Teacher-Leader Teacher-Leader WorkshopWorkshop

July 15, 2003July 15, 2003

Transforming East Alabama MathematicsTransforming East Alabama MathematicsEast Alabama Partnership for the Improvement of Mathematics EducationEast Alabama Partnership for the Improvement of Mathematics Education

Small Groups…Small Groups…

Please sit in groups of four including:Please sit in groups of four including:– Representatives from different levels Representatives from different levels

(primary, intermediate, middle, high school)(primary, intermediate, middle, high school)– Representatives from different districtsRepresentatives from different districts– Both dotted and non-dotted name badgesBoth dotted and non-dotted name badges

Overview of SessionOverview of Session

QuestioningQuestioning

AssessmentAssessment

Peer CoachingPeer Coaching

TEAM-Math Presentation PreparationTEAM-Math Presentation Preparation

What Did We Learn Yesterday?What Did We Learn Yesterday?

Small group discussion…Small group discussion…

Share back.Share back.

QuestioningQuestioning

Why Ask Questions?Why Ask Questions?

Small group discussionSmall group discussion

Share back to the full group.Share back to the full group.

ThesisThesis

““Questions are an effective teacher’s most Questions are an effective teacher’s most powerful tool in promoting student powerful tool in promoting student learning.”learning.”

Agree or disagree. Explain your answer.Agree or disagree. Explain your answer.

What Different Purposes Do What Different Purposes Do Questions Serve?Questions Serve?

Small group discussionSmall group discussion

Share back to the full group. Share back to the full group.

Types of QuestionsTypes of Questions

ManagingManaging– ““What are you working on?”What are you working on?”

ClarifyingClarifying– ““How did you get that?”How did you get that?”

OrientingOrienting– ““What is this problem asking you to do?”What is this problem asking you to do?”

Prompting ReflectionPrompting Reflection– ““How you explain why that works?How you explain why that works?

Eliciting Mathematical Thinking/JustificationEliciting Mathematical Thinking/Justification– ““Will that always work?”Will that always work?”

The Tank ProblemThe Tank Problem

Solve the problem.Solve the problem.

Solve the problem a different way.Solve the problem a different way.

VideoVideo

Population:Population:– 99thth grade geometry, mixed ability grade geometry, mixed ability

Context:Context:– Beginning of third quarter (non-block)Beginning of third quarter (non-block)– They have studied area and volume of prismsThey have studied area and volume of prisms– First period of the morningFirst period of the morning

Guiding QuestionsGuiding Questions

What role does the teacher play? How is it What role does the teacher play? How is it different from “usual” classes?different from “usual” classes?

What role does questioning play in his What role does questioning play in his conduct of the class?conduct of the class?

What types of questions can you observe?What types of questions can you observe?

Good Questions for All Good Questions for All OccasionsOccasions

Develop a list of good questions of each Develop a list of good questions of each type.type.

They should be general or generalizeable.They should be general or generalizeable.

Reaching All Students Mathematically Reaching All Students Mathematically Through Questioning Through Questioning (White, 2000)(White, 2000)

Vignette, p. 23Vignette, p. 23Roles: Teacher, Janice, April, Rudy, Julio, MikalRoles: Teacher, Janice, April, Rudy, Julio, Mikal– What kinds of questions did she ask?What kinds of questions did she ask?– What purpose did her questions serve?What purpose did her questions serve?

Vignette, p. 25Vignette, p. 25Roles: Teacher, Timothy, HilaryRoles: Teacher, Timothy, Hilary– What kinds of questions did she ask?What kinds of questions did she ask?– What purposes did her questions serve?What purposes did her questions serve?– How did her questioning change from the first vignette?How did her questioning change from the first vignette?

Vignette, p. 28Vignette, p. 28Roles: Teacher, Tammy, Dennis, Some, Sarah, Mitch, PhilipRoles: Teacher, Tammy, Dennis, Some, Sarah, Mitch, Philip– What kinds of questions did she ask?What kinds of questions did she ask?– What purposes did her questions serve?What purposes did her questions serve?– How did her questioning change from the previous vignettes?How did her questioning change from the previous vignettes?

Kinds of QuestionsKinds of Questions

Open-ended vs. Close-endedOpen-ended vs. Close-ended

Knowledge vs. Process/facilitationKnowledge vs. Process/facilitation

Level of knowledge addressed:Level of knowledge addressed:– FactualFactual– ProceduralProcedural– ConceptualConceptual– AnalyticAnalytic– MetacognitiveMetacognitive

IssuesIssues

Should you routinely call on particular Should you routinely call on particular students?students?

Should you call on a student who might Should you call on a student who might not know the answer?not know the answer?

What if no one answers your questions?What if no one answers your questions?

What if you’re not sure of the answer to What if you’re not sure of the answer to your question?your question?

Assessment Assessment

Reflecting on Assessment Reflecting on Assessment Practices Practices

What types of assessment do you use in What types of assessment do you use in your classrooms?your classrooms?

How do you score assessments?How do you score assessments?

What have you used to help students write What have you used to help students write about their solutions strategies more about their solutions strategies more effectively? effectively?

How do you insure that you are grading How do you insure that you are grading equitably and accurately?equitably and accurately?

PSSM’s Assessment PSSM’s Assessment PrinciplePrinciple

Assessment should support the Assessment should support the learning of important mathematics learning of important mathematics and furnish useful information to and furnish useful information to both teachers and students. both teachers and students.

The ProblemThe Problem

Think carefully about the following question. Think carefully about the following question. Write a complete answer. You may use Write a complete answer. You may use drawings, words, and numbers to explain your drawings, words, and numbers to explain your answer. Be sure to show all of your work.answer. Be sure to show all of your work.

José ate ½ of a pizza. Ella ate ½ of another José ate ½ of a pizza. Ella ate ½ of another pizza. José said that he ate more pizza than pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same Ella, but Ella said they both ate the same amount. Use words and pictures to show that amount. Use words and pictures to show that José could be right.José could be right.   

QuestionsQuestions

Solve The Pizza Problem. Be ready to Solve The Pizza Problem. Be ready to explain your solution.explain your solution.What is this task assessing?What is this task assessing?Is this an appropriate task for Is this an appropriate task for elementary students?elementary students?As a group write a task specific rubric As a group write a task specific rubric for the task.for the task.Use the rubric to evaluate these Use the rubric to evaluate these student responses.student responses.How did you rate the students?How did you rate the students?

See handouts on rubricsSee handouts on rubrics

Share RubricsShare Rubrics

Score students’ workScore students’ work

NAEP Scoring RubricNAEP Scoring Rubric

Extended:Extended:  Student fully explains and mentions relative   Student fully explains and mentions relative size of the pies. (Must say Josés' is larger.)size of the pies. (Must say Josés' is larger.)

Satisfactory:Satisfactory:  Gives a picture where sizes are different, but   Gives a picture where sizes are different, but gives no explanation.gives no explanation.

Partial: Partial:  Statement such as "José's pizza had bigger . Statement such as "José's pizza had bigger .

Minimal:Minimal:  Student answers ½ is always equal to ½, or   Student answers ½ is always equal to ½, or refers to the relative number of pieces of pizza, or toppings.refers to the relative number of pieces of pizza, or toppings.

Incorrect/Off Task: Incorrect/Off Task:  The work is completely incorrect,  The work is completely incorrect, irrelevant, or off task. e.g., a picture without a comparison irrelevant, or off task. e.g., a picture without a comparison with pizzas appearing about the same size.with pizzas appearing about the same size.

1992 National Performance Results

Score Percentage of Students

Extended   16%

Satisfactory   8%

Partial   2%

Minimal   18%

Incorrect/Off Task   49%

Omitted Item   7%

Off Task   0%   Note: These results are for public and nonpublic school students. Percentage may not add to 100 due to rounding.

Questions Related toQuestions Related to Writing the Rubric Writing the Rubric

How might the information from this How might the information from this process be helpful to you as process be helpful to you as teachers?teachers?

How might you use this task for How might you use this task for teaching/learning purposes in your teaching/learning purposes in your situation?situation?

AssessmentAssessment

Using Rubrics in High School Using Rubrics in High School Mathematics CoursesMathematics Courses

Jigsaw Approach for the Thompson Jigsaw Approach for the Thompson and Senk Articleand Senk Article

Groups 1 & 2 will read and report back Groups 1 & 2 will read and report back information from the information from the Introduction, Rubrics Introduction, Rubrics Versus Partial CreditVersus Partial Credit,, and and Types of Rubrics.Types of Rubrics. Groups 3 & 4 will read and report back Groups 3 & 4 will read and report back information from information from Developing a Rubric for a Developing a Rubric for a Task Task and and Applying the Rubric to Student Applying the Rubric to Student ResponsesResponses..Groups 5 & 6 will read and report back Groups 5 & 6 will read and report back information from information from Issues Arising When Issues Arising When Applying Rubrics Applying Rubrics and theand the Conclusion Conclusion..

Discussion QuestionsDiscussion Questions

As a group answer the following questions related to As a group answer the following questions related to your sections on transparency sheets:your sections on transparency sheets:What are the “big ideas” related to assessment in your What are the “big ideas” related to assessment in your section?section?What did you learn that you did not already know?What did you learn that you did not already know?What did the authors do that you think you will try in your What did the authors do that you think you will try in your classroom?classroom?What struck you the most about their approach to using What struck you the most about their approach to using rubrics and assessment in general?rubrics and assessment in general?What did you want to learn that was not included in the What did you want to learn that was not included in the article?article?

Peer CoachingPeer Coaching

Building a Professional CommunityBuilding a Professional Community

DefinitionDefinition

Peer Coaching is designed to be a Peer Coaching is designed to be a collaboration between two colleagues collaboration between two colleagues who alternate the roles of teacher and who alternate the roles of teacher and coach in order to help each other coach in order to help each other collect data for work on individual collect data for work on individual professional goals.professional goals.

ComponentsComponents

Planning ConferencePlanning Conference

Classroom Observation Classroom Observation

Reflecting ConferenceReflecting Conference

Benefits of Peer CoachingBenefits of Peer Coaching

Peer coaching provides job-embedded Peer coaching provides job-embedded professional feedback and support that professional feedback and support that teachers need.teachers need.

Coaches can help build new strategies and Coaches can help build new strategies and skills by utilizing the school’s teacher skills by utilizing the school’s teacher leaders to: leaders to:

– Plan activities or projects with individual Plan activities or projects with individual teachers teachers

– Model lessons Model lessons – Offer one on one or small group professional Offer one on one or small group professional

development as neededdevelopment as needed– Observe other teachers to encourage Observe other teachers to encourage

reflection and analysis of teaching practicereflection and analysis of teaching practice– Foster collaboration among teachers Foster collaboration among teachers

throughout the school buildingthroughout the school building

Research Related to Peer CoachingResearch Related to Peer Coaching

Garet et al (2001) argued that coaching is Garet et al (2001) argued that coaching is successful because it occurs during the teachers’ successful because it occurs during the teachers’ regular work day.regular work day.Teachers who work together with coaches or in Teachers who work together with coaches or in study groups have more opportunities to: study groups have more opportunities to: – Discuss concepts, skills and problems that arise Discuss concepts, skills and problems that arise

during their professional development experiences during their professional development experiences – Share common curricular materials, course offerings Share common curricular materials, course offerings

and assessment requirements (Garet et al, 2001; Ball and assessment requirements (Garet et al, 2001; Ball 1996, cited in Garet et al; Killian & Wood, 1998).1996, cited in Garet et al; Killian & Wood, 1998).

Research Related to Peer Coaching, Research Related to Peer Coaching, ContinuedContinued

Coaching promotes active learning by offering Coaching promotes active learning by offering teachers the opportunity to become involved in teachers the opportunity to become involved in meaningful discussions and planning, to observe meaningful discussions and planning, to observe other teachers, be observed, and receive feedback other teachers, be observed, and receive feedback (Lieberman, 1996; Loucks-Horsley et al, 1998; (Lieberman, 1996; Loucks-Horsley et al, 1998; Carey & Frechtling, 1997; Darling-Hammond, 1997).Carey & Frechtling, 1997; Darling-Hammond, 1997).

Coaching offers teachers more opportunity to link Coaching offers teachers more opportunity to link the ideas learned in professional development to the ideas learned in professional development to their teaching context (Garet et al, 2001).their teaching context (Garet et al, 2001).

Kruse, Louis, and Bryk ArticleKruse, Louis, and Bryk Article

Read the article.Read the article.

Answer the following questions in your groups:Answer the following questions in your groups:– What are some of the benefits that schools enjoy What are some of the benefits that schools enjoy

when they develop strong professional when they develop strong professional communities, and what conditions and resources communities, and what conditions and resources make the development of those communities make the development of those communities possible?possible?

– Devise a plan for developing a professional Devise a plan for developing a professional community at your school related to mathematics community at your school related to mathematics reform. State your major objectives and how you reform. State your major objectives and how you plan to achieve them. plan to achieve them.

What Will Be Our Next What Will Be Our Next Steps?Steps?

Contingent on Receiving Funding from Contingent on Receiving Funding from the National Science Foundationthe National Science Foundation

Dr. W. Gary MartinDr. W. Gary Martin

Activities Support by NSF GrantActivities Support by NSF Grant

An intensive professional development An intensive professional development effort that will cover all teachers within effort that will cover all teachers within TEAM-Math districtsTEAM-Math districts

Enhanced support for teacher-leadersEnhanced support for teacher-leaders

Intensive work on redesigning the teacher Intensive work on redesigning the teacher preparation programs at Auburn and preparation programs at Auburn and Tuskegee UniversitiesTuskegee Universities

The Professional Development The Professional Development ModelModel

The first of four cohorts will begin the The first of four cohorts will begin the program the summer of 2004program the summer of 2004– Additional cohorts will begin the following Additional cohorts will begin the following

three summersthree summers

Schools will enter a cohort as a unitSchools will enter a cohort as a unit– At least 85% of teachers must agree to At least 85% of teachers must agree to

participateparticipate– Selection of schools will be made to ensure Selection of schools will be made to ensure

representativeness of the partnershiprepresentativeness of the partnership

(continued)(continued)

Each cohort will participate in:Each cohort will participate in:– An initial two-week summer instituteAn initial two-week summer institute

Attention to both content and pedagogyAttention to both content and pedagogy

Specifically tied to the TEAM-Math curriculum and Specifically tied to the TEAM-Math curriculum and textbook selectionstextbook selections

– Quarterly follow-up meetings covering what Quarterly follow-up meetings covering what will happen in the coming nine weekswill happen in the coming nine weeks

– School-based follow-up throughout the year, School-based follow-up throughout the year, conducted by district and school teacher-conducted by district and school teacher-leadersleaders

– A one-week institute the following summerA one-week institute the following summer

(continued)(continued)

Additional professional development:Additional professional development:– Mini-courses encompassingMini-courses encompassing

Content, pedagogy, parental involvement, …Content, pedagogy, parental involvement, …

Including attention to the “Highly Qualified” Including attention to the “Highly Qualified” requirementsrequirements

– On-line support coursesOn-line support courses– Mentoring for new teachersMentoring for new teachers

The ultimate goal: The ultimate goal: – Each teacher will complete 160 contact hoursEach teacher will complete 160 contact hours

RequirementsRequirements

If funded, the grant will pay for:If funded, the grant will pay for:– All costs for professional development eventsAll costs for professional development events– Participant support costsParticipant support costs– Partial support of teacher-leaders (based on financial Partial support of teacher-leaders (based on financial

need)need)

Schools and districts will need to provide:Schools and districts will need to provide:– CommitmentCommitment to the TEAM-Math Partnership goals to the TEAM-Math Partnership goals

and activitiesand activities– Partial financial support for teacher-leadersPartial financial support for teacher-leaders– Cooperation with the data-collection requirementsCooperation with the data-collection requirements

What Next?What Next?

We will inform you when the NSF award We will inform you when the NSF award announcements are made.announcements are made.We will then disseminate a detailed We will then disseminate a detailed timeline of activities for the coming timeline of activities for the coming months.months.In the meantime, we continue with our In the meantime, we continue with our planned activitiesplanned activities– Curriculum and Textbook TeamsCurriculum and Textbook Teams– Leadership DevelopmentLeadership Development

Promoting Awareness of Promoting Awareness of TEAM-MathTEAM-Math

Developing PresentationsDeveloping Presentations

What are the main points that need to be What are the main points that need to be addressed?addressed?

What audiences do you need to address?What audiences do you need to address?For what lengths of time?For what lengths of time?

Small group work on outlining various Small group work on outlining various talks.talks.

Tips for PresentersTips for Presenters

Small group discussion.Small group discussion.

Share back…Share back…

Tips for Presenters Tips for Presenters

Be thoroughly prepared.Be thoroughly prepared.– Know what your goals are.Know what your goals are.– Know your audience and adapt as necessary.Know your audience and adapt as necessary.– Anticipate questions that you may get.Anticipate questions that you may get.

Be enthusiastic and positive.Be enthusiastic and positive.– Focus on the benefits--the students are the key!Focus on the benefits--the students are the key!

Avoid becoming defensive. Avoid becoming defensive. – Listen and learn!Listen and learn!– Acknowledge concerns, but indicate how they might Acknowledge concerns, but indicate how they might

be addressed.be addressed.

Stay focused on your main messages.Stay focused on your main messages.– Don’t let get side-tracked onto peripheral issues.Don’t let get side-tracked onto peripheral issues.

Our goal is for you to teach Our goal is for you to teach teachers how to become teachers how to become fisherman. fisherman.

We want you to help them think about We want you to help them think about and develop meaningful learning and develop meaningful learning environments. We do not want you to environments. We do not want you to get in the habit of just giving them get in the habit of just giving them lesson plans and activities.lesson plans and activities.

Final ReflectionFinal Reflection

Individually…Individually…

Write down:Write down:– Something interesting you learned today.Something interesting you learned today.– Something you still have questions about.Something you still have questions about.– Something you will do in the future, based on Something you will do in the future, based on

the session today.the session today.

Share responses with your group…Share responses with your group…