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Grade 6 Math Department Meeting 11-17-21

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Grade 6 Math Department Meeting 11-17-21

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Disruption, Storytelling, and Values in a Thinking Classroom (w Peter Liljedahl)

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Disruption, Storytelling, and Values in a Thinking Classroom (w Peter Liljedahl)

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Many of our institutional norms are causing "studenting" behavior that stifles thinking. Dr. Peter Liljedahl's research aims to disrupt this behavior through "contrarian experimental methodology" and he has discovered 14 practices that liberate thinking in the classroom. Though his research took place in Mathematics, his findings are applicable for any educator that wants to tap into the emotional experience through story and teach with integrity to their values.

Show Notes:
Peter's love for teaching has been transferred to teaching teachers. (6:55) Unpacking what is meant by "studenting" behaviour. (8:25) Research as contrarian experimental methodology. (13:53) Being cavalier with curriculum to nurture problem-solving. (19:50) The role of storytelling in a thinking classroom. (25:00) Rewriting each student's story through the emotional experience in Math. (31:20) The dominance of the noun over the verb of education. (33:00) We evaluate what we value. (33:55) Rethinking rubrics to enhance their ability to offer feedback to students. (39:15) Shifting homework from a highly monitored compliance task to an optional check for understanding. (42:10) The foundational practice in a thinking classroom. (51:00) Living into the verb of education. (57:50) View full show notes here!
Peter on Twitter: @pgliljedahl
Email the Podcast: hello@educrushpod.com
Podcast on Twitter: @educrushpod
Natalie on Twitter: @natabasso
Podcast on Instagram: @educrushpod
Podcast Website: www.educrushpod.com

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and values in a thinking classroom (w peter liljedahl)

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‎#EduCrush: Disruption, Storytelling, and Values in a Thinking Classroom (w Peter Liljedahl) on Apple Podcasts

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Many of our institutional norms are causing "studenting" behavior that stifles thinking. Dr. Peter Liljedahl's research aims to disrupt this behavior through "contrarian experimental methodology" and he has discovered 14 practices that liberate thinking in the classroom. Though his research took pla...

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Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance 

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Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance 

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by John J. Sangiovanni, Susie Katt and Kevin J. Dykema

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Introduction: Why Struggle? Why Now? Chapter 1: VALUE Productive Struggle Why Struggle Matters Math is more than the pursuit of answers Math isn't a procedure Math is about equity, access, and opportunity Productive struggle is essential for living and learning What Productive Struggle Is and Isn't What struggle looks like When schools value struggle Teacher behaviors for productive struggle Educating families Productive struggle "Look-For's" Whole school agreement about productive struggle Struggle and growth mindset Moving from unproductive to productive beliefs about struggle Struggle and growth mindset Moving from unproductive to productive beliefs about struggle Key Takeaways About Action 1: Value Productive Struggle Action 2: FOSTER an Identity for Productive Struggle What Is a Math Identity? Your mathematical identity and its effects on instructional choices Thinking about your experiences as a math student Knowing Your Students' Mathematical Identities Student Identity Activity 1: My Math Autobiography Student Identity Activity 2: My Math Timeline Student Identity Activity 3: Journal Prompts Student Identity Activity 4: Math Beliefs Inventory Student Identity Activity 5: Math Role Models and Their Stories, Who Are Mathematicians? Student Identity Activity 6: Bumper Sticker Student Activity 7: My Math Superpower Student Identity Activity 8: Struggle Emojis Key Takeaways About Action 2: Foster Identity for Productive Struggle Chapter 3: Action 3: BUILD Community for Productive Struggle Building Classroom Community for Productive Struggle Addressing challenges to creating community Establishing norms for a productive community Maintaining community throughout the year Activities for Building and Maintaining a Productive Math Community Community Activity 1: Math Pledge Community Activity 2: Group Behaviors Comic Strip Community Activity 3: Good Groups vs Bad Groups Community Activity 4: The Number Quilt Community Activity 5: A Picture Is Worth 1,000 Numbers Community Activity 6: Name and Number Tents Community Activity 7: Dimensions of Me (or Many Faces) Activities to Promote a Community Understanding of Productive Struggle Community of Struggle Activity 1: The Picture of Struggle Community of Struggle Activity 2: A Time I Struggled - The Ski Jump Community of Struggle Activity 3: Create a Class Definition of Struggle Key Takeaways About Action 3: Build Community for Productive Struggle Chapter 4: Action 4: PLAN for a Lesson with Productive Struggle Planning for Struggle Establish the mathematics goal Select tasks that create the right amount of struggle Selecting High-Quality Tasks for Rigor Tasks for conceptual understanding Tasks for procedural fluency Tasks for application Modify Tasks for Provoke Productive Struggle Modification Strategy 1: Ask Students to Create Multiple Representations (Create) Modification Strategy 2: Ask Students to Create or Connect DIfferent Representations (Connect) Modification Strategy 3: Ask Students "Does This Always Work?" (Generalize) Modification Strategy 4: Ask Students the Reverse (Reverse the Problem) Modification Strategy 6: Ask Students Open Questions (Open Up) Modification Strategy 7: Ask Students to Compare and Contrast (Similarities and Differences) Modification Strategy 8: Ask Students to Find and Use a Pattern (Find a Pattern) Modification Strategy 9: Ask Students to Put their Understanding in Writing (Write About It) Modification Strategy 10: Ask Before They Are Taught (Change the Sequence) Doing the Task and Anticipating Anticipate representations Anticipate language and terms Anticipate misconceptions and flawed strategies Planning response and reaction Instructional Models, Routines, and Other Considerations when Planning for Struggle Direct Instruction Gradual Release of Responsibility Other Instructional Choices Key Takeaways About Action 4: Plan for Productive Struggle Action 5: SUPPORT the Productive Struggle During the Lesson Classifying Various Types of Struggle Classifying Various Types of Struggle Responding to Different Kinds of Struggle The Problem With Rescuing Student Answers Struggle Moves That Rescue Thinking Struggle Move 1: Prepping the Task Struggle Move 2: Catch and Release Struggle Move 3: Referrals Struggle Move 4: Metacognitive Questions Struggle Move 5: Remove the Numbers Tips for Navigating Struggle Teacher Tip 1: Don't Restate More Than They Say (Revoicing) Teacher Tip 2: Honoring Mistakes Teacher Tip 3: Consider When to Help and When to Hold Back Teacher Tip 4: Be Mindful of Mnemonics and Other "Aides" or "Tricks" to Support Struggle Teacher Tip 5: Keep It From Boiling Over Teacher Tip 6: Be aware of early finishers Teacher Tip 7: Adjust the time Teacher Tip 8: Focus on a strategy Teacher Tip 9: Celebrate it Teacher Tip 10: Leverage accountability and participation Key Takeaways About Action 4: Support Productive Struggle Chapter 6: Action 6: REFLECT on Productive Struggle Integrating Reflection on Struggle into Lesson Closure Student Activities for Reflection on Struggle Independent Writing and Drawing Student Activity 1: Journaling Student Activity 2: Struggle Doodle Student Activity 3: Who I Learned From Collaborative Reflections Student Activity 4: The Picture of Struggle Student Activity 5: One Word Student Activity 6: Find Someone Evaluative Reflection Activities Student Activity 7: Got It, Tried It Student Activity 8: Too Easy, Too Hard, Just Right: The Goldilocks Reflection Student Activity 9: Today I, Tomorrow I Will Teacher Reflection on Productive Struggle Teacher Option 1: In-the-Moment Notes Teacher Option 2: Journaling Teacher Option 3: When Students Reflect, You Reflect Teacher Option 4: Team Reflections or Professional Learning Cadres Reflection Leads to Celebration Celebration Approach 1: Notice It and Reward It with Struggle Bucks and Shout-Outs Celebration Approach 2: Reward It Beyond Math Class with Brag Tags Celebration Approach 3: Reward When Students Take Advantage of Tools One caveat about celebration Key Takeaways About Action 6: Reflect on Productive Struggle Chapter 7: Closing Thoughts about Struggle Productive Struggle Definition and Inventory: Where Are You Now? One Final Note

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Guiding teachers through six specific actions-including valuing, fostering, building, planning, supporting, and reflecting on struggle-thi...

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Strength-Based Teaching and Learning in Mathematics

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Problems to Ponder NCTM Feb_ 2022 Holmstrom and Harrow

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Problems to Ponder- Shaughnessy, NCTM, 2022

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Whole Class Discussion Planner- template

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Whole Class Discussion Planner- template

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Positioning Multilingual Learners for Success in Mathematics

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Positioning Multilingual Learners for Success in Mathematics

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Positioning Multilingual Learners_NCTM_ Volume114, Issue 12

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Teaching students to apply structural thinking instead of automatically following procedures and algorithms can result in efficient, elegant strategies and fewer errors.

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Who is Doing the Talking in Your Classroom Discussions? Siegel, Sinnen, and Smits NCTM_Feb. 2022

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Who is Doing the Talking in Your Classroom Discussions? Siegel, Sinnen, and Smits NCTM_Feb. 2022

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These authors conducted an inquiry into their practice in order to move toward more student-centered classrooms. They describe a whole-class discussion (WCD) planner they created.

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Who is Doing the Talking in Your Classroom Discussions? Siegel, Sinnen, and Smits, NCTM_2022

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Increasing Multilingual Learners' Access in Mathematics Wilson & Smith, NCTM, Feb_2022 

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Increasing Multilingual Learners' Access in Mathematics Wilson & Smith, NCTM, Feb_2022 

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In this article, Jonee Wilson and Erin Smith (NCTM 2022) discuss reasons why some well-intended practices to support multilingual learners may be problematic. They share productive alternatives that have been observed in classrooms, and effectively support multilingual learners.

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Increasing Multilingual Learners' Access in Mathematics Wilson and Smith, NCTM, 2022

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NYS Culturally Responsive- Sustaining Education Framework

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NYS Culturally Responsive- Sustaining Education Framework

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Intentional, Creative, Powerful: Technology and Design Thinking

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Intentional, Creative, Powerful: Technology and Design Thinking

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NYS Computer Science and Digital Fluency Standards

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NYS Computer Science and Digital Fluency Standards

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2022 Educator Guide to NYS Math Assessment

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2022 Educator Guide to NYS Math Assessment

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Supporting All Students: Scaffolding Instruction of ELA and Math

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The Supporting All Students Resource Guides were designed through collaboration between the New York State Education Department and partners in the field. The purpose of these guides is to provide teachers with examples of scaffolds and strategies to supplement their instruction of English language arts (ELA) and mathematics curricula.

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The crosswalk documents are a reference tool for educators and parents to efficiently compare the changes between the 2011 New York State P-12 Common Core Learning Standards for Mathematics and the 2017 Next Generation Mathematics Learning Standards. The crosswalks can assist educators in the preliminary work required in assessing the scope of the content changes and the impact those changes will have on student learning, locally devised curriculum, instruction and instructional resources. While the crosswalks are valuable as a reference, they do not substitute for a deeper, more comprehensive understanding of the New York State Next Generation Mathematics Learning Standards.

The Grade-level Crosswalk uses the full text (no diagrams or charts) of both sets of standards so that readers can review and compare the two sets side-by-side. Strike-through and bolded text can be seen throughout in order to highlight content differences and wording modifications between the two sets of standards.

The Grade-level Snapshot provides a condensed one-page summary that lists standards that were added to the grade/course, standards that were moved, and any instructional considerations that need to be highlighted based on new standard clarifications or language modification.

Crosswalk and Snapshot Documents:

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The crosswalk documents are a reference tool for educators and parents to efficiently compare the changes between the 2011 New York State P-12 Common Core Learning Standards for Mathematics and the 2017 Next Generation Mathematics Learning Standards.

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The ideas presented in these documents can be utilized in conjunction with current local curriculum and instruction. Educators are encouraged to add on to these documents and adapt them to best fit the needs of their learners, as well as work through the process of unpacking other grade-level stand…

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The purpose of the New York State Next Generation Mathematics Learning Standards Statistics Progression Video is to provide an over-arching look at the statistics standards that span Pre-kindergarten through Algebra II, and provide an understanding of what these statistics standards require when it comes to student learning and instruction. The Turnkey Guidance for the Statistics Progression Video offers suggestions on how districts can utilize the video as a platform for collaborative conversations centered around the importance of statistical literacy, and how the NYS Next Generation Mathematics Learning Standards develop our students' statistical literacy throughout the grade levels. Recommended stopping points with guiding questions are provided.

The statistical themes and ideas presented in the video can be utilized in conjunction with current local curriculum and instruction. Educators are encouraged to examine current local curriculum that surrounds the content of the statistics standards and adapt accordingly to ensure alignment to the NYS Next Generation Mathematics Learning Standards, while incorporating the instructional needs of their learners. Educators may want to additionally engage in the process of unpacking specific grade-level statistics standards to further strengthen knowledge of content and the vertical/horizontal statistical progressions which can assist in lesson planning. Further information on the unpacking process can be found in A Guide for Unpacking the New York State Next Generation Mathematics Learning Standards.
Both the video and the turnkey guidance document are not intended to limit instruction.

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The purpose of the New York State Next Generation Mathematics Learning Standards Statistics Progression Video is to provide an over-arching look at the statistics standards that span Pre-kindergarten through Algebra II, and provide an understanding of what these statistics standards require when it comes to student learning and instruction.

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Guide for Aligning Local Curricula to NGMLS/Turnkey Guidance Materials

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Guide for Aligning Local Curricula to NGMLS/Turnkey Guidance Materials

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The Guide for Aligning Local Curricula to the Next Generation Mathematics Learning Standards was designed to support New York State school districts and educators as they implement the New York State Next Generation Mathematics Learning Standards (adopted 2017) beginning in the school year 2022-2023. In New York State, curriculum decisions are determined at each local school district, and this alignment guide is an optional resource for school districts to utilize. The guidance is provided to support districts with the creation or revision of units of instruction aligned to the NYS Next Generation Mathematics Learning Standards.

The guide covers the following components:

Learning Standards and Curriculum

What is the Difference?

Awareness of the Changes in the Standards

Part I: Preparation

Collaborative Structures

Curricular and Supplementary Resources

Design Principles

Part II: Examining Local Curricula

Examine, Analyze, and Study

Curriculum Alignment

Part III: Identifying Meaningful Tasks
Unpacking Grade-level Standards

Part IV: Evaluation

A Standard Progression Analysis template, as well as additional guiding questions for lesson, homework and problem set alignment are also provided within the guide.

A Professional Development Toolkit and PowerPoint presentation are now available for districts to utilize in conjunction with the Curriculum Alignment Guide to support locally held professional development sessions on aligning local mathematics curriculum to the Next Generation Mathematics Learning Standards.

Questions about the Guide for Aligning Local Curricula to the Next Generation Mathematics Learning Standards can be directed to standards@nysed.gov or (518) 474-5922.

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Guide for Aligning Local Curricula to the Next Generation Mathematics Learning Standards

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The Guide for Aligning Local Curricula to the Next Generation Mathematics Learning Standards was designed to support New York State school districts and educators as they implement the New York State Next Generation Mathematics Learning Standards (adopted 2017) beginning in the school year 2022-2023.

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NYSED Resources for NGMLS Implementation

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NYSED Resources for NGMLS Implementation

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Glossary of Verbs Associated with the NYS Next Generation Mathematics Learning Standards

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Glossary of Verbs Associated with the NYS Next Generation Mathematics Learning Standards

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NYS  2022 Mathematics Assessment Schedule

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NYS  2022 Mathematics Assessment Schedule

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NYS Mathematics Assessment Schedule 2022

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NYS Next Generation Mathematics Learning Standards GLOSSARY

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NYS Next Generation Mathematics Learning Standards GLOSSARY

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NYS Next Generation Mathematics Learning Standards Instruction and Assessment Implementation Timeline

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NYS Next Generation Mathematics Learning Standards Instruction and Assessment Implementation Timeline