Session11 Combined 022009

Overview of Session 11 Designing Professional Development in Mathematics

• Welcome • Discuss Peg Smith’s Chapter 2 • Plan for facilitation • Facilitation and debriefing rounds 1 and 2

Michigan Mathematics and Science Teacher Leadership Collaborative

• Step back and reflect as learners • Wrap-up

Practiced-based PD • Compare and contrast the vision of

practiced-based PD presented in Peg Smith’s book with recent experiences you have had (before MMSTLC).Nature of PD goalsRole of the facilitator and participantsTimeline

Organizing for Facilitation • Morning session-1st round A B

A’ C

B’

A’’ C’

B’’

C’’

• Afternoon session-2nd round A B

A’ C

B’

A’’ C’

B’’

C’’

1

Assignment • Bring five samples of student work on a

high level task • Respond to the questions on Moodle: • What about the ways the session was facilitated worked particularly well for you as a learner? • What questions or concerns would you like to discuss? • Read Chapter 4 from Peg Smith’s book,

“Practiced-Based Professional Development for Teachers of Mathematics”

2

ANALYZING THE TASK: FOCUSING ON THE MATHEMATICS Before you examine student work on the Task, you are to solve the problem for yourself and then respond to the two items below. Working on the task for yourself and thinking about the range of ways the problem can be solved will help prepare you for examining and interpreting students’ responses.

What is the mathematics in the task? How is the mathematics in this task connected to the GLCEs?

Identify several possible ways the task can be solved.

© 2008, University of Michigan

ANALYZING AND WORKING WITH STUDENT THINKING Summarize the different ways in which the students worked on the task.

What do the students seem to understand or know? What is the evidence?

Are there any misconceptions?

Which solutions would you have a conversation about and why, with your class?

How might you use student strategies to frame your next instructional steps? Why?

© 2008, University of Michigan