is just the verbal whole-group discussion that you have with students after selecting and sequencing who you want to call on.

Remember to engage in “focusing” lines of questioning, as discussed in our session onEffective Questioning.

  • Here is the article that discusses “focusing” versus “funneling” lines of questions. Skim through it if you need a refresher.
  1. (~5 minutes) Upload your work to your course portfolio.
  • We will be taking a big chunk of time at the start of our next session to share our work with each other. Make sure that you have the following pieces of evidence uploaded to share:
    • The task or activity that you used
    • Your anticipation notes
    • Your monitoring notes
    • Your selection/sequence (either written with your monitoring notes or submitted as a separate document)
    • Student work samples
    • Be prepared to talk about how your “connecting” discussion went.

PART II (time will vary, ~0-30 minutes)

  1. Make sure that you have up-to-date data (step-by-step guide here), specifically…
  • Standards mastery – How are students doing on their standards? Students are held accountable to specific standards in their curriculum, and deserve to know where they stand relative to those standards (both for this year and going forward). I recommend using the regional tracker so that you can see student mastery by individual, by class, by unit, and overall.
  • Performance Task Rubric Ratings – How are students growing in their mathematical thinking? Students are also held accountable to this through the standards of practice in the CCSS, but beyond that it is also incredibly important that we are equipping students for the rigor of college work and critical and logical thinking in the real world. They deserve to know their strengths and gaps in regards to mathematical thinking through consistently rubric-rated performance tasks that provide a standard rubric (we of course recommend QUASAR) to demonstrate growth. I again recommend using the regional tracker, which calculates individual, class, and overall PT scores, and automatically calculates overall growth.
  • OPTIONAL – Need help on quickly transferring some data from SAM into our tracker? Watch this short (5 minute) video (YT: SAM to TFA Online Tracker) from Jacob that lets you use SAM rosters and scores to quickly copy over the most important mastery data to the regional tracker (while avoiding the daily grades and other non-standard aligned stuff our district might ask us to put into our gradebook).
  1. Make sure that your tracker is shared with Ethan and your coach before the session!
  • Again, we recommend the regional tracker since you, your coach, and Ethan can access it at any time to collaborate with the most up-to-date data on your classroom.
  1. OPTIONAL – Questions or concerns with data? No sweat – data is a four letter word for a lot of folks, especially if you feel like it is something that you’re asked to do with no real purpose. If you want to chat about the how and why of data, email Ethan directly so we can set up a time to chat. We’ll dig more into using this data meaningfully in our next session, but feel free to reach out before then.

Joining the Session

Our session will be on Thursday, December 3rd, 7:00PM-8:30PM

Join WebEx meeting 


 

Session 6: Intentional Talk – Facilitating Discussion-Driven Math Lessons

Assignment (30-40 minutes + teaching)

This assignment does require you to actively try out some group work before the next session collect student evidence. If you are worried about completing this assignment you should reach out to your facilitator before Monday, 11/16.

1. (10-15 minutes) Find a high demand task from one of these sources. These sources were chosen because of their consistency in quality and details that can help in the ANTICIPATION stage of planning, but if you feel strongly about a different source share that with Ethan.

2. (15-20 minutes) Anticipate student thinking and write this down as you lesson plan. There is not set format, but you can see several examples below. The main things to consider are “How might students solve this (aligned or not) and how will I respond?” and “What mistakes or misconceptions might students have and how will I respond?”

3. (no extra time) Use this in group work on any day before our session on 11/12.

4. (no extra time) Take pictures of 3 OR MORE student samples (preferably with different types of student work or methods).

5. (~5 minutes) Upload all documents to your portfolio in the “Session 6” folder. Upload your task (title this “Task” for simplicity’s sake), your anticipation notes (title this “Anticipation Notes”), and your student work samples (“Sample 1” and so on) to your work portfolio before next week’s session. We will use this student evidence extensively throughout our session so it is imperative that all work is uploaded prior to the session.

Session Outline and Resources

We will use the following links throughout the session:

1. Sharing Concrete Strategies

2. Intentional Talk

3. Practice: Select, Sequence, Connect

4. Implementation: The Entire Discussion Cycle

5. Closing

Joining the Session

Our session will be on Wednesday, November 12th, 7:00PM-8:30PM

Join WebEx meeting 


Session 5: Get Them Talking – Planning Discussion-Driven Math Lessons

Assignment

  1. Enjoy Rocktober! There is no assignment for this session. Rest up and be prepared to fully engage.

Session Outline and Resources

We will use the following links throughout the session:

1. Lesson Opening – Why Discussion?

2. Collaboration – How We Manage Discussion

3. Learning – The Five Practices: Anticipating

4. Collaboration – Designing Our Rich Task

Joining the Session

Our session will be on Thursday, October 29th, 7:00PM-8:30PM

Session 5 has concluded.

Call-in Number: (712) 775-7031, Meeting ID: 348-115-728

NOTE: Please MUTE your phone once you have announced yourself – only unmute when speaking.


Session 4: The Merger – Culture and Content

Assignment

(~30 minutes) Administer your Culture Survey to your students, and track it. This round of culture surveys should be your SECOND round, and should be from within three weeks of this session’s date.

  • Need a soft-copy of the surveys? You can find them here.
  • Need to find your tracker and get some guidance on setting it up? Everything you need is on this page.
  • Still have questions? Please be proactive and reach out to Ethan or your TLD Coach!

(~10 minutes) Complete the quick reflection here: http://goo.gl/forms/Cp4Q8C8VR9 

Resources

Session PowerPoint

Joining the Session

Our session will be on Thursday, October 15th, 7:00PM-8:30PM

Session 4 has concluded.

Note: You will need your cell phone for breakout rooms during parts of this session.


Session 3: You Get What You Ask For – Effective Questioning

Assignment <By EOD Wednesday, 9/30>

(~20 minutes) First, experiment with our practices from Session 2…

  1. <~15 minutes> Choose from one or more of the routine strategies we discussed this week (3-read + text annotation, math journaling, Type 1 writing) and implement this in your classroom.
  2. <~5 minutes> Upload 3 or more student samples of this routine along with a brief explanation of the task. Upload the student samples to your personal folder under the “Session 3 – Literacy-Focused Student Work” folder, and write your brief explanation in our collaborative document.

(~45 minutes) Then, prepare for Session 3…

  1. <15 minutes> We need to gather evidence of the questioning currently happening in your classroom! Videotape, sound record, or ask a fellow teacher to take notes of ~10-15 minutes of your classroom instruction (or ask your TLD Coach to help you do this).
  2. <20 minutes> Watch the videotape and write down all of the questions that you asked in our collaborative document. For an example of what this looks like, check out this blog post.
  3. <5 minutes> Read this blog post to help you analyze and reflect on the questions you asked and then put that brief reflection in our collaborative document.
  4. <5 minutes> If you have not yet done so, set up your data tracker and share this with Ethan and your TLD Coach.

Session Outline and Resources

Session PowerPoint

  1. Collaboration – Literacy-Focused Techniques
  2. Learning – Open and Closed Questioning

3. Learning – Focusing versus Funneling

4. Practice – Rehearsing Our Pattern of Interaction

5. Closing – Moving Forward

We will use the following links throughout the session:

Joining the Session

Our session will be on Thursday, October 1st, 7:00PM-8:30PM

Session 3 has concluded.

Note: You will need your cell phone for breakout rooms during parts of this session.


 Session 2: Infusing Literacy into Mathematics

Assignment

<Before the session> Upload your modeling lesson and work samples in your personal folder here.

<Before the session> Complete questions 1-2 in our collaborative workspace to share your initial reflections on your modeling activity.

Session Outline and Resources

Session PowerPoint

  1. Collaboration – The Modeling Cycle
  2. Learning – 3-Reads and Text Annotations

3. Learning – Five Types of Writing in Math

4. Practice – Infusing Literacy Into Our Plans

5. Closing – Odds and Ends

We will use the following links throughout the session:

Joining the Session

Our session will be on Thursday, September 17th, 7:00PM-8:30PM

Session 2 has concluded.

Note: You will need your cell phone for breakout rooms during parts of this session.


 Session 1: Fake-World Math – Making Math Matter with Meaningful Modeling

Assignment

<Before Session 1> Make sure that your technology is working.

Please ensure that…

Additionally, please ensure that you are at a location with a stable internet connection

<Before Session 1> Upload a current or upcoming unit assessment to this folder. We will give collaborative feedback on each other’s assessments at the start of our session. If you have any issues uploading, please email your assessment directly to Ethan.

<Before Session 1> Bring at least one example of modeling from your classroom classroom (from textbook, adapted from external source, or self-created – this can be part of your assessment you bring) and an explanation of how students performed. If you have not used modeling or are unsure, bring an explanation of your current experience/feelings with modeling. Upload your modeling example to this folder. If you have any issues uploading, please email your assessment directly to Ethan.

Session Outline and Resources

Session Powerpoint

  1. Collaboration – Strong Assessment
  1. Lesson Opening – Country Club Math
  • More info here < In case you want to try something similar in your classroom!
  1. Learning – Components of Modeling
  2. Practice – Breaking Down the Country Club
  1. Closing – Moving Forward

We will use the following links throughout the session:

Joining the Session

Our first session will be on Thursday, September 3rd, 7:00PM-8:30PM

Update: Session has concluded

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