Tag Archives: Becky Holden

Overview: Embolden Your Inner Mathematician

Taking action on known national goals, 15 Trinity School teacher-learner-leaders will begin a semester-long professional learning journey to deepen our understanding of NCTM’s Effective Mathematics Teaching Practices.

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Goals:

At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Facilitators:

Weekly schedule of topics:

Sep. 6 Subitizing and Number Talks:
 Elicit and use evidence of student thinking
Sep. 13 Numeracy and Visual Learning:
 Elicit and use evidence of student thinking
Sep. 20 Make sense of tasks and persevere in solving them:
 Facilitate meaningful mathematical discourse
Sep. 27 Attend to Precision and Construct a Viable Argument:
Facilitate meaningful mathematical discourse
Oct. 4 Strengthen Mathematical Flexibility:
Use and connect mathematical representations
Oct. 11 Visual Patterns – Strength Mathematical Flexibility:
Use and connect mathematical representations
Oct. 18 Mathematizing Children’s Literature (part 1):
Implement tasks that promote reasoning and problem solving
Oct. 25 Mathematizing Children’s Literature (part 2):
Implement tasks that promote reasoning and problem solving
Nov. 1 Designing Intentional Number Strings:
Building Procedural Fluency from Conceptual Understanding
Nov. 8 Using Appropriate Tools Strategically:
Building Procedural Fluency from Conceptual Understanding
Nov. 15 Empowering Learners:
Establish mathematical goals to focus learning
Nov. 22 Thanksgiving
Nov. 29 Deep Practice – challenged and learning
Support productive struggle in learning mathematics
Dec. 6 The Art of Questioning or Making Sense of Tasks part 2
Support productive struggle in learning mathematics
Dec. 13 14 Review and Reflection:
Pose purposeful questions

Anchor Resources:

Norms:


Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-. The National Council of Teachers of Mathematics, 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 6-8. The National Council of Teachers of Mathematics, 2017.

Stein, Mary Kay., and Margaret Smith. 5 Practices for Orchestrating Productive Mathematics Discussions. N.p.: n.p., n.d. Print.

Summer PD: Day 2 Mathematical Flexibility

Summer Literacy and Mathematics Professional Learning
June 5-9, 2017
Day 2 – Mathematical Flexibility
Jill Gough and Becky Holden

Today’s focus and essential learning:

I can demonstrate mathematical flexibility to show what I know in more than one way.

(but , what if I can’t?)

Learning target and pathway:

Mathematics is a subject that allows for precise thinking, but when that precise thinking is combined with creativity, flexibility, and multiplicity of ideas, the mathematics comes alive for people (Boaler, 58 pag.)

…we know that what separates high achievers from low achievers is not that high achievers know more math, it is that they interact with numbers flexibly and low achievers don’t.  (Boaler, n. pag.)

UED: 8:45 – 11:15  / EED: 1:15 – 2:45

 Slide deck

Resources:

Summer PD: Literacy and Numeracy

As part of our practice, we offer in-house summer professional learning around literacy and numeracy.

There are two strands that both focus on the workshop model and conferring with students in literacy and in math.  Tiffany Coleman (@TColemanReads)and Lisa Eickholdt (@LisaEickholdt) will each join us on June 5th and 6th, respectively, to further our work in conferring.  On June 7th, Marsha Harris (@MarshaMac74) will round out the literacy work with a session on differentiation.  Jill Gough (@jgough) and Becky Holden (@bholden86) will facilitate three days of interactive math learning so that it parallels the work in literacy.
Here’s the big picture view of the professional learning days:
 Our essential learnings are based on ALT’s goal for all faculty-learners:

Fall PD Opportunity: Embolden Your Inner Mathematician #TrinityLearns

How do we effectively lead mathematics education in the era of the digital age?  We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.  

To build confidence as well as a more visual approach to elementary mathematics learning and teaching, we have designed ongoing, early morning, job-embedded professional learning around teaching practices and current research. 

Goals:

At the end of the semester, teacher-learners should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Details:

Facilitators:

The weekly schedule of topics are as follows:


If you are  interested in emboldening your inner mathematician and would like to join us, please contact us for additional details.

Jill Gough | Director of Teaching & Learning
Experiments in Learning by Doing | Jill Gough notes
jgough@trinitatl.org | @jgough

Trinity School | www.trinityatl.org
4301 Northside Parkway | Atlanta, GA 30327
Phone 404.240.6220 | Fax 404.231.8111

Mathematizing Read-Alouds

Mathematizing Read-Alouds
KSU Conference on Literature for Children and Young Adults
March 21, 2017
Becky Holden, Trinity School
Megan Noe, Trinity School
Jill Gough, Trinity School

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 reading and writing workshop? We invite you to listen and learn while we share ways to deepen understanding of numeracy and literacy. Come exercise your mathematical flexibility to show what you know more than one way.

Books on which to practice:

PD planning: #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 reading and writing workshop?

Have you read Love Monster and the last Chocolate from Rachel Bright?

Becky Holden and I planned the following professional learning session to build common understanding and language as we expand our knowledge of teaching numeracy through literature.  Each Early Learners, Pre-K, and Kindergarten math teacher participated in 2.5-hours of professional learning over the course of the day.

screen-shot-2017-02-10-at-5-12-49-pm

To set the purpose and intentions for our work together we shared the following:

screen-shot-2017-01-15-at-8-35-21-am screen-shot-2017-01-15-at-8-35-31-am

Becky’s lesson plan for Love Monster and the last Chocolate is shown below:

lovemonsterlessonplan

After reading the story, we asked teacher-learners what they wondered and what they wanted to know more about.  After settling on a wondering, we asked our teacher-learners to use pages from the book to anticipate how their young learners might answer their questions.

After participating in a gallery walk to see each other’s methods, strategies, and representations, we summarized the ways children might tackle this task. We decided we were looking for

  • counts each one
  • counts to tell how many
  • counts out a particular quantity
  • keeps track of an unorganized pile
  • one-to-one correspondence
  • subitizing
  • comparing

When we are intentional about anticipating how learners may answer, we are more prepared to ask advancing and assessing questions as well as pushing and probing questions to deepen a child’s understanding.

If a ship without a rudder is, by definition, rudderless, then formative assessment without a learning progression often becomes plan-less. (Popham,  Kindle Locations 355-356)

Here’s the Kindergarten learning progression for I can compare groups to 10.

Level 4:
I can compare two numbers between 1 and 10 presented as written numerals.

Level 3:
I can identify whether the number of objects (1-10) in one group is greater than, less than, or equal to the number of objects in another group by using matching and counting strategies.

Level 2:
I can use matching strategies to make an equivalent set.

Level 1:
I can visually compare and use the use the comparing words greater than/less than, more than/fewer than, or equal to (or the same as).

Here’s the Pre-K  learning progression for I can keep track of an unorganized pile.

Level 4:
I can keep track of more than 12 objects.

Level 3:
I can easily keep track of objects I’m counting up to 12.

Level 2:
I can easily keep track of objects I’m counting up to 8.

Level 1:
I can begin to keep track of objects in a pile but may need to recount.

How might we team to increase our own understanding, flexibility, visualization, and assessment skills?

Teachers were then asked to move into vertical teams to mathematize one of the following books by reading, wondering, planning, anticipating, and connecting to their learning progressions and trajectories.

During the final part of our time together, they returned to their base-classroom teams to share their books and plans.

After the session, I received this note:

Hi Jill – I /we really loved today. Would you want to come and read the Chocolate Monster book to our kids and then we could all do the math activities we did as teachers? We have math most days at 11:00, but we could really do it when you have time. We usually read the actual book, but I loved today having the book read from the Kindle (and you had awesome expression!).

Thanks again for today – LOVED it.

How might we continue to plan PD that is purposeful, actionable, and implementable?


Cross posted on Connecting Understanding.


Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L. (2016-09-16). Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series). SAGE Publications. Kindle Edition.

Norris, Kit; Schuhl, Sarah (2016-02-16). Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy With K-5 Learners (Kindle Locations 4113-4115). Solution Tree Press. Kindle Edition.

Popham, W. James. Transformative Assessment in Action: An Inside Look at Applying the Process (Kindle Locations 355-356). Association for Supervision & Curriculum Development. Kindle Edition.

#NCTMRegionals Day 1 notes

Sharing my day one notes from the NCTM Regional Conference in Philadelphia:

Peg Cagle: Teacher Leadership – Advocating for ourselves, our students, our profession.

“The difference between listening and pretending to listen, I discovered, is enormous. One is fluid, the other is rigid. One is alive, the other is stuffed. Eventually, I found a radical way of thinking about listening. Real listening is a willingness to let the other person change you. When I’m willing to let them change me, something happens between us that’s more interesting than a pair of dueling monologues.” – Alan Alda

nctmregional2016-cagle

Becky Holden: Building Understanding – Meeting Students Where They Are

nctmregional2016-bholden

Kristin Gray: Lesson Planning That Begins with Student Thinking
nctmregional2016-mathminds