Math Generation PLCs - PowerPoint Presentation

Math Generation PLCs
Math Generation PLCs

Math Generation PLCs - Description


Math Generation PLCs Where have we been Year 1 Norms and Meeting StructuresThe Core Four Year 2 Ongoing support for PLCsLooking at student work Year 3 Solution Tree Presentations and Handbook for Math in a PLC High Leverage Team ActionsPlanning tasks amp Protocol for analyzing ID: 764736 Download Presentation

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plc feedback math work feedback plc work math support peer student year students teachers learning chain generation talk team

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Math Generation PLCs Where have we been? Year 1: Norms and Meeting Structures/The Core Four Year 2: Ongoing support for PLCs/Looking at student work Year 3: Solution Tree Presentations and Handbook for Math in a PLC- High Leverage Team Actions/Planning tasks & Protocol for analyzing student Work

Where are we now?Year 4:Continuing work with Solution Tree HLTAsWork is driven by the “Four Questions of a PLC”Plan for rigor and productive problem solving through discourse Investigate student work Release Day 2: Working with Math PLC Leaders at the site to deepen and sustain use of research based strategies to impact student achievement in mathematics

Where are we going? Year 5:Work as a team to support ALL students served by your PLC through collaborative structures throughout the dayWork through the PLC culture at your site as defined by this year’s work with Solution Tree CoachingDeepen and sustain use of: the CA Math Framework & Go Math Curriculumhigh yield instructional strategies including Discourse, Number Talks, and Read 2 Ways

Complete this analogy: Eggs in their carton are like teachers in their _________________. “Like eggs in a carton, teachers in their classrooms are isolated from each other, and unaware of what other teachers are doing, and how they are doing it, and what is working and what isn’t.  -Elizabeth Green “Building a Better Teacher” classrooms

“The best and most efficient professional development comes from seeing other teachers teach effectively, and having other teachers see us.” - Steve Leinwand Author of Accessible Mathematics

How might we grow as professionals by learning with and from our colleagues on campus during instruction?

Peer Coaching is: NOT evaluative NOT based on a hierarchy in teacher expertiseNOT a formal systemNOT being mandated by Math Generation!!! PLC!

Math Generation Year 4 GoalsIncrease student discourseIncrease teacher content knowledge beyond a single grade levelEmpower the PLC communityCreate longevity and sustainability at the site level

Work of a PLC Gathering evidence of current levels of student learningDeveloping strategies and ideas to build on strengths and address weaknesses in that learningImplementing those strategiesAnalyzing the impact of the changes to discover what was effective and what was notApplying new knowledge in the next cycle of continuous improvement DuFour, 2010

7 Actions of Collaboration Maintain a clear focus.Embrace a spirit of inquiry.Put data at the center. Honor commitments to learners and learning.Cultivate relational trust.Seek equity. Assume collective responsibility.

It’s happening right here in Elk Grove!

Voices from the Field The BeginningMath Generation Lesson Study and Release Day 2PLC Conversations“How are you doing….?”“Why don’t you come in and see it?”Spread the wordEarly adoptersAdministrative Support “Do we have to do this?”

Gaining momentum Pilot teams plus curious colleaguesSoft sell… not ready for the sign? Come and observe!Parent/ Community IntrigueThe issue of time… Ideas????Administrator SupportPrep time/Recess/Lunch Sell it! But… keep it low keyKeep #Observe Me alive by messaging at PLC, Staff Meetings, Hallway Talk

What we are learning ObserversFeeling validatedTaking away new ideasArticulating across grade levelsCollaborating at a deeper levelObservedFeeling renewed and inspired Gaining comfort with having colleagues in the roomTeaching with focus on craft and practiceReflecting on instruction with the support of feedback

Feedback Quality of Feedback: Vague Feedback Specific Feedback What I saw: Discourse Students able to run their own conversations by using stems: I agree/disagree…, I also…, or I can add… What I enjoyed: Interaction and depth of discussion. Your prompt, “Argue for 2 or 4 rectangles using dimensions”- rich group conversation to justify and convince using their models. What I might suggest: I totally liked it! What we discussed in PLC- using fraction strips Questions:   Do you get to your math pages?

Impact on our PLCs Meetings have more depthConversation is grounded in shared classroom experienceMore written samples of student work are being used as evidence of learningMath Generation goals are being implementedRead Two Ways classroom practice is more widespreadPipe Ins/ Collaborative Teaching/ Whisper CoachingCross grade articulation

The Pineapple Chart Display a chart where teachers can “advertise” what’s going on in their classrooms A pineapple on the door means “Welcome, come on in.”Keep it voluntary/ drop in Skip the documentation Start with “The Bold and the Brave” Set the bar low Sell it! Another approach

Feedback? Or no Feedback? Read “The Evolution of Peer Coaching”Think about the use of feedback as a component of peer to peer work. Prepare to participate in a Talk Chain regarding the use of feedback in a peer to peer setting.

Talk Chain Strategy Begins with the teacher posing a question about the topic asking students to share ideasEach person who speaks must respond to the comment made immediately before themIf someone breaks the chain or the conversation gets off track, the teacher can re-direct the talk chain

Talk Chain Language Frames Share your position on the use of feedback following peer observationFirst person: In my opinion, feedback ___________.I heard you say that feedback, _______________.I agree/disagree with this idea and I think that ______________________________________.

Goals for Release Day Two :Professional learning: Read Two Ways or Number Talks, to engage students in rigorous mathematical work.Planning for time and resources to practice and apply the strategy in order to deepen and sustain instructional support for all students to ensure successful learning outcomes Discuss the following: What progress are you making in using either Read 2 Two Ways or Number Talks in your own classroom? What progress is your PLC making in collectively exploring the implementation of this strategy as a team? How might peer support during instruction help your PLC to deepen the effective use of this strategy and ensure increased learning for your students?

How can Math Gen support you? Please think about how the work of you and your team can be clarified, deepened, and sustained with support.Complete the form so that support can happen- either now or after bringing it to your team.

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