S.P. A.C.E.S. District Learning Day

September 16, 2016

12:15 – 3:15

Algebra I & Algebra II

Components of

Effective Mathematics

Instruction

Structures and Routines of a lesson

William Kinard III, Ed.D. – Instructional Math Coach

Specializing in Pedagogy And Content for Education

in Secondary Schools

iZone High School Team

Meeting Norms

Be Present

Contribute

Respect each others’ time & ideas

Positive Interactions

We are ONE, the iZONE!!!

The iZone High School Instructional Support Team's vision is to be

a highly valued team that provides effective content and

pedagogical support for teachers to increase student achievement

that leads to college and career readiness, lifelong learning, and

productive citizenship.

Our mission is to provide data-driven instructional support through

content coaching and professional development that increases

teacher capacity. Building positive relationships, communicating

effectively, embracing diversity, and engaging in on-going

reflective practices are the cornerstones of this work.

Vision & Mission

iZone Goal

We must move our schools from the bottom 5%

to the top 25%!

To accomplish this, we must ensure that

effective instruction takes place

EVERYDAY and in EVERY school.

Session Goals

Know • The components of effective mathematics instruction

Understand • How the 8 Mathematical Teaching Practices are

essential for effective mathematics instruction

Do • Plan a lesson using the components of effective

mathematics instruction

What does an effective mathematics

lesson look and sound?

Take a few minutes to write down and

discuss some elements that should be

present in every math lesson.

Stop and Jot

Rationale

Effective teaching requires being able to

support students as they work on

challenging tasks without taking over the

process of thinking for them (NCTM, 2000).

Rationale

• Building a practice of engaging students in academically

rigorous tasks supported by meaningful discourse

facilitates effective teaching.

• Students develop an understanding of mathematical

ideas, strategies, and representations and teachers gain

insights into what students know and what they can do.

• These insights prepare teachers to consider ways that

advance student understanding of mathematical ideas,

strategies, or connections to representations.

8 Mathematical Teaching

Practices (MTPs)

Structures & Routines of a Lesson

Planning Questions for

the Task

What are the mathematical goals for the lesson (i.e., what is it that you want

students to know and understand about mathematics as a result of this lesson)?

What questions will you ask to help students access their prior knowledge?

What are all the ways the task can be solved?

What misconceptions might students have? Errors?

What are the expectations for students as they work on and complete this task?

How will you introduce students to the activity so as not to reduce the demands of

the task and provide access to all students? What will you hear that lets you know

students understand the task?

Set-Up Phase

Involves introducing students to the activity without taking

over students’ thinking

Ensure that students understand the concept of the

problem and what the task is asking them to solve

Brief (between 1-2 minutes, but no more than 5 minutes)

The Set-up Phase should not be used to teach

students how to complete the task!!!

Explore Phase

Provides opportunity for students to work individually

(private work time) and in small groups

Students make sense of and discuss the mathematics in

the task

Monitor student engagement during private work time and

small group discussion

Ask assessing and advancing questions

Explore Phase

(Questions) What will you do or say if no progress has been made on the task?

What will you see or hear that lets you know how students are thinking about the mathematical ideas?

What questions will you ask to assess students’ understanding of key mathematical ideas, problem solving strategies, or the representations?

What questions will you ask to advance students’ understanding of the mathematical ideas?

What questions will you ask to encourage all students to share their thinking with others or to assess their understanding of their peer’s ideas?

How will you ensure that students remain engaged in the task?

Share, Discuss, Analyze Phase

How will you orchestrate the class discussion so that you accomplish your mathematical goals?

Specifically:

Which solution paths do you want to have shared during the class discussion?

In what order will the solutions be presented? Why?

In what ways will the order in which solutions are presented help develop students’ understanding

of the mathematical ideas that are the focus of your lesson?

What specific questions will you ask so that students will:

make sense of the mathematical ideas that you want them to learn?

expand on, debate, and question the solutions being shared?

make connections between the different strategies that are presented?

look for patterns?

begin to form generalizations?

How will you ensure that, over time, all students will have the opportunity to participate and be recognized as

competent?

Expectations for Group Discussion

• Share solution paths.

• Listen with the goals of:

– putting the ideas into your own words;

– adding on to the ideas of others;

– making connections between solution paths; and

– asking questions about the ideas shared.

• The goal is to understand the mathematics and to make

connections among the various solution paths.

Dream Job Task

The Situation: You are offered a 30-day trial period at your dream job.

However, the owner of the company is a little unusual so the pay options are

non-traditional. They offer you three different pay options for the 30 days as

listed below:

• Option 1: $60,000 a day

• Option 2: You make one penny the first day, two pennies the second day,

four pennies the third day, eight pennies the fourth day, etc.

• Option 3: On your first day of work, you get a $1. On your second day of

work, you get $4. On your third day of work, you get $9. On your fourth day

of work, you get $16. It continues this way for 30 days. Once you've

completed the 30 days, you will receive a completion bonus of $500,000.

My Questions about the Task

• Also discuss the MTPs and how the unfold

in the task. Ex: MTP 3 goes into the

different representations.

Your Turn!!!

Using the task, go through the phases of structures and routines of a

lesson.

Set-up Phase

How will you introduce students to the activity so as not to reduce the

demands of the task and provide access to all students?

Explore Phase

What assessing and advancing questions might you ask?

Share, Discuss, and Analyze Phase

What questions will you ask to engage students in a class discussion

about the mathematics in the task, aligned to the standard?

Reflection

What supported your learning?

Commitment

What will you implement in your

next lesson?

Questions???

If you have any questions, here is my contact

information:

William Kinard III, Ed.D.

(601) 613-7478

kinardwv@scsk12.org

Survey

https://www.surveymonkey.com/r/Preview/?sm=2sq4HHQYLCXuNOALT

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