**55th Northwest Mathematics Conference**

**October 21-23, 2016**

**http://www.northwestmathconference2016.org/**

After an easy drive through the Columbia River Gorge and into Yakima Valley, we arrived at the Howard Johnson in Yakima. The first conference event was a Maker Space Showcase of students and programs from this area in Washington.

After that chance to mingle, we went out for a "Tweet Up." El Mirador had handmade tortillas and spicy salsa! Great conversations. Go #MTBoS. Thanks to Chris Shore and Molly Daley for joining us!

**Saturday Sessions (October 22, 2016)**

**Letting Go: Using Number Talks to Transform Our Practice**

**Ruth Parker (**@DrRuthParker)

"Which answer are you defending?"

This is a question I need to incorporate into my number talks. I frequently assume they are defending the right answer (which they usually are), but clarifying would help.

In the third grade example, lots of students are using number lines to describe their strategies.

**One question: how do you ensure 100% engagement during number talks?**

"Would you tell US?" Answers are for the group, not teacher.

Respond with appropriate language - don't make a big deal about things like "minused."

Don't recommend using = sign in posing problem. 81 - 26 is better than "81-26 ="

Allow lots of WAIT TIME!

"Can you help us understand why..."

Model teacher curiosity

"Graduated pressing" - press softly when students aren't used to this type of activity, but press more as students are comfortable. Understanding their thinking is the ultimate goal.

Not a time for fixing mistakes during a Number Talk. It's a time for kids to fix their own thinking.

Never put them on the spot.

Build an environment that creates curiosity and engagement.

Students don't have to talk - they want to talk.

Number talks are about Educating, not Training. Train means to drag behind. Educe is to draw forth.

Number talks are about expecting and TRUSTING students to have mathematical ideas.

Number talks are about developing mathematics about sense making.

It's just 15 minutes that can deeply change our practice.

Finishing students thoughts can take agency away from them.

Doesn't think hand signals of agreement belong in number talks. Hmm... Again, I have an engagement question...

Doesn't think turn and talk belongs in number talks either. Hmm... Again, I think this helps engagement and providing a sentence frame can make it less painful. "Let anyone who wants to share, share." Don't pressure kids that aren't ready.

Don't rescue students.

*Number Talks are the Mathematical Practices in Action*

*"It's time to bring joy back into mathematics and the teaching of mathematics!"*

(I'm modeling Number Talks in all of my K-5 classrooms - blog to come...)

**Using Problem Strings to Promote Discourse and Access Big Mathematical Ideas**

**Karen Prigodich (**@karenprigodich)

I arrived late, but enjoyed the fun problem strings for doubling and halving! We made conjectures and talked about big math ideas. Karen is always fun to watch facilitate. I picked up a new question - "how did you see it in your mind's eye?"

Problem Strings resources:

numberstrings.com

contextsforlearning.com (Cathy Fosnot)

tedd.org

mathlearningcenter.org

**Math Coaching Matters**

**Cynthia Hockman Chupp (Gervais School District)**

Coaches wear many hats. Coaches can be in isolation. We're often the only ones in our roles in our districts.

Course for coaches - reflect on successful coaching, set goals, support for teachers, collaborate with admin, and identify district needs

What makes a successful math coach? What qualities and behaviors?

Books: Building Teacher's Capacity for Success and The Mathematics Coaching Handbook

Article: "Being a Successful Math Coach: Ten Guiding Principles" by Chris Confer

Understanding group work

Also recommended: Mathematical Mindsets by Jo Boaler and Small Steps, Big Changes by Chris Confer (What if we spent 80% of time on things that matter most? And 20% on things that won't make a difference in student achievement?)

Youcubed.org article - Anyone Can Learn to High Levels

One-to-one collaboration - continuum of self-reflection (unaware, conscious, action, refinement); lesson modeling with pre- and post-conferencing

Pre and post conferencing is something I need to work on. I am pushing for the post-conference, but I haven't pushed for time before a lot of my model lessons or observations.

Questions for pre conference:

What is the lesson about?

What instructional strategies will be modeled?

What should they be looking for? Count "turn and talks," record questions, etc.

Clarify who will deal with management

Post Conference questions:

What did you see?

Collaborating with Administrators - what are the classroom look-fors? Clarify non-evaluative role. Share goals - what are admin priorities?

Accuracy, Efficiency, and Flexibility - the dimensions of fluency

Sharing Graham Fletcher's first Ignite on Fact Fluency

Public recognition after seeing things in classrooms - Tip of the Week (with pacing reminder)

Celebrate out loud on a regular basis (a little concerned about evaluative implications...)

**How Teachers Support Productive Struggle in the Classroom**

**Melinda Knapp (**@KnappMelinda)

Shares NCTMP2A Teaching Practices - Principles to Actions Book

Effort to make sense of mathematics

What are the observable actions of teachers and of students that show productive struggle?

Vicious cycle of helping students too soon, students become dependent, teacher becomes the only authority in the room, and teacher helps more.

We over scaffold with the best of intentions.

How do we break this cycle?

What does productive struggle look like with the students you work with (or should it look like)?

What has been challenging for you about supporting productive struggle?

How do we do this work on a larger scale? Kids get better at struggling if it happens beyond our own classroom.

Productive struggle is essential to learning - teachers must believe this.

Students' perceptions of themselves are important to increasing productive struggle.

What are the routines and strategies in class for students to experience productive struggle? (sociomathematical norms)

Students need to be taught to ask good questions to move through struggles.

Warshauer (2015) suggests 4 strategies to encourage productive struggle -

Teachers acknowledge that struggle is part of learning

Teachers give time and avoid stepping in too soon.

Teachers encourage reflecting on work and not just in getting correct answers.

Teachers ask questions that help students focus on their thinking and encourage them to look at other approaches to problems.

Math Labs or Math Studio experiences can help teachers learn about encouraging productive struggle.

High cognitive demand in necessary - or there won't be productive struggle.

Student-to-student discourse supports productive struggle.

We're questioning to find out what they're thinking, not just their answer.

Purposeful Questions to encourage productive struggle

What do you already know? What do you need to know?

What do you understand, so far?

What makes sense to you? What does not make sense to you?

I wonder how we can decide which one makes more sense?

What are some math ideas that might help you?

Or math focussing questions

Students should say "she's going to ask us..." Build up the norms that math work makes sense and everyone should question.

Math Studio or Learning Walks can be a place for teachers to learn about supporting productive struggle.

Productive struggle can be a them for co-planning and co-teaching.

Productive struggle can arise from purposeful questions and increasing discourse.

Teachers had to be comfortable experiencing productive struggle.

Students (and teachers) have to re-imagine themselves as
students and mathematicians.

melinda.knapp@osucascades.edu**Reflections on Making Number Talks Matter: Things I Wish We Had Said**

**Ruth Parker**

**(**@DrRuthParker)

Mind blowing back and forth between Ruth and Steve Leinwand were a biproduct of this session on Number Talks.

Some quotes:

What was an efficient strategy FOR YOU?

Anticipating how students will solve problems is valuable for teachers

"If the goal is for the lesson of the day, you are creating illusions of learning"

"Math ought to be okay and joyful!"I also met a person that had been my tweeting twin in the morning. Meeting #MTBoS people in person is a fun part of going to conferences.

**MATH CENTERS For Maximizing Math Minutes**

**Marcy Cook (**@MarcyCookApp)

I was able to sneak in for a few minutes and play a math game with tiles. Always fun to hear how Marcy facilitates games and math learning.

**Learning, Planning, and Teaching Together: Designing Job-Embedded Professional Development**

**Kendra Lomax and Becca Lewis (University of Washington)**

**(**@KendraLomax and @lewisbecca)

Instructional activities on tedd.org to give teachers common routines to then discuss across classrooms

Routines for Reasoning (secondary version of Intentional Talk...)

Learning Cycle: Introduce, Prepare, Enact, Analyze

We often Introduce, but then don't allow or monitor teachers work around the ideas.

We can analyze what was learned about content, student thinking, pedagogical moves, and teaching practices.

Math Labs include active observers - engaged in listening to students and then analyzing together.

"Teaching is so complex. Lots and lots of things can come up in the debrief."

What do you notice about the students?

How does the teacher orient students to each other's thinking?

Choral count by 200s - start at 5000

When we do this, we are looking for patterns in numbers

Restate Ss; If you agree, thumbs on chest; asks "what place value"

How does the teacher highlight the mathematics that is happening in this task?

(I had to sneak out early to meet with the Yakima committee - bummed to miss the end!)

**Insights and To-dos Drawn from 1000 Classroom Observations since 2010**

**Steve Leinwand (**@steve_leinwand)

We have guidance now - what math? what is really essential? (the math practices) how? (NCTMP2A)

We have support now - PLCs, coaching, assessments with performance tasks

We have made progress.

"What an amazing time to be teaching mathematics!"

9 most important words - "Construct viable arguments and critique the reasoning of others."

2.5 years after NCTMP2A - there's agreement

Look to our North and South - but need to look to East and West - look to our colleagues.

Video our teaching and take to staff meetings

www.steveleinwand.com - look under publications for list of resources

Number string, math workshop task, exit ticket - lesson structure

Observing a room - he doesn't sit in the back like an evaluator - sit on the side to engage

Story problems - they should care about "Jan."

Honor students ability to make sense of mathematics

I love student friendly objectives - not performance objectives, but what students will learn about.

How big is the book? Name 6 ways to measure it.

What does it mean to MEASURE something?

Put in every lesson "What did you learn today?"

"I always call on the special ed kids because no one else does."

I loved it when Steve noticed an error in his presentation and stopped to edit the PowerPoint. Modeling fixing our mistakes.

"We are charged with making math work for a much greater proportion of students."

"You have ever right to feel overloaded when you don't have the support, the coaching, etc."

"This is different, difficult to do, requires time and risk-taking"

This takes, collaboration, coaching, and high-quality aligned assessments.

Our typical classrooms have not made these shifts. We make excuses.

No one can do it all, but you can pick two and start making some changes. It's about the kids.

From 1994 - "It is unreasonable and unprofessional to expect professionals to change by much more than 10% a year, but it is just as unreasonable and unprofessional for professionals, in this era of change, to be changing by much less than 10% a year."

You can't do math class justice in less than 60 minutes.

Daily, cumulative review at the beginning of each lesson is necessary.

2-4-2 Homework idea - 2 on the new skill, 4 on prerequisites for tomorrow, 2 deeper problems asking for explanation

Too many of our questions are DOK 1.

I, We, You is so wrong for mathematics. You, We, I is what we need to do.

**What begins our to-do list?**

- more on going cumulative review
- fewer mindless worksheets
- rational homework
- daily exit slips
- higher order questions
- discourse
- more productive struggle
- more technology
- more collaboration

When the rate of change inside an institution is much less than the rate of change outside an institution, the end is near.

Steve Leinwand

**Sunday Sessions (October 23, 2016)**

**I spent some time Sunday morning driving Chris Shore to the airport (returning a #TMC16 favor). I also talked with some exhibitors and made plans with the Yakima committee for promoting the Portland conference. I did attend one session before the closing keynote. And I got to meet Ryan Adams!**

**Helping Teachers Grow: Supporting the Transformation of Classroom Instructional Practice**

**Karen Prigodich**

**(**@karenprigodich)

How can we impact our sphere of influence?

What elements support teachers' readiness to transform their instructional practice?

How can we nurture these elements in our work with teachers?

Research/What to DO

Transformative PD: changes in deeply held beliefs, knowledge, and habits of practice

create cognitive dissonance

allow time and support to wrestle with dissonance

embed learning in their situations/practice

respond to new learning with a new repertoire

I will email Karen for the PowerPoint of research - too much to capture!

A few highlights -

Gains in achievement happened only with making conjectures and explaining strategies, sharing multiple perspectives, and building conceptual understanding from discussion of mathematics.

Mathematical Knowledge for Teaching (Deborah Ball)

Teaching cannot be broken down into manageable and achievable pieces. It's too complex.

Theoretical Framework - Mezirow's theory. We have a need to integrate new learning into what we already know. Tools for working with adult educators: Critical Reflection, Discourse, and Reflective Action.

What are the beliefs in the way of making a change?

WOOP - wish, outcome, obstacle, plan

**Closing Keynote:**

**Michael Stevens (**@tweetsauce)

VSauce Youtube Channel:

**https://www.youtube.com/user/Vsauce**

Neuropsychologist

Youtube allows him to perform and explain.

"You should watch my videos because then I get a view."

But really, you should watch his videos because they include some cool mathematical and scientific ideas.

**Thank you to the conference organizers and program committee! I love attending the Northwest Mathematics Conference when someone else plans it. I'm looking forward to next fall in Portland, Oregon! Details: http://www.northwestmathconf.org/NWMC2017/**

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