Category Archives: Conferences

#LL2LU, Conferences, Professional Development Plans, Questions

Leading Learners To Level Up: Deepening Understanding of Mathematical Practices #LL2LU with @jgough @jwilson828 #NCTMAnnual

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At the National Council of Teachers of Mathematics conference in Washington D. C., Jennifer Wilson (@jwilson828) and I presented the following session.

Leading Learners To Level Up:
Deepening Understanding of Mathematical Practices
8:00 AM – 9:00 AM
Walter E. Washington Convention Center, Salon C

Here’s our agenda:

8:00

 
  1. Opening remarks
  2. Council (30 seconds each): Share your name, school and grade level(s) or course(s) with your table; How are you feeling this morning?
8:10

 

 Make Sense of Tasks and Persevere Solving Them (SMP 1)
8:30 Practice like we play… Talent isn’t born. It is grown

  • Odell Beckham Jr videos
  • Discuss effort, skill, and craft
8:30 Look for & Make Use of Structure (SMP 7)

  • Read the CCSS SMP and Mark-Up (Sentence, Phrase, Word)
  • What does it look like in the classroom?
    • Area of an equilateral triangle
    • Difference of Perfect Square
8:55 Goal setting: Back with my learners … Next steps
9:00 End of Session

Here’s my sketch note of our plan:

Here’s the slide deck:

Cross posted on Easing The Hurry Syndrome

#LL2LU, Conferences, Connecting Ideas, Professional Development Plans, Questions

#SlowMath – Looking for Structure and Noticing Regularity in Repeated Reasoning from @jwilson828 & @jgough #NCTMAnnual

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At the National Council of Teachers of Mathematics conference in Washington D. C., Jennifer Wilson (@jwilson828) and I presented the following session.

#SlowMath – Looking for Structure
and Noticing Regularity in Repeated Reasoning
4:30 PM – 5:30 PM
Walter E. Washington Convention Center, 145 AB

How do we provide opportunities for students to learn to use structure and repeated reasoning? What expressions, equations, and diagrams require making what isn’t pictured visible? Let’s engage in tasks where making use of structure and repeated reasoning can provide an advantage and think about how to provide that same opportunity for students.

Here’s my sketch note of our plan:

Here’s our slide deck:

Cross posted on The Slow Math Movement

#LL2LU, Conferences, Connecting Ideas, Learning, Professional Development Feedback, Professional Development Plans, Questions

#NCTMLive #T3Learns Webinar: Establish Mathematics Goals to Focus Learning, and Elicit and Use Evidence of Student Thinking.

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On Wednesday, March 28, 2018, Jennifer Wilson (@jwilson828) and I co-facilitated the first webinar in a four-part series on the Eight Mathematics Teaching Practices from NCTM’s Principles to Actions: Ensuring Mathematical Success for All.
        .
Establish Mathematics Goals to Focus Learning, and
Elicit and Use Evidence of Student Thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

  • How might we communicate with clarity to ensure that learners are focused on high quality mathematical goals?
  • What types of tasks provide opportunities for learners to notice, note, wonder, and take action as agents of their own learning?
                 .
Our slide deck:
Agenda:
7:00 Opening remarks

  • Share your name and grade level(s) or course(s).
  • Norm setting and Purpose
7:05 Establish mathematics goals to focus learning #LL2LU
7:10 Let’s Do Some Math:  Illustrative Math – Fruit Salad?
7:25 Quotes from Taking Action
7:30 Elicit and use evidence of student thinking #LL2LU
7:35 Let’s Do Some Math
7:45 Elicit and use student thinking – Social-Emotional
Talking Points – Elizabeth Statmore
7:55 Close and preview next webinar in the series.

Implement tasks that promote reasoning and problem solving, and use and connect mathematical representations.
Some reflections from the chat window:
  • I learned to pay attention to how my students may first solve the problem or think about it prior to me teaching it to try and see connections that are made or how I can meet them. ~C Heikkila
  • I learned how to pay attention to how I introduce tasks to students. Sometimes I place limits on their responses by telling them what I expect to see in their responses as it relates to content topics. I will be more mindful about task introduction. ~M Roland
  • I learned to pay more attention to mathematical operations, and to look for more solutions that can satisfy the given problem. ~B Hakmi
  •  I also learned the importance of productive struggle and to be patient with my students. ~M James
  • I’m thinking about how to encourage my teachers to intentionally teach the mathematical practices. ~M Hite
  • I learned to pay attention to the learning progressions so I can think of the work as a process and journey. ~B Holden
  • A new mathematical connection for me was the idea of graphing values for the product example. ~A Warden
  • I learned to pay attention to peer discussions to discover how well students are learning the concepts. ~M Grech
  • Am I anticipating the roadblocks to learning? ~L Hendry

An audio recording of the webinar and the chat transcript can be viewed at NCTM’s Partnership Series page.

Cross posted at Easing the Hurry Syndrome

#LL2LU, Conferences, Connecting Ideas, Learning Progressions, Professional Development Plans, Questions, Reading, Sketch Notes

#KSULit2018: Mathematizing Read Alouds

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At the 27th Annual KSU Conference on Literature for Children and Young Adults where the theme was Reimagining the Role of Children’s and Young Adult Literature, I presented the following 50-minute session on Tuesday, March 20, 2018.

Mathematizing Read Alouds

How might we deepen our understanding of numeracy using children’s literature? What if we mathematize our read-aloud books to use them in math as well as literacy? We invite you to notice and note, listen and learn, and learn by doing while we share ways to deepen understanding of numeracy and literacy.

Let’s debunk the myth that mathematicians do all work in their heads.  Mathematicians notice, wonder, note, identify patterns, ask questions, revise thinking, and share ideas.  Mathematicians show their thinking with details so that a reader understands without having to ask questions.

What if we pause during read-alouds to give learners a chance to analyze text features, to notice and wonder, to ask and answer questions in context?

How might we inspire and teach learners to make their thinking visible so that a reader understands?

Here’s my sketch note of the plan:

Here are more of the picture books highlighted in this session:

And, a list by approximate grade levels:

Early Learners, Pre-K, and Kindergarten

Kindergarten and 1st Grade

2nd, 3rd, 4th Grade

4th, 5th, 6th Grade

#LL2LU, Conferences, Connecting Ideas, Professional Development Feedback, Professional Development Plans, Questions

#T3IC: Using technology alongside #SlowMath to promote productive struggle

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At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following two hour power session.

Using technology alongside #SlowMath
to promote productive struggle

How might we shift classroom culture so that productive struggle is part of the norm? What if this same culture defines and embraces mistakes as opportunities to learn? One of the Mathematics Teaching Practices from the National Council of Teachers of Mathematics’ (NCTM) “Principles to Actions” is to support productive struggle in learning mathematics. We want all learners to make sense of tasks and persevere in solving them. The tasks we select and facilitate must offer opportunities for each learner to develop connections and deepen their conceptual understanding.

Join us to learn more about #SlowMath opportunities that encourage students to persevere through challenging tasks instead of allowing their struggle become destructive. This session will address:

  • How might we provide #SlowMath opportunities for all students to notice and question?
  • How do activities that provide for visualization and conceptual development of mathematics help students think deeply about mathematical ideas and relationships?

Here’s the agenda:

8:30 Introductions
8:40 Intent and Purpose

  • Principles to Actions
  • #SlowMath
  • Norms (SMPs)
8:45 3-2-1 Bridge Visible Thinking Routine
8:50 Using Structure to Solve a Task – Circle-Square Task
9:55 3-2-1 Bridge Visible Thinking Routine

  • 2 questions around Productive Struggle (share one with partner and listen to one of partner)
10:00 Construct a Viable Argument to make your thinking visible:
Does (x+1)²=x²+1?
10:25 3-2-1 Bridge Visible Thinking Routine

  • In the chat, 1 analogy/metaphor/simile for Productive Struggle
10:30 Close

Here’s my sketch note of our plan:

Dave Johnston (@Johnston_MSMath) recorded his thinking and learning and shared it with us via Twitter.

And, a little more feedback from Twitter:

Cross posted on The Slow Math Movement

#LL2LU, Conferences, Connecting Ideas, Professional Development Feedback, Professional Development Plans

#T3IC Leading Learners to Level Up: Deepening Understanding of Mathematical Practices

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At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following 90-minute session. 

Leading Learners to Level Up:
Deepening Understanding of Mathematical Practices

We say: Persevere! Express regularity in repeated reasoning! Be precise! Show your work!… But what if I can’t yet? How might we make our thinking visible to empower our young learners to become self-correcting, self-reliant and independent? How do we coach – what strategies do we use – to help learners to embrace the Common Core State Standards for Mathematical Practice? At the end of this session, participants should be able to say I can provide my learners leveled support on the Standards for Mathematical Practice on their journey towards mathematical proficiency. I can make my thinking visible to motivate learners to ask high quality questions. I can focus on the art of questioning and formative assessment tools to lead learners to level up.

Here’s the plan:

8:30
  1. Opening remarks
  2. Council (30 seconds each): Share your name, school and grade level(s) or course(s) with your table; How are you feeling this morning?
8:40 Make Sense of Tasks and Persevere Solving Them (SMP 1)
9:05 Look for & Make Use of Structure (SMP 7)
9:35 Look for & Express Regularity in Repeated Reasoning (SMP 8)
9:55 Goal setting: Back with my learners … Next steps

Here’s my sketch note of the plan for our session.

Dave Johnston (@Johnston_MSMath) recorded his thinking and learning and shared it with us via Twitter.

Conferences, Connecting Ideas, Creativity, Learning, Presentations, Professional Development Feedback, Professional Development Plans, Sketch Notes

#MVIFI Collider session Sketchnoting: Show what you know more than one way

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At the February 16th MVIFI Collider event for professional learning, I facilitated the following 50-minute session on sketch noting twice.

Sketchnoting:
Show what you know more than one way

Up your note taking skills by being visual. Learn this invaluable method for recording, showcasing understanding, and deepening comprehension.

We will meet and greet, norm, touch on research, play with words and word art, discuss tools, practice, participate in a feedback look, and close by setting a micro-goal.

Here’s my sketch note of the plan:

We watched Simon Sinek’s TED talk to practice live sketch noting.

Here are artifacts of learning from Twitter:

Algebra, Conferences, Connecting Ideas, Questions, Sketch Notes

Sketch notes from #TMC17 (a.k.a. Twitter Math Camp)

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Becky Holden (@bholden86) and I attended Twitter Math Camp (#TMC17) at Holy Innocents Episcopal School in Atlanta, GA from Thursday, July 27 to Sunday, July 30.

This conference is by teachers, for teachers. The structure of TMC contains the following lengths of presentations:

  • Morning sessions (One session that meets Thursday, Friday and Saturday mornings for 2 hours each morning)
  • Afternoon sessions (Individual 1/2 hour sessions on Thursday)
  • Afternoon sessions (Individual 1 hour sessions Thursday, Friday and Saturday)

To honor Carl Oliver‘s (@carloliwitter) #PushSend request/challenge, here are my sketch notes from the sessions I attended.

Differentiating CCSS Algebra 1
— from drab to fab using Exeter Math 1 & Exploratory Talk
Elizabeth Statmore (@cheesemonkeysf)

The Politics(?) of Mathematics Teaching
Grace Chen (@graceachen)

What does it mean to say that mathematics teaching is political, and what does that mean for our moral and ethical responsibility as mathematics teachers?

Bridging elementary skills & concepts to high school & beyond
Glenn Waddell, Jr. (@gwaddellnvhs)

Micro-decisions in Questioning
David Petersen (@calcdave)

All I Really Need To Know I Learned From The MTBoS
…Not Really, But Close
Graham Fletcher (@gfletchy)

Hitting The Darn ‘Send’ Button
Carl Oliver (@carloliwitter)

Practical Ideas on the Kind of Coaching
We Need to Provide and Demand
Steve Leinwand (@steve_leinwand)

What is not captured in my notes is play: game night, trivia, crocheting, and tons of fun.

How might we grow, learn, and play in community when together and when apart?

Conferences, Connecting Ideas, Sketch Notes

Sketch notes from #TMC17 @Desmos pre-conference #descon17

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I attended the TMC Desmos pre-conference at Holy Innocents’ Episcopal School in Atlanta on July 26.

Below are my sketch notes from the session I attended.

Desmos and Assessment
Julie Reulbach (@jreulbach)

Principles for Building Activities
Michael Fenton (@mjfenton)

Keynote:
Annie Fetter (@MFAnnie)

Calculus for All
Chase Orton (mathgeek76)

Conferences, Connecting Ideas, Questions, Sketch Notes

The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress Day 2

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Rhonda Mitchell (@rgmteach) and I are attending The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress at The Saul Zaentz Professional Learning Academy.

How can early education leaders support the design and implementation of strong early learning environments—those that buffer stress, reduce challenging behaviors, and promote development?

Day 2 Agenda (with my notes)

Classroom Strategies to Decrease
and Respond to Disruptive Behaviors
Amanda Williford
Research Associate Professor, University of Virginia, Curry School of Education, Center for Advanced Study of Teaching and Learning (CASTL)

Reflection and Application
Amanda Williford and the Zaentz Team

Strategic Planning Session
Nonie Lesaux and Robin Kane

Universal Design for Equity and Strong Early Learning
Thomas Hehir
Silvana and Christopher Pascucci Professor of Practice in Learning Differences, Harvard Graduate School of Education

My list to think about, reflect on, and grapple with from today includes:

  • How might we meet the needs of diverse learners?
  • How might we develop and strengthen strong positive bonds and relationships?
  • How can we shift the dialog to “what does this learner need from me?” How can we embrace the power of positivity to make change?
  • Can we grow into a  5:1 ratio to make change and leverage the power of positivity?
  • Can we strength our norm of no labels so that we describe what a learner can do and the next step?
  • Can we embrace the Theory of Change to gain clarity?
    structures vs. processes; outputs vs. outcomes, etc.
  • How might we improve learning for all and deepen our understanding of differentiation?