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Possibilities:
+ Take inventories about what we're strong at and what we can offer
+ Group define what is critical thinking and how we can approach that
+ Looking at actual assessments and asking one another if it promotes critical thinking
+ Survey asking students and/or parents questions
+ Similar to MAP testing, twice a year problem-solving events where we track how students are able to engage in mathematical thinking

Next meeting:
+ April 6

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For ourselves (teachers): what are our own strengths that we could offer to one another? Strong enough to at least observe or even lead others in a PD. How do we respond when we hear somebody (student/teacher/parent) say "I'm not good at math"?
For students: what do you know coming into our class?
For parents: how is math related to their own lives/jobs (in order to build more connections and engagement)? How do you use mathematical thinking in your world? Also, what are your views of your child's CAG math experience?

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whatever others choose to do

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to the students-
shift their thinking to more perseverance and growth mindset
to the parents-- newsletters/workshops
to the tutors-
guidelines for how to work with Ss

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our own planning, how we spend our time, our instruction (ie questioning strategies)

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Challenge for tutors: they can undermine the process work that we want to do
Challenge for PD providers: find and bring in effective PD where we don't have it already available in our own department, challenge for implementation might be the infrastructure to be able to learn from each other in-house (related to coaching cycle)-- we could use a full-time coaching position that helps to push the whole department to become resources to one another

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Shifts for Teachers: Creating opportunities for Ss to express themselves, a shift toward a focus on process and not just "how-to" or the standard, effective use of time, providing different tiers of work depending on Ss skill level (differentiate work instead of one size fits all), using assessment data to identify ability/skills-- also aligning our assessments to what we're looking for, being intentional about the type of questions that we ask (ie "why" is important), creating intentional space for planning, including application to real-life problems, implement some of the visible thinking routines/protocols
Shifts for parents: communicate our desired outcomes/goals so they understand what we are doing (different from their own school experience), provide guidelines for at-home conversations (ie ways to approach confusion), introduce them to visible thinking protocols, maybe do math workshops WITH parents to help them experience this different way of experiencing math (or use newsletters to communicate)

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Shifts for students: perseverance, seeing mistakes as learning opportunities, the goal is not the right answer but to communicate  your thinking/reasoning, move to higher order thinking, collaboration

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Users: Students,
Community: Math Teachers, parents
Services: Outside PD providers, Tutors
Institutions: Admin

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They are available for our department, ( we could do better with one more coach (at least)). They require to be fully dedicated to provide the PD needed to achieve the outcomes.
They also need to be provided with intensive PD.

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Students, Math Teachers, Administration, Parents, Tutors, Outside PD Providers

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are we trying to change the constraints or develop critical thinkers in spite of the constraints?

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how might we adequately develop critical thinking within our current constraints?

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Having a common understanding of the problem of what it takes to develop critical thinking

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Having a common understanding of the problem of what it takes to develop critical thinking

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In middle school, we only have 40 minute periods. This is not enough time to pose a problem, go through problem solving strategies, and teach standards in depth.

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Viable PD that can be implemented and reflected upon in person

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Viable PD that can be implemented and reflected upon in person

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Very limited planning time, and even less collaboration time.

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Very limited planning time, and even less collaboration time.

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Always prove a theorem and push them to try proofs themselves.

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Always prove a theorem and push them to try proofs themselves.

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Training for equipping strategies for all learners (teachers and students)

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Training for equipping strategies for all learners (teachers and students)

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Present students with situations that can be solved using different approaches.

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Present students with situations that can be solved using different approaches.

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Providing problems with adequate rigor, that also allow for multiple points of entry, low floor and high ceiling

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Providing problems with adequate rigor, that also allow for multiple points of entry, low floor and high ceiling

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Give incorrect problems and have students find where they went wrong

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Give incorrect problems and have students find where they went wrong

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Number talks about solving daily/weekly/monthly problems to promote resiliency and critical thinking

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Number talks about solving daily/weekly/monthly problems to promote resiliency and critical thinking

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Emphasize the process instead of the final answer

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Prompt them regularly on why do they think that a certain approach/answer is correct or not.

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Prompt them regularly on why do they think that a certain approach/answer is correct or not.

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Engage students with hands-on, real life situations.

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Engage students with hands-on, real life situations.

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Provide schoolwide training  to  teach students to be critical thinkers

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Provide schoolwide training  to  teach students to be critical thinkers

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Inquiry based teaching, essential questions for dialog and discussion

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Inquiry based teaching, essential questions for dialog and discussion

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We could promote the use of mathematical practices that would allow students to determine and check solutions to problems.

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We could promote the use of mathematical practices that would allow students to determine and check solutions to problems.

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Provide a theme to focus on each month (resilience, specific mathematical practice, etc.)

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Classes that are not subject specific, but similar to the capstone classes for developing and practicing this mindset that transcends math

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Classes that are not subject specific, but similar to the capstone classes for developing and practicing this mindset that transcends math

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(this could be like a week 'bootcamp' in the fall, near breaks, etc)

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Begin and end each unit with a problem solving activity

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Begin and end each unit with a problem solving activity

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Having at least one word problem in every practice and going back to students methods and final answers to solve them

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Provide teachers with cognitive science latest updates.

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Provide teachers with cognitive science latest updates.

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School wide discussion and professional development

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Our impact is to foster critical thinkers

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Our impact is to foster critical thinkers

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https://jamboard.google.com/d/1wph1_HwqG1Y6j_wqckEl-IIugsp_onLz_8SXMHrcRJQ/viewer

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Our problem: how might we construct/create approaches that are most engaging to promote mathematical thinking and resilience (across teaching platforms like virtual, hybrid, in-person)?

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How to promote the use of Mathematical Language  as a tool 

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How to promote the use of Mathematical Language  as a tool 

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Implementing a Philosophy Embrace a teaching philosophy and implement, track, and assess it

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Implementing a Philosophy Embrace a teaching philosophy and implement, track, and assess it

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How can we teach students in order to prepare them for an uncertain (and ever changing) future? 

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How can we teach students in order to prepare them for an uncertain (and ever changing) future? 

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Our Students need to gain resiliency in problem solving

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Our Students need to gain resiliency in problem solving

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in staff and students

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Vertical alignment of what the vital standards are that we covered this year.

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Vertical alignment of what the vital standards are that we covered this year.

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How do we motivate students who struggle in math and make sure they have entry points.

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Students' Academic Honesty and Accountability for their own work

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Students' Academic Honesty and Accountability for their own work

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How do we get students to be comfortable with productive struggle? (Not knowing the answer immediately)

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Students being in a class that they don't want or actually don't need. (Thinking of seniors)

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Standards Pacing

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How do you improve students' engagement?

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Vertical Alignment for K-12 math, including common language and emphasis on practices.

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Vertical Alignment for K-12 math, including common language and emphasis on practices.

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Mathematical thinking is a weak area regardless the standards/curriculum we adopt. What does it take to foment mathematical thinking in our students?

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Middle School math schedule