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NCTM 2014 Presentation: Citrus Grove Elementary
- 1. Teachers Supporting Teachers’ Understanding of Numbers: A Professional Development Experiment Kady Zavacky Sarah Sieg Citrus Grove Elementary Professional Development School DeLand, FL Mercedes Tichenor Doug MacIsaac Nina B. Hollis Institute for Educational Reform Stetson University Deland, FL 2014 National Council of Teacher of Mathematics Annual Meeting & Exposition, New Orleans, LA April 10, 2014
- 2. Volusia County Schools Stetson University Professional Development School Partnership Long standing - 16 years Citrus Grove Elementary PDS Opened 2011 – Third year of operation Second year as a PDS School initiatives are school directed Learning community - Mutual trust
- 3. Citrus Grove Demographics Pre K – 5 School 801 Students 56% 28% 9% 4% 3% White/NH Hispanic Black Asian/PI Multiracial 14% 12% 2% 68% 0% 10% 20% 30% 40% 50% 60% 70% 80% ELL ESE ELL and ESE Econ. Dis. Male 52% Female 48% Male Female
- 4. Purpose • School Improvement Plan – Faculty PD in math • PDS Network Goal – Support pre-service and in-service activities to enhance professionalism • School based focus area for Citrus Grove – Collaborate with Stetson University to provide PD activities for faculty in the area of mathematics instruction
- 5. Professional Development: Spring Sessions Young Mathematicians at Work Book Study
- 6. Format • Hybrid Model – Face to face meetings – On-line discussion forum, task submission, and idea networking via Edmodo • 6 Professional Development Points Primary Intermediate Number Sense Number Sense Addition & Subtraction Multiplication & Division Topics **Originally, we had planned on covering 3 books. Each group would have their grade-appropriate book as well as the Number Sense Routines book.
- 7. Teacher Led Face-to-Face Sessions December 19 - January 30 - February 27 •Cross grade-level and subject sharing •Collaboration of: –New Strategies –Implementation Methods •Hands on Activities/Modeling
- 8. Online Format • used for the online discussions • Edmodo Group was divided into two small groups. – Primary (Addition and Subtraction) – Intermediate (Multiplication and Division) – Cross group discussion was available in the main discussion forum • Participants were expected to make two online contributions in between each face-to-face session. – Participants: • Write a reflection of the topic at hand. (i.e. Do I already do this? Do I anticipate issues with using this in my classroom? What do I like? How might I use this?) • Respond to the reflections of other participants. (i.e. Tips or tricks they learned when implementing a certain strategy, agreements, disagreements, constructive advice or questions)
- 9. Online Setup Starting the Discussion Online Sharing
- 14. Sample Prompt for Discussion One of the big ideas from Chapter 1 is “Mathematizing”. “It is the questions that drive mathematics. Solving problems and making up new ones is the essence of mathematical life”. (p. 12) Discuss with your group what you think the difference is between mathematics and mathematizing. What evidence of either do you see in your classroom?
- 15. Face-to-Face Activity As Michael drove home from his visit, he began to think about the different ages in his family. He is 31, his younger brother is 29, his mother is 55, and his dad is 57. During his drive, Michael pondered a number of questions related to these ages. Directions: With your group, solve the problems located in the center of your table. If different group members have different ideas, use more than one to determine which you like best. SHOW YOUR WORK!
- 16. The point? Activities such as this enlightened our teachers! This helped us to emphasize the importance of discussion and “stretching it.” By asking the students to explain their strategy, other students walk away from the lesson with new ideas and explanations from their peers. Allows the educator to uncover misconceptions and correct it.
- 17. Professional Development: Summer Extension Number Sense Routines Book Study
- 18. Number Sense Routines: Summer PD • Built on Spring Math PD • 30 Teacher Participants (Grades K-5) • 4 sessions held bi-weekly over the summer break. Face-to-face discussions Hands-on activities • 6 Professional Development Points
- 19. Session 1 Session 2 Topic Activities •Number Sense Routines •Visual Routines •Quick images •Ten frames Topic Activities Counting Routines •Count around the circle •Choral counting
- 20. Session 3 Session 4 Topic Activities •Quantity routines- Making sense of numbers and their relationships •Ways to make a number •Today’s number •Mental Math Topic Activities •Calendar and data routines- using numbers everyday •Line plot of daily temperatures •Moon phases •Counting days in school
- 21. Let’s Get Hands-On • Quick Images examples • Ten Frame Quiz- Quiz-Trade http://www.edplus.canterbury.ac. nz/literacy_numeracy/maths/nu mdocuments/dot_card_and_ten_ frame_package2005.pdf http://www.ablongman.com/v andewalleseries/Vol_1_BLM_P DFs/V1%20All%20BLMs.pdf
- 22. Impact • Multiple teacher-led hybrid book studies in the 2013-2014 school year. • Student FCAT scores shows large growth. 3rd grade FCAT scores: (100% teacher participation!) • 2012 Testing Year: 35% scoring a 3 or higher. • 2013 Testing Year: 68% scoring a 3 or higher. • Academic coaches and PD facilitators have targeted student discussion as one of the primary focuses of math instruction.
- 23. For more information contact Kady Zavacky krzavack@volusia.k12.fl.us Sarah Sieg ssieg@volusia.k12.fl.us Mercedes Tichenor Stetson University Comments and Questions
Notes de l'éditeur
- Let’s get more accurate data from school this upcoming week and revise
- I recall from my notes that the math group study was an outgrowth of the school’s SIP, a PDS focus area, and is aligned with a goal of the PDS network
- Am I correct to say that the areas that were focal are those listed under the P and I faculty groups?
- Can we grab an image of a group posting on EDMODO to insert into this slide?????KADY CAN YO U SEND THIS TO ME OR SEND ME THE SIGN IN INFORMATION I NEED TO PULL AN IMAGE?
- Hi My name is Sarah Sieg. I am a 3rd Grade Teacher at Citrus Grove. Last summer I facilitated the book study on Number Sense Routines by Jessica Shumway.
- As Kady noted, we realized early on that 2 books were too many for the spring pd. So we moved Number Sense Routines to the summer. This was serendipidous because this book led itself to a more hands on in depth pd. It provided our teachers with background knowledge on how children acquire or learn number sense and provided many routines they could implement in their classroom the next day or the fall.We had 30 teachers participate….that is a little less than half of our faculty.I broke the book up into 4 sessions that were held bi weekly. This worked well for our teachers because they had enough time to read the assigned text and prepare for the upcoming session as well as still have time to spend with their family. At each session teachers discussed what they were seeing in the classroom hand how to implement the number sense routines we were learning from the book.Teachers received a stipend from title 1 and 6 professional development points for participating.
- Here are two of many hands on activities that we did in the book study. Quick Images helps students see numbers in many ways. It is a visual routine. Today I brought some dot plates to show how you can level it to your students. I have also posted a document from the internet that has dot plate images you can use.My next activity that we Will DO is ten frame quiz-quiz trade. Quiz – Quiz Trade is a kagan strategy that is used for reviewing concepts and vocabulary. It can be done from 5 to 15 minutes.Here is the structure: Greet your partnerPerson who has the most teaching experience goes first. Do rock paper scissors if you have been doing the same amount of teaching.Show card for 3 – 5 seconds “flash it”Ask 4 questions. What do you see?How many to 5 or more than 5?How many to 10?Tell me a number sentence.Thank your partner. TRADE cards and find a new partner.So Kady and I will model and then it is your turn.
- HOW HAS THIS FACULTY PD EXPERIENCE INFLUENCED PD THIS ACADEMIC YEAR (2013-2014) AND/OR HOW HAVE FACULTY CHANGEDON ACCOUNT OF THIS PD EXPERIENCE? DOES THIS MAKE SENSE?