School Teacher Leader School Teacher Leader WorkshopWorkshop

February 28, 2004February 28, 2004

TEAM-Math Mission StatementTEAM-Math Mission Statement

To enable all students to understand, utilize, To enable all students to understand, utilize, communicate, and appreciate mathematics as a communicate, and appreciate mathematics as a tool in everyday situations in order to become tool in everyday situations in order to become life-long learners and productive citizens by life-long learners and productive citizens by Transforming East Alabama Mathematics Transforming East Alabama Mathematics (TEAM-Math). (TEAM-Math). The mission will be met by:The mission will be met by:– Aligning the curriculum K-12. Aligning the curriculum K-12. – Ensuring consistency in teaching. Ensuring consistency in teaching. – Providing professional development.Providing professional development.– Improving preparation of new teachers.Improving preparation of new teachers.

AgendaAgendaGreetings - Provost, Tuskegee University, Dr. William L. LesterGreetings - Provost, Tuskegee University, Dr. William L. LesterUpdates - Dr. Gary Martin Updates - Dr. Gary Martin – Cohort Applications Cohort Applications – Textbook Review CommitteeTextbook Review Committee– Curriculum GuideCurriculum Guide

Coordinating TEAM-Math Activities in Your School - Dr. Marilyn Coordinating TEAM-Math Activities in Your School - Dr. Marilyn Strutchens (8:30)Strutchens (8:30)Student Discourse & Teacher Questioning - Dr. Marilyn Strutchens Student Discourse & Teacher Questioning - Dr. Marilyn Strutchens (9:00)(9:00)Grading - Dr. Gary Martin (10:30)Grading - Dr. Gary Martin (10:30)Lunch (12:00)Lunch (12:00)Greetings - Mr. John Painter (1:00)Greetings - Mr. John Painter (1:00)Mathematics Activity - Dr. Michel Smith (1:15)Mathematics Activity - Dr. Michel Smith (1:15)Baseline Data Collection - Dr. Gary Martin and Dr. Marilyn Baseline Data Collection - Dr. Gary Martin and Dr. Marilyn Strutchens (2:00)Strutchens (2:00)Family Math Nights - Dr. Marilyn Strutchens (2:45)Family Math Nights - Dr. Marilyn Strutchens (2:45)What’s Next? - Drs. Martin and Strutchens (3:15)What’s Next? - Drs. Martin and Strutchens (3:15)

UpdatesUpdates

Cohort ApplicationsCohort ApplicationsAccepted about 25 schools for the first cohort Accepted about 25 schools for the first cohort (approximately 400 teachers are expected)(approximately 400 teachers are expected)STLs and DTLs are invited to participateSTLs and DTLs are invited to participate– This does NOT replace doing the course with your school.This does NOT replace doing the course with your school.– You cannot come back to the school and teach the summer You cannot come back to the school and teach the summer

institute!institute!

Cohort I Kickoff Meeting Cohort I Kickoff Meeting – Principals and School Teach Leaders from Cohort I schools Principals and School Teach Leaders from Cohort I schools – March 11, 2004, 8:00-10:00 (central time)March 11, 2004, 8:00-10:00 (central time)– Breakfast will be served at 7:30Breakfast will be served at 7:30– Garden Hilton Garden Hilton

Summer Institute will be held June 7 – 20, 2004.Summer Institute will be held June 7 – 20, 2004.– Need surveys have been distributed to the cohort schoolsNeed surveys have been distributed to the cohort schools– The planning team has already been meeting.The planning team has already been meeting.

Textbook Review CommitteeTextbook Review Committee

Final report was sent out around Jan. 19Final report was sent out around Jan. 19

Many positive reports have been received, Many positive reports have been received, including some from other parts of the including some from other parts of the statestate

Textbook Showcase was held on Feb. 12.Textbook Showcase was held on Feb. 12.

Curriculum Coordinator Briefing was held Curriculum Coordinator Briefing was held Feb. 26.Feb. 26.

Discussion of Textbook AdoptionDiscussion of Textbook Adoption

How are things going?How are things going?

What are the challenges?What are the challenges?

What is working well?What is working well?

What else can we be doing?What else can we be doing?

Next Step: Next Step: Revised Curriculum GuideRevised Curriculum Guide

TEAM-Math Curriculum ProcessTEAM-Math Curriculum Process

Draft Curriculum Guide (summer 2003)Draft Curriculum Guide (summer 2003)

Textbook Review (fall 2003)Textbook Review (fall 2003)

Revised Curriculum Guide (draft by end of Revised Curriculum Guide (draft by end of May; completed by end of June)May; completed by end of June)

Further revisions of the Curriculum Guide Further revisions of the Curriculum Guide in succeeding yearsin succeeding years

Contents of the Revised GuideContents of the Revised Guide

It might (eventually) include:It might (eventually) include:Organization of objectives into unitsOrganization of objectives into unitsPages in recommended textbooks where Pages in recommended textbooks where different objectives are covereddifferent objectives are coveredAdditional supporting activitiesAdditional supporting activitiesUnit or quarterly assessmentsUnit or quarterly assessments

Question:Question:How far do we (eventually) want to take this?How far do we (eventually) want to take this?How far can we get this spring?How far can we get this spring?

Proposed Timeline Proposed Timeline

Kickoff meeting – March 2, 2004, 4:00-7:00 PM Kickoff meeting – March 2, 2004, 4:00-7:00 PM Central Time; Auburn Junior High School Central Time; Auburn Junior High School Regular meetings -- throughout April/MayRegular meetings -- throughout April/May

Draft -- end of May (to use in summer workshops)Draft -- end of May (to use in summer workshops)

Final draft -- end of June (for the coming school year)Final draft -- end of June (for the coming school year)

Get back to work spring 2005!Get back to work spring 2005!

Questions:Questions:

Does this seem reasonable?Does this seem reasonable?

Coordinating TEAM-Math Coordinating TEAM-Math Activities in Your SchoolActivities in Your School

Who are the key players to Who are the key players to promote TEAM-Math at the promote TEAM-Math at the school level? school level?

School LeadershipSchool Leadership

PrincipalsPrincipals

Assistant PrincipalsAssistant Principals

School Teacher leadersSchool Teacher leaders

District Teacher LeadersDistrict Teacher Leaders

Mathematics SupervisorsMathematics Supervisors

Mathematics Curriculum LeadersMathematics Curriculum Leaders

What are the core activities in What are the core activities in accomplishing this? accomplishing this?

SCHOOL LEADERSHIP: GENERALSCHOOL LEADERSHIP: GENERAL

Our task: Create a context where the Our task: Create a context where the school supports mathematics school supports mathematics improvementimprovement

Activities:Activities:– Constant sellingConstant selling– Constant communicating about our workConstant communicating about our work– Facilitating internal relationshipsFacilitating internal relationships

BackgroundBackground

What are particular concerns of your What are particular concerns of your school related to mathematics education?school related to mathematics education?

How can TEAM-Math help your school to How can TEAM-Math help your school to reach its mathematics education goals?reach its mathematics education goals?

How can you help make this happen?How can you help make this happen?

Student Discourse & Teacher Student Discourse & Teacher QuestioningQuestioning

QuestionsQuestions

What things come to your mind when you What things come to your mind when you hear the words student discourse?hear the words student discourse?

Tiling A Patio ActivityTiling A Patio Activity

Complete the Activity SheetComplete the Activity Sheet

Be prepared to present your solution.Be prepared to present your solution.

Let’s look at a classroom situation.Let’s look at a classroom situation.

Analysis Analysis

What kinds of questions did the teacher What kinds of questions did the teacher ask?ask?

Were they effective questions for Were they effective questions for promoting meaningful classroom promoting meaningful classroom discourse?discourse?

Reflective TaskReflective Task

1.1. Describe how the teacher's questioning, Describe how the teacher's questioning, and the manner in which student and the manner in which student responses are handled, contribute or do responses are handled, contribute or do not contribute to a positive classroom not contribute to a positive classroom learning environment?learning environment?

2.2. Propose one or two summary questions Propose one or two summary questions that could have been used at the end of that could have been used at the end of the lesson to make the mathematics the lesson to make the mathematics clearer and more explicit to the students.clearer and more explicit to the students.

Personal ReflectionPersonal Reflection

1.1. What kinds of questions predominate What kinds of questions predominate your classroom? Single answer? Short your classroom? Single answer? Short answer? Explanation?answer? Explanation?

2.2. How do you tend to respond to students How do you tend to respond to students answers to the questions you have answers to the questions you have posed and how do you encourage posed and how do you encourage students to ask questions themselves.students to ask questions themselves.

Tips Related to Student DiscourseTips Related to Student Discourse

NCTM’s ReflectionsNCTM’s Reflections

The Reflections Project was created The Reflections Project was created through generous contributions by the through generous contributions by the Duke Energy Corporation. Duke Energy Corporation.

http://my.nctm.org/eresources/reflections/http://my.nctm.org/eresources/reflections/index.htmindex.htm

GradingGrading

RubricsRubrics

Holistic rubricsHolistic rubrics

vs.vs.

Item-specific rubricsItem-specific rubrics

Holistic RubricsHolistic Rubrics

SMALL GROUPS:SMALL GROUPS:What factors should be considered?What factors should be considered?

POSSIBLE RESPONSES:POSSIBLE RESPONSES:Correct solutionCorrect solutionClear explanationClear explanationUnderstanding of underlying conceptsUnderstanding of underlying conceptsGood reasoningGood reasoning

Examples of Holistic RubricsExamples of Holistic Rubrics

Four-point scaleFour-point scale

20-point scale20-point scale

““EMRF”EMRF”

SMALL GROUPS:SMALL GROUPS:

Discuss pro’s and con’s of eachDiscuss pro’s and con’s of each

Developing a Task-Specific RubricDeveloping a Task-Specific Rubric

SMALL GROUPS: SMALL GROUPS: Write a task-specific rubric for the item on Write a task-specific rubric for the item on the handout.the handout.

FULL GROUP DISCUSSIONFULL GROUP DISCUSSION

SMALL GROUPS:SMALL GROUPS:

Grade sample student responsesGrade sample student responses

Changing Rubrics into GradesChanging Rubrics into Grades

Suppose a student earns the following Suppose a student earns the following grades, what letter grade should they get?grades, what letter grade should they get?

(4-point scale): 3,3,2,3,2(4-point scale): 3,3,2,3,2

(20-point scale): 18,16,0,16,20(20-point scale): 18,16,0,16,20

(EMRF): E,M,R,R,M (EMRF): E,M,R,R,M -> after revision: E,M,M,E,M-> after revision: E,M,M,E,M

Suggestion for 20-point ScaleSuggestion for 20-point Scale

17-2017-20 A+A+

15-1615-16 AA

13-1413-14 BB

1212 CC

10-1110-11 DD

0-90-9 FF

Clauson (1998)

Suggestion for 4-point Scale Suggestion for 4-point Scale (Martin, 1997)(Martin, 1997)

Average the scores (mean or median), then:Average the scores (mean or median), then:

3.5 – 4 -> A3.5 – 4 -> A

2.5 – 3.5 -> B2.5 – 3.5 -> B

1.5 – 2.5 -> C1.5 – 2.5 -> C

0.5 – 1.5 -> D0.5 – 1.5 -> D

0 – 0.5 -> F0 – 0.5 -> F

Suggestion for 5-point ScaleSuggestion for 5-point Scale

50 + 10 x Score50 + 10 x Score

5 -> 1005 -> 100

4 -> 904 -> 90

3 -> 803 -> 80

2 -> 702 -> 70

1 -> 601 -> 60

0 -> 500 -> 50

Jigsaw Read:Jigsaw Read:Stutzman & Race (2004)Stutzman & Race (2004)

SMALL GROUPSSMALL GROUPS

Identify 3-4 key points from your section of Identify 3-4 key points from your section of the article.the article.

SHARE BACKSHARE BACK

Jigsaw Read:Jigsaw Read:Seeley (1994)Seeley (1994)

SMALL GROUPSSMALL GROUPS

Identify 3-4 key points from your section of Identify 3-4 key points from your section of the article.the article.

SHARE BACKSHARE BACK

LunchLunch

Mr. John PainterMr. John Painter

Superintendent, Lee CountySuperintendent, Lee County

GreetingsGreetings

Mathematics Activity Mathematics Activity

Dr. Michel SmithDr. Michel SmithAuburn UniversityAuburn University

Mathematics Department Mathematics Department

Exercise 1.Exercise 1.

Use the Use the unlinedunlined blank paper. blank paper. Draw four points on the paper and connect the points Draw four points on the paper and connect the points with a ruler to form a four sided figure, a quadrilateral. with a ruler to form a four sided figure, a quadrilateral. – Make a general quadrilateral rather than a square or other Make a general quadrilateral rather than a square or other

typical shape. typical shape. – Each group member’s quadrilateral should be different!Each group member’s quadrilateral should be different!– Make the diagram large so that it is easy to see and work with.Make the diagram large so that it is easy to see and work with.

Find the midpoint of each side of the quadrilateral.Find the midpoint of each side of the quadrilateral.Connect the points that are next to each other to form a Connect the points that are next to each other to form a second smaller quadrilateral. second smaller quadrilateral. What do you notice about the new quadrilateral that is What do you notice about the new quadrilateral that is created?created?

Exercise 2.Exercise 2.

Use the Use the linedlined blank paper to repeat the above blank paper to repeat the above procedure, but with two differences:procedure, but with two differences:– Place two of the opposite points on a single line of the paper.Place two of the opposite points on a single line of the paper.– Place the other two points on lines that are an even number of Place the other two points on lines that are an even number of

spaces above or below this line. spaces above or below this line.

Complete the construction of a smaller quadrilateral as Complete the construction of a smaller quadrilateral as before by finding the midpoints of the sides and before by finding the midpoints of the sides and connecting them.connecting them.Can you make any additional observations that help to Can you make any additional observations that help to explain what is happening? Connecting the two opposite explain what is happening? Connecting the two opposite points on the same line may help.points on the same line may help.

Baseline Data CollectionBaseline Data Collection

Data CollectionData CollectionWHOWHO

– Teachers and students from Cohort I schools Teachers and students from Cohort I schools – Teachers and students from comparison schoolsTeachers and students from comparison schools– Teacher leadersTeacher leaders

WHAT – Baseline dataWHAT – Baseline data– 30-45 minute paper-and-pencil survey covering 30-45 minute paper-and-pencil survey covering

attitudes and beliefs, and content knowledge attitudes and beliefs, and content knowledge (teachers only)(teachers only)

– Limited follow-up interviews (teachers and students) Limited follow-up interviews (teachers and students) and classroom observationsand classroom observations

– Completely confidential (use of codes)Completely confidential (use of codes)

Data Collection (continued)Data Collection (continued)WHENWHEN

– March-April 2004March-April 2004– To be repeated annuallyTo be repeated annually

HOWHOW– Teachers -- Faculty meetings?Teachers -- Faculty meetings?– Students -- During class?Students -- During class?– Help from teacher-leaders in scheduling and/or Help from teacher-leaders in scheduling and/or

administering?administering?

WHYWHY– We need strong baseline data to ensure that we are We need strong baseline data to ensure that we are

having an effecthaving an effect

COMMENTS and SUGGESIONS…COMMENTS and SUGGESIONS…

Additional DataAdditional Data

We also need to collect data from ALL We also need to collect data from ALL schools and districts for 2002-2003:schools and districts for 2002-2003:– Enrollment/completion of mathematics Enrollment/completion of mathematics

courses (Pre-algebra and up)courses (Pre-algebra and up)– Number of teachers, including demographics Number of teachers, including demographics

and qualificationsand qualifications– Number of students, including demographicsNumber of students, including demographics

Who might best help us get this Who might best help us get this information?information?NOTE: To be repeated every fall…NOTE: To be repeated every fall…

Review of the TEAM-Review of the TEAM-Math Student Survey Math Student Survey

DraftDraft

GoalsGoals

To receive feedback from you as to To receive feedback from you as to whether the survey iswhether the survey is– Easily understoodEasily understood– Well laid-outWell laid-out– Can be completed within a reasonable Can be completed within a reasonable

amount of time (approximately 30-45 amount of time (approximately 30-45 minutes).minutes).

DirectionsDirections

Please make comments directly on the Please make comments directly on the surveys, suggesting changes in wording surveys, suggesting changes in wording for items or response options.for items or response options.

Things to Keep in Mind as You Things to Keep in Mind as You Review the SurveyReview the Survey

Is the survey professional in appearance?Is the survey professional in appearance?Are the directions clear and understandable?Are the directions clear and understandable?Are the questions asked or information requested easy Are the questions asked or information requested easy to understand and answer?to understand and answer?Are the response options (answer choices) Are the response options (answer choices) understandable?understandable?Does the survey flow easily for you in terms of Does the survey flow easily for you in terms of completing questions in a rapid fashion? completing questions in a rapid fashion? Is the order of the items (or sections) logical?Is the order of the items (or sections) logical?Are there items (or sections) that do not seem to fit the Are there items (or sections) that do not seem to fit the overall theme of the survey?overall theme of the survey?Do you have specific suggestions that would be helpful Do you have specific suggestions that would be helpful in revising (and improving) the survey?in revising (and improving) the survey?

Family Math NightsFamily Math Nights

What’s Next?What’s Next?

Upcoming EventsUpcoming Events

Curriculum Guide Kick-off Meeting Curriculum Guide Kick-off Meeting – Tuesday, March 2, 2004; 4:00-7:00 PM (central); Tuesday, March 2, 2004; 4:00-7:00 PM (central);

Auburn Junior High SchoolAuburn Junior High School

Cohort I Kickoff Meeting Cohort I Kickoff Meeting – Thursday, March 11, 2004; 8:00-10:00 AM (central); Thursday, March 11, 2004; 8:00-10:00 AM (central);

Garden HiltonGarden Hilton– Principals and School Teacher Leaders from Cohort I Principals and School Teacher Leaders from Cohort I

schools;schools;

District Teacher Leader Meeting District Teacher Leader Meeting – Thursday, April 29, 2004; 4:00 to 7:30 PM (central); Thursday, April 29, 2004; 4:00 to 7:30 PM (central);

Location TBALocation TBA