Principles to Action: Converting the Words into School and Classroom

Changes
Ankeny DMACC FFA
11-29-16

Paper copy of slides provided

Amazon:
Principles to Actions: Ensuring Mathematical Success for All
Feb 1, 2014
by National Council of Teachers of Mathematics
Paperback
$ 28 95 Pri me

Steve Leinwand
American Institute for Research
Gauntlet
Empower the outliers - piss a lot of us of
Its about solving problems and reasoning - justifying
Construct viable arguments - thinking and reasoning - explain
You need to be committed
Time we use our UNITY
Demand and implement what we know works
He is sprinkling empowerment dust
Time to take the action to make math work
Professionals get a baseline - video your math lesson and watch it by yourself - look
at which students are answering, what strategies are students using, are they
discussing
Sucked life out of your brain with questions on who has more buttons than others
(19 and 27 buttons)
Can make it more interesting for students by involving students in describing the
people involved in the story problem, and making it fun
Dont tell them if they are wrong - see if you can come up with a 3rd answer at your
table If this is the answer, what is the question?
Discuss the multiple ways to get the answers
Students can show how they got their answers on white boards
Less is more - turn a problem into a discussion
Requires time and risk-taking
Collaborative structures - watch other teachers - watch the students you had last
year in a diferent environment
Assessments that has skills, concepts, and applications - draw a picture, etc
Amazon Echo - Alexa - who you talk to and it gives you information.
Use the technology to help teach kids
Your students are using it
Teach them strategies to know instead of asking SIRI or ALEXA
Representations - draw a picture, bar model - everyone learns in diferent ways
 Not necessarily achievement gap - but an instructional gap
10% perspective
Exit slip - formative assessment - turn and tell your partner what you learned
today
Stop and think about how you can make that one unit better than it was before
Manageable places to start
None of this works if we cant envision it
6th Grade model lesson example
Scholars instead of students
Number strings mini-lesson, math workshop, and exit ticket
Clear goal - the teachers own the goals within the values of the common core - cant
understand something without being able to identify and create them.
Students repeat the goal
Begin the lesson
Discuss with partner
Discuss with group
Question and justify
Continue with more ways to convince that the answer is correct
Can expand the lesson beyond what they would normally do with this discussion
NUMBER TALKS!!!
WHEN DONE WELL - NUMBER TALKS SHIFT OUR MINDSET FROM OUR TELLING TO
THEIR THINKING
Put that in the parking lot - come back and discuss it again when you get to it.
Common core emphasizes properties - encourage use of number lines for
everything - rounding
Which one of those answers uses the least amount of ink?
Efficiency
Formative quiz - exit tickets
Principles to Actions:
Mathematics Teaching Practices
Allow kids to argue, play with the numbers, actively engaged
Not direct teaching or a worksheet
Fluency builds the conceptual understanding
He has worked with individual grade levels in districts - 3 hours per grade work
through lessons - make slides as you go along
If you ask a student a question you dont know the answer to but you know where to
find the answer, you win and the students win
Less problems, but more questions and evidence and deeper thinking

Looking at data - Convince me - Good job - Who else saw something

diferently? - convince me in another way
Lends to further conversation and discussion and opportunity for enriching learning
In a class that does not participate well, he would have them write it and walk
around to prompt students to produce work
Lends to vocabulary and pre/post vocabulary
We do far more reasoning in reading/language arts than we do in math
Must have more reasoning in math
Predict the next row in the data chart
Ask the students questions - let them do the exploring
 You need adjust your brain from I dont know - who cares?
Chance to be creative
Treating every kid as if they are gifted - higher order question
There wasnt a right answer/wrong answer
Critiquing the reasoning of others - make it fun/funny
Done all kinds of math through the questioning while looking at the data
Looking at how to implement this in my school with teachers - and parents
Parent Push back- reading literacy night - math night - writing night: diferent
months throughout the school year
Engage the parents - teachers do math with the parents
Introduction to each unit - send home parent note
Tweak, Class Facebook page, DoJo
Take a picture of these great things the students are doing
Be assertive instead of a wimp
The standards dont teach - teachers teach
The standards provide guidance
The instruction is what really matters
This makes the diference in kids learning and not learning
Good math - as you have seen - begins with the answer
Give the kids a reason to care
Math doesnt suck - we just arent good enough yet
Tweets:
When we know better - we do better
#mathtalk
#alloftheabove #mathismessy
Connect to the kids
Low expectations = low thinking
8+9
7 + 10
8+8+1
9 + 9 -1
10 + 10 = 20 - 3 (they see the ten-frame)
Blunt statements for you to use - with parents and teachers
We blame - but we need to act!
Functional vs. dysfunctional teams - students AND teacher teams
We teach the way we were taught so we need to help each other envision it
Thoughts on Making Inquiry-Based, Conceptually-Driven, Sense-Making
Mathematics the Enacted Norm in Every Mathematics Class Every Day

What is it that builds this conceptually based classroom?

If they forget - then when are you doing cumulative review?
Distributive review - distributive practice
Build language rich classrooms
Build more why we are doing this into the lessons
Look at what we know from teaching reading and adapt it for math
We spend so much time giving answers and moving on - there is never a
justification - why?
No key words
Discussion
 Horrible sample problems to complete and then switch papers...
1. 42
2. 17,294
3. About 60 cents
4. 45
5. One whole circle shaded and a circle divided into 3 with 2 of the cuts shaded
6. About 100 sq. meters
No context - arguments with pairs
CONVINCE ME
Fact mastery and fact fluency is being able to take 6 x 7 and see 3 x 7 + 3 x 7 = 21
+ 21 = 42
Discussion of the answers and justification for the answers
Place value - instead talk about things that relate to them - this is how many people
were at the Iowa game If the paper said this - then what did they do? Round up?
Round down? Where does it fit on a numberline? Any number line?
20 + 30 = 50 cents, 62 cents = 30 + 32, exact answer is 61 cents. If you can
mentally get the answer An estimate is only an estimate - what you can come up
with mentally
Intelligent thinkers are able to get more than the simple answer
Distributive fractions
Go back to - if you want , you divide by 2
Use symbols and vocabulary within discussion with students
It is not the procedure that makes the diference - it is the picture - understanding
where something comes from
Every class should start with 5 minutes of cumulative review
Ongoing cumulative review is a great strategy for retention of problems
Only word problem on Fridays
This is sometimes done with Number Talks as well.
60 minutes a day for math is needed because
Ongoing cum. Review - Review assignment = 12 minutes
At end, what did you learn? - exit slip = 5 minutes
Number Talk
Core lesson
2 chunks of math - 350 tasks per year - Number Talks when appropriate
Tell me what you see
73, 63 how did the team score 10 extra points?
Threes, regular, foul
3, 0, 1
2, 0, 4
2, 1, 2
14 diferent ways
Homework - score 75 to 63, now how did they score the extra points
For every 3 mistakes kids make on average - 2 are mathematical, the other is
language
Less mindless practice
Research based strategies on slide 75
Not about key terms - it is about the language - the words common language
Three quarters
Fraction pie
 Money

Number Line
Football game
4 items and three crossed out
You can destroy a student with your body language and expressions - even your
responses
Help kids by using multiple representation - regular fraction or money or inches or
cups
Draw pictures
Create mental images
Foster visualization
Using the properties while doing the math - call it out
Convince me lends to conversation
3rd grade - bump it up 3 items in the store
Stealing problems from the Engage NY, the last sets of problems from the lesson
5 discourse clouds in every classroom - slide number 89
Talk to administration about it - in every classroom - everywhere
Turning these into lessons - slide 92
Listening to the students conversation lets the teacher know what needs more
conversation and more work - or which students need small group reteaching or
intervention
Use area model to help see estimation to get reasonable estimation - close to
answer
Teachers own the students learning
Convert question to something students can take of with
The 4 Key Elements of AN Efective Lesson - slide 98 (page 17)
His perspective is that no student should be doing further than 3 digit times 2 digit
without a calculator - no one does this - it is an estimate or a calculator
Just because it is in the book does not mean we have to do it
Use strategies and procedures [to find the product]
Area model, partial products - strategies
Double number lines
Clock example on page 18
Take out resources - convert them into slides - and do it collaboratively - PLC TIME
Take the units that sucked the worst last year - work on those
Have a What did you learn today? slide
4 Question on an exit slip
Have the lessons ready - start with a few of them - share with other team members
Math Solutions to order Number Talks
Range abilities within ability groups are just as great as if they were not divided at
all. Page 25 - page 63 slide
We create conditions where all kids can learn - either you believe that or you dont
There are teachers that ofset -
Need vertical alignment to understand what students should know when they come
to you and when they leave you Singapore, HOng Kong
In back of handout - 3rd from back - online resources - URLs
Updated every 6 months
Go to website - publications - great online math resources - add to my resources
 Diferent look at homework and assignment homework