What Resources Can We Use for Intervention?

ES:  Bridges Intervention

MS:  Connected Math Resources

HS:  Algebra by Example 

All levels:  
IXL
Khan Academy
Purplemath
Kuta Software

More suggestions?

MPL Wrap up - 2014-15 School Year

Want to learn more about keeping the cognitive demand elevated with the great rich tasks that you're using in your classroom?  Read this paper on the ways that we sabotage our tasks, and how to keep them on track.

Link to Cognitive Demand PDF from Today's MPL


Please evaluate MPL and my coaching/collaboration using this link.  

Rich Tasks: Presentation and Resources

Thank you to our star team, Rebekah Lopata and Alan Phan, for picking up the torch and presenting an engaging, thought-provoking session on the use of rich tasks in the classroom.

What is a rich task?  From nrich.org, one of the best sources of this revolutionary approach to teaching and learning mathematics, "Rich tasks open up mathematics. They transform the subject from a collection of memorised procedures and facts into a living, connected whole. Rich tasks allow the learner to 'get inside' the mathematics. The resulting learning process is far more interesting, engaging and powerful; it is also far more likely to lead to a lasting assimilation of the material for use in both further mathematical study and the wider context of applications."

The presentation below is a great refresher for participants in the session.  Scroll down for links that will help you find more rich tasks that are aligned to your curriculum.


Links:
http://nrich.maths.org/frontpage

http://www.engageny.org/mathematics

https://sites.google.com/site/commoncorewarwick/home

http://www.syracusecityschools.com/districtpage.cfm?pageid=695

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Math-Content-Specifications.pdf

http://learnzillion.com

http://www.mathematicsvisionproject.org/secondary-mathematics-i.html (0nly secondary)

http://www.illustrativemathematics.org/8

http://aeromathscience.blogspot.com/

http://illuminations.nctm.org/

Do you want a Mathematical Practices Poster?

We've been focusing on the awesome Mathematical Practices component of the Common Core Math Standards at AISC.  Last year, we uncovered a lot of ideas surrounding the Practice Standards and how they apply to our work.  

Last spring, I shared with you some posters that could offer a talking point for using mathematical language and engaging in mathematical discourse.  And now, I'd like to ask again:  Who wants a set of practice posters for their classrooms?

Since everyone has their own styles and levels, I found all of these possibilities.  Just a sample of each is shown below.  

Here's the offer:  PICK A POSTER, AND LEAVE A BLOG COMMENT ABOUT WHICH ONE YOU'D LIKE!  I'll have them printed and delivered to you.  

#1:  Cute 

#2:  Descriptive (Available in different levels:  Lower, Middle, Upper Elementary)

#3  Kid-Friendly Language

#4 Super Cool Graphics - All One Large Poster

#5:  Hand-Drawn "I Can" Statements

#6:  Problem Solver Wheel

#7 Quick Reminder

MPL: Session 1

Handshake math.  Did anyone do a drawing like this one?
From schools.nyc.gov

Thanks to all of the AISC math teachers who attended our first monthly session of Math Professional Learning yesterday.  While many of you agreed that the second day of school was an non-ideal time for an after school professional development, nonetheless you honored me and your work by putting forward your most positive, professional attitudes and contributing to a great discussion.

About this blog

This blog will become a repository for Math Professional Learning (MPL) resources.

We will also include Math Task Force (MTF) updates.

You will also find links and posts on many types of relevant math professional development here.

From our first meeting, see below the links to all of the referenced resources.  


Team Survey - Please complete by August 20 with your co-planning team(s).

Quality Assessment Rubric (QAR) Draft - This doc is view only.  Make a copy for your team to edit. Please decide on your edits to the draft, then share with Calley, your section principal, and Kim by August 20.



You might also be interested in the following:

Presentation from MPL 1

New York Times Article:  "Why do Americans stink at math?"

The Handshake Problem which comes from Nrich, an amazing source of "Big Problems" for all grade levels that work very well with the You -Y'all - We approach.


Comments from the first meeting

I thought I'd share your thoughts from the first meeting.  If you asked a question, my first attempt at a response is in parentheses.

• I enjoyed the talk.  Will you be able to talk with teams? (Yes, I will!)
• Why was 9 afraid of 7?  Because 7 8 9!  I think that's how it goes ... (I think it goes a little differently.  Why was 6 afraid of 7?)
• Will there be opportunities for others to present? (Yes!  MPL will include time for best-practices sharing.  I look forward to hearing from each team about what you all have to share.  Who is first?)
• Do you trust teams to "write" math assessments?  (Yes... and I trust them to ask for help when needed.)
• Length can be a challenge, especially "time" when it comes to our assessments.  We need to talk about it more.
• This was great today.  I really liked using the article as a conversation point because the conversation remained targeted at the two strategies rather than personal preferences.
• I think it would be a great idea to video the use of the "You, Y'all, We" strategy at all grade levels.  (I agree!)
• Good direction - much needed.  Suggestion:  Move to Thursday Curriculum Night.  (We are on the calendars for one Wednesday per month, and I think we'll have to stick to that!)
• Good start to vertical alignment - looking forward to more.
• This is really important, but would be better not to have it on the second day of school.  (Agreed, and agreed.  Thanks for your time.)
• Can you assist with vertical alignment in the ES?  (Yes!)
• Suggestion:  Keep this pace.  Lots of items covered but not overwhelming.  :)
• EAL content assessment should be done differently.  (Would love to get more details on your thoughts here.)
• What are ways I could get involved with enhancing math instruction as an associate teacher?  (Let's talk.)
• EAL assessment without sacrificing contents and standards??? (I agree ... ??? ... let's work on refining the question and finding some answers.)
• How do we take EAL needs into account with the new report card in mind?  (Great question.)
• Is the QAR going to be uploaded to Atlas?  (Yes.)
• How can we be sure that assessments we write are differentiated for all learners? (I think the QAR is a great discussion piece.  We should talk about how to assure this.)
• Regarding the QAR, how do we manage differentiation of levels within the test?  How does this work with standards based system?  (Good question - something to research and explore.)
• Assessment for EALs:  are the questions reworded or the content simplified?  (I hope the test is modified for language without simplifying the content, but we need to be sure of this.)
• Some info regarding length and appropriateness at different levels would be helpful.  (I will research this and share soon!)
• I liked the juxtaposition between two styles of teaching.  I would be interested to see them in action.  (I will look for some video examples of different styles.  And... I already found this!  It's not just these two styles, but the Mathematical Practices in action.  A good starting point.)
• Can everybody learn to enjoy and love math?  (I hope so.  I think it starts with teachers who enjoy and love math.  Thanks again for being here and for all the feedback.)