welcome to our final day of 2015 camp summer institute day 8
TRANSCRIPT
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Welcome to OUR FINAL Day of 2015 CAMP SUMMER INSTITUTE
DAY 8
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What’s golden?
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Agenda
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Evolving Norms for this PD• We will be ready for class and use our class time effectively. • We will keep our focus on learning and use technology for personal
reasons during breaks. • We will be respectful of each other’s time and space and work
efficiently. • We will actively participate by (a) listening to each other, (b) giving
others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class.
• If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.
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Evolving Norms for this PD• We will take advantage of opportunities to share ideas
and gather feedback through presentations. • We will encourage one another to share ideas. • We will show our appreciation to one another for their
ideas. • If we disagree with someone or are unclear about their ideas related to
mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something about mathematics content and pedagogy.
• We will comment on others’ ideas about mathematics content and pedagogy rather than the person.
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Evolving Norms for this PD• We will always look for another approach to solve
problems. • We will use pictures, graphs, tables, symbols, numbers,
manipulatives, and/or words to assist us while doing mathematics.
• We will persist with every problem and examine it from multiple perspectives.
• We will be mathematically precise whenever possible.• We will explain and justify our ideas in a way that
everyone can understand.
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Reflecting on SMCs and SMPs• Today’s focus is on SMP #4 with supporting (lesser
emphasis to some degree) SMPs. There are multiple SMCs addressed by today’s activity. – Draft three aspects that describe students’ (our)
engagement in modeling with mathematics.– Offer three aspects that describe a teacher’s promotion
of modeling with mathematics.
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Morning Jumpstart
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Model Eliciting Activities (MEAs)• MEAs are slightly different from problem-solving
tasks. – The focus is on developing a model that can be applied
(with revisions) to various situations. The focus for problem-solving tasks is determining the/a solution.
– There are usually numerous solutions for MEAs; however, they must be adequately and appropriately justified.
– MEAs always include writing and speaking components.– MEA tasks are realistic and meaningful.
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Model Eliciting Activities (MEAs)• MEAs are slightly different from problem-solving
tasks. – MEAs allows problem solvers criteria (think rubric) to
test and revise their thinking and assessing their models. – Modeling process is documented so problem solvers can
show how thinking progressed. – A working model/solution is expected.
• In sum, MEAs are the best examples of tasks that promote modeling with mathematics.
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Model Eliciting Activities (MEAs)
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Papa Bear’s Bakery
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Model Eliciting Activities (MEAs)• Forms groups of 3 teachers with at least one special
education teacher in your group. • Your group must have at least one individual NOT
from your district.• Your group may decide to give each person a
specific task but EVERYONE is responsible for doing mathematics/statistics, which includes writing it up.
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Model Eliciting Activities (MEAs)• Consider the SMPs and SMCs addressed in the way
you and your group completed this task. • After doing that, think about other ways to create a
model (which also happens to be a solution) of ways Papa Bear should dole out his money.
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Designing Lesson #2
• Today is your final day to work on lessons. – Before you go off to work independently, your group
must convene.– Please share your progress on your two lessons,
including a general frame of what you’ve accomplished so far.
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Designing Lesson #2
• When you are done, please save your work on the flash drive in the following way:– FOLDER: Lesson 1 include all necessary documents
including lesson, TTLP questions, ways to address diversity, any worksheets, handouts, and/or rubrics
– FOLDER: Lesson 2 include all necessary documents including lesson, TTLP questions, ways to address diversity, any worksheets, handouts, and/or rubrics
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Lunch
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Launch after Lunch
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SEC administration
• Please complete all questions related to the SEC. This is required evaluation per our funding.
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Examining Statistics Instruction• The goal of this summative activity is to use our
experiences to coach/critique this teacher’s instruction. You are encouraged to use one of the following frameworks to assist you craft your ideas. – TTLP, SMPs, and (Learning environment, worthwhile
task, and discourse).– After watching video #1 and video #2, outline what the
individual did well with a focus on SMPs. • Use your focus (students or teacher) to express what SMPs
were evidenced and how the lesson or teacher could improve. Communicate as if this is your neighboring teacher.
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Examining Statistics Instruction• Now, share your ideas with a small group of
teachers from your district. • Collectively discuss the strengths and areas for
improvement. Construct a frame of ideas that your team would share with this teacher and her school district.
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Final Summer Institute Debriefing
Let’s recap from Year 1.
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Take Care• Our Fall 2015 meetings are August 10 – 11 (M/T).• Meeting location is Lima HS. • Our mathematical focus for 2015-2016 is geometry.
Thus, we encourage you to think about questions for Dr. Math.
• You will likely receive an email from Christy or me asking for input about what you want during the focus. (Think priorities!) Please respond before July 4.