WELCOMEJune 17, 2015:

Timely Mathematics Interventions (TMI)

Grant Sponsor: Kentucky Department of Education(KDE) Math and Science Partnership (MSP) Funds

Facilitated by: PIMSER-UK College of Ed, Kentucky Center for Mathematics, UK Mathematics Department

Please help yourself to some refreshments and get focused for our day of learning.We will begin promptly at 9:01 a.m.

Timely Mathematics Intervention (TMI)Timeline: February 2014- September 2016

Overarching Goal: 1. To develop a deep understanding of strategies and tools used for

Tier I intervention (majority of students) at the classroom level.2. To develop a deep understanding of number as it relates to success

in Algebra.

Community of Practice—making meaning to improve our mathematics classroom practice

Tweet #PIMSERTMI

FACILITATORSKim Zeidler-Watters, PIMSER, DirectorDr. Carl Lee, Dept. of Mathematics, UK

Pam Harned, PIMSER Regional Teacher PartnerJill Parker, Kentucky Center for Mathematics

Jamie-Marie Miller, Lincoln MS and PIMSER Regional Teacher Partner

CLIMATE CONTROLRULE OF TWO FEET

SILENCE YOUR CELL PHONE

KEEP THE WORK ABOUT THE MATH

Mini Math Challenge…

It’s All Proportional

TMI in Rewind…March Meeting

• Reviewed How Students Learn to see how are strategies we are learning fits into their research

• Participated in data collection activities

• Analyzed data through multiple representations

Today’s Learning Topics

Getting to Know your TI N-Spire Calculator

Math Tools book

Instructional Intervention Sequence

Today’s Learning Targets

• I am learning how to use my TI N-Spire calculator

• I am learning how to use my Math Tools book as a resource for formative assessment

• I am learning about Instructional Intervention Sequences for Tier I students in my classroom

Today’s Learning PowerDON’T GIVE UP

Work hardPractice lotsKeep goingTry new strategiesAsk for helpStart again

PGES ConnectionToday’s Focus!!!

Domain 1—Planning & PreparationComponent 1B:

Demonstrating Knowledge of Students

• Knowledge of Child & Adolescent Development

• Knowledge of Learning Process• Knowledge of Students’ Skills,

Knowledge, and Language Proficiency• Knowledge of Students’ Interests and

Cultural Heritage• Knowledge of Students’ Special Needs

Component 1E: Designing Coherent

Instruction• Learning Activities

• Instructional Materials and Resources

• Instructional Groups• Lesson and Unit Structure

Get to Know Your TI N-Spire

Expressions and Equations with Your

TI N-Spire Calculator

Expressions and Equations with Your N-Spire• Where would this activity be appropriate for your curriculum?

• Even though you have one calculator, how can you get your students involved with this lesson?

• What aspects of the N-Spire calculator do you feel comfortable with in implementing in your classroom?

• What aspects of the N-Spire calculator do you still need some support in order to implement into your classroom?

Mini Math Challenge…

Linear Dominoes

LUNCH

NEW BOOK!!!!

• What teachers do and instructional decisions made have an impact on student learning

• Different students approach mathematics in different learning styles and need different things from their teachers in order to succeed

• Style-based instruction is more than a way to get more students engaged, it is good mathematics instruction that is balanced, rigorous and diverse

Adapted from Harvey Silver presentation over Math Tools at ASCD Conference: Hilton Head, SC. January 2010.

Learning Styles

Let’s explore our learning style and what it says about our teaching

Mastery of conceptual and procedural knowledge.

A language to communicate ideas and solve real-world problems.

Understanding of logical reasoning to explain prove a solution.

Application of strategies to formulate and solve problems.

Mastery

Understanding

Interpersonal

Self-Expressive

% of General Student Population % of At-Risk Student Population That Learn Best With This Style That Learn Best With This Style

35%

10%

35%

20%

12%

1%

65%

22%

What is in Math Tools?

• Aligned to Common Core with ties to Standards for Mathematical Practice• Organized around 4 learning styles (chapters) as outlined by Silver et.

al• A fifth chapter has mosaic tools which utilize all 4 learning styles• Each chapter begins with a matrix that shows how each tool ties to

Episodes of Effective Instruction, Side Bars and Standards for Mathematical Practice

SCAVENGER HUNTUsing your Math Tools book by Harvey Silver…complete the following

scavenger hunt.

We will debrief in 15 minutes!!

Instructional Intervention SequenceWhat are they?

• A series of activities that are tied to a topic, concept or learning target

• Intended for those struggling students who are at Tier I intervention based on formative assessment

• Uses research-based activities, interventions or technology to help students who are struggling in your classes

• Activities should help students to see the misconceptions they have on a particular topic, concept or learning target

Instructional Intervention Sequence

What is your role in this activity?• Active learner:• Expand your mathematical knowledge with these activities…think like your

students!!

• Practitioner: • Determine if these activities are congruent to our learning target.

Learning Target: I am learning to solve linear equations

Instructional Intervention Sequence

Why are we doing this?• To consolidate our first year of learning

• To help you in creating your own instructional intervention sequence for this product

• When all groups turn in their product, we will all have a toolkit for Tier I interventions for your classroom

Intervention #1: Algebra Tiles

Intervention #1: Algebra Tiles

• How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations?

• What are some issues you have with the use of algebra tiles in your classroom?

Intervention #2: Silent Teaching

Intervention #2: Silent Teaching

• How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations?

• How beneficial was silent teaching for this particular learning target? Was this intervention appropriate for this particular learning target?

Intervention #3: Flow Charts

Intervention #3: Flowcharts

• How would this intervention activity help students at the Tier I level overcome their misconceptions of solving linear equations?

• What are some issues you have with the use of flowcharts in your classroom?

REFLECTION TIME

Using your Activity Reflection Sheet think about how this activity relates to

our learnings from TMI.

HOMEWORK

• Brainstorm possible topic(s) you may be interested in creating an instructional intervention sequence

• Think about possible activities, lessons or technologies you could use in your instructional intervention sequence

TEMPERATURE CHECK

• Please provide us with a little formative feedback on today’s session so that we can better meet your needs tomorrow.

SEE YOU TOMORROW!!