Tag Archives: @marshamac74

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: 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

Facilitating student reflection – #LL2LU

The primary and early elementary grades are a natural place to introduce reflection and instill in students the habit of collecting work that demonstrates evidence of learning and growth. (Berger, 281 pag.)

We learn by doing. As a faculty team, we continue to grow our understanding of intentional reflection and the impact on learning.

Deeper understanding is the result when learners think about their thinking.  The My Learning Portfolio process prompts students to think about their thinking when they select artifacts to archive, and as they capture their thoughts about learning experiences through reflection. (Mitchell, n. pag.)

Our young learners have 2+ years of entries in their My Learning Portfolios. For a glimpse of impact, check out Kathy Bruyn’s August post, Student Portfolios: It’s all worth it!.

               .

As students progress through the grades, it is important that portfolios and passage presentations evolve with them and challenge them in new ways.  (Berger, 281 pag.)

During our last professional development session, Marsha Harris (@marshamac74), rolled out our first draft of learning progressions and a vision of vertical alignment of teacher moves to facilitate student reflection and archiving artifacts.

Grade Learning Targets (Level 3)
3s/
Pre-K
I can document learning moments for my students.  I can show how I know students are learning using images and voice that reflect their strengths and interests.
K/
1st
I can offer opportunities for my students to make choices about their My Learning artifacts.  I can show how I know students are learning using images and voice that reflect their strengths and interests.
2nd I can teach my students to independently use My Learning to capture reflections through prompting into their portfolios that include voice and images/video.
3rd I can empower my students to curate their reflections into their portfolios with simple prompts for reflection that include voice, choice and images/video and I can offer pathways for my students to gain more independence for entering reflections in My Learning.
4th I can facilitate opportunities for intrinsic motivation where students become empowered and proactive learners, reflecting in My Learning with choice, voice and images/video.  I can introduce students to the RIP3 model for reflection.
5th I can facilitate opportunities for intrinsic motivation where students become empowered and proactive learners, reflecting in My Learning with choice, voice and images/video.  I can facilitate student use of the RIP3 model for reflection.
6th I can facilitate student use of the RIP3 model for reflection. I can empower my students to analyze and assess their growth as learners.  I can offer opportunities for students to produce reflective essays through a variety of media to tell their story a.k.a, their learning journey.

The corresponding learning progressions, collaboratively designed by our Academic Leadership Team (ALT),  serve as one way to reflect,  self-assess, and grow as a facilitator of reflection.

They exclaimed, “Look how little I was!” as they flipped through Kindergarten pictures of themselves and classmates. They watched videos of themselves talking in front of their First Grade peers. They chuckled at how they drew noses when they were in Kindergarten. They looked at photographs of their writing and saw how far they’ve already come. The energy in the room was evident– the purpose of online portfolios clear. (Bruyn, n. pag.)


Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming Schools through Student-engaged Assessment. N.p.: n.p., n.d. Print.

Portfolio Practice As Learning Model.” TRUE Learning. Rhonda Mitchell, 17 Jan. 2014. Web. 19 Dec. 2014.

Student Portfolios: It’s All worth It!” Kathy Bruyn. N.p., 29 Aug. 2014. Web. 19 Dec. 2014.