- Are the learning targets clear and explicit?
- What are important check points and questions to guide the community to know if learning is occurring?
- Is there a plan for actions needed when we learn we must pivot?

On Saturday, a small cadre of T3 Instructors gathered to learn together, to explore learning progressions, and to dive deeper in understanding of the Standards for Mathematical Practice.

The pitch:

Jennifer and I fleshed out the essential learning in more detail**:**

**I can design lessons anchored in****CCSS****or****NGSS****.**- I can design a lesson incorporating national standards, an interactive TI-Nspire document, a learning progression, and a formative assessment plan.
- I can anticipate Standards for Mathematical Practice that learners will employ during this lesson.

**I can design a learning progression for a skill, competency, or process.**- I can use student-friendly language when writing “I can…” statements.
- I can design a leveled assessment for students based on a learning progression.

**I can collaborate with colleagues to design and refine lessons and assessments.**- I can calibrate learning progressions with CCSS and/or NGSS.
- I can calibrate learning progressions with colleagues by giving and receiving growth mindset oriented feedback, i.e. I can offer actionable feedback to colleagues using
*I like… I wonder… what if…* - I can refine my learning progressions and assessments using feedback from colleagues.

The first morning session offered our friends and colleagues an opportunity to experience a low-floor-high-ceiling task from Jo Boaler combined with a SMP learning progression. After the break, we transitioned to explore the Standards for Mathematical Practice in community. The afternoon session’s challenge was to redesign a lesson to incorporate the design components experienced in the morning session.

Don’t miss the tweets from this session.

Here are snippets of the feedback:

**I came expecting…**

*To learn about good pedagogy and experience in real time examples of the same. To improve my own skills with lesson design and good pedagogy.**Actually, I came expecting a great workshop. I was not disappointed. I came expecting that there would be more focus using the TI-Nspire technology (directly). However, the structure and design was like none other…challenging at first…but then stimulating!**to learn how to be more deliberate in creating lessons. Both for the students I mentor and for T3 workshops.**I came expecting to deepen my knowledge of lesson design and assessment and to be challenged to incorporate more of this type of teaching into my classes.*

**I have gotten…**

*so much more than I anticipated. I learned how to begin writing clear “I can” statements. I also have been enriched by those around me. Picking the brains of others has always been a win!**More than I bargained. The PD was more of an institute. It seemed to have break-out sessions where I could learn through collaboration, participation, and then challenging direct instruction, … and more!**a clear mind map of the process involved in designing lessons. A clarification of what learning progressions are. Modeling skills for when I present trainings. Strengthening my understanding of the 8 math practices.**a better idea of a learning progression within a single goal. I think I had not really thought about progressions within a single lesson before. Thanks for opening my eyes to applying it to individual lesson goals.*

**I still need (or want)…**

*To keep practicing to gain a higher level of expertise and comfort with good lesson design. Seeing how seamlessly these high quality practices can be integrated into lessons inspires me to delve into the resources provided and learn more about them. I appreciate the opportunity to stay connected as I continue to learn.**days like this where I can collaborate and get feedback on activities that will improve my teaching and delivery of professional development**I want to get better at writing the “I can” statements that are specific to a lesson.**I want to keep learning about the use of the five practices and formative assessment.*

We want to see more collaborative productive struggle, pathways for success, opportunities for self- and formative assessment, productive conversation to learn, and more.

As Jennifer always says … and so the journey continues…

[Cross-posted at Easing the Hurry Syndrome]

Filed under: #LL2LU, Assessment, Learning Progressions, Professional Development Feedback, Professional Development Plans, Questions Tagged: #T3Learns, @jwilson828, Jennifer Wilson, Lesson and Assessment Design, PD planning ]]>

On Friday afternoon, we met to take a deep dive into the Standards of Mathematical Practice. Jennifer Wilson joined us to coach, facilitate, and learn. We are grateful for her collaboration, inspiration, and guidance.

The pitch:

The plan:

**Goals:**

- I can anticipate Standards for Mathematical Practice that learners will employ during this lesson.
- I can begin to design lessons incorporating national standards, a learning progression, and a formative assessment plan.

**Norms:**

- Safe space
**I can talk about what I know, and I can talk about what I don’t know.****I can be brave, vulnerable, kind, and considerate to myself and others while learning.**

- Celebrate opportunities to learn
**I can learn from mistakes, and I can celebrate what I thought before and now know.**

**Resources:**

- Jo Boaler’s site: youcubed.org
- Illustrative Math
- Standards for Mathematical Practice

**Learning Plan:**

**The learning progressions**:

**The slide deck**:

As a community of learners, we

#ILoveMySchool

Filed under: #LL2LU, Connecting Ideas, Professional Development Feedback, Professional Development Plans Tagged: flexibility, mathematical flexibility, persevere, SMP-1, Standards for Mathematical Practice ]]>

The pitch:

**Title:** Math, Mindset, & Learning Progressions

**Facilitators:** Kato Nims and Jill Gough

**Description:** Does a learning progression empower and embolden the learn to locate where they are and ask target questions to make progress: Come collaborate with others to tackle a task or two using a learning progression as a self- and formative assessment tool to experience a student’s point of view.

**Prerequisites:** None. Bring a pencil or colored pen, your growth mindset, and a partner.

The plan:

Our norms:

- Safe space
**I can talk about what I know, and I can talk about what I don’t know.****I can be brave, vulnerable, kind, and considerate to myself and others while learning.**

- Celebrate opportunities to learn
**I can learn from mistakes, and I can celebrate what I thought before and now know.**

The slide-deck:

Sample feedback and reflections:

This activity helped me see solutions from multiple lenses. Even though the learning progressions were math-based, I can see the potential for using them in science…with some tweaking. When I present STEM challenges to my students I encourage them to use trial and error and to redesign and improve their work. I need to make learning progressions for the next challenge I present!

Connect– I know children need the language to more clearly express their needs in math. They also need to know what they can do instead of saying “I can’t” because they can do something!Extend– I came away with a better idea of how to quickly assess my students’ levels at the end of a lesson and that allowing time to work with a partner or in a group is very important to extending my students’ learning.Challenge– to continue to do the work of getting our learning progressions written and finding the time to collaborate as a team.

Connect:Kids need to know what their goals are, as do their teachers. Kids should be able to solve problems in multiple ways.Extend:Kids can have more than one learning progression that they’re working on at once.

Challenge:Allowing the class to explain what progression they are on with me jumping in to help them.:-)Becoming comfortable adding these into the classroom daily. It’s been hard for me going from saying state standards for 10 years going to this, but I think this is actually more beneficial!While I don’t teach math on a daily basis, I found this session beneficial because I had an opportunity to practice using learning progressions.

It was very valuable to actually experience a student’s perspective while going through a learning progression.

#ILoveMySchool

Filed under: #LL2LU, Learning Progressions, Professional Development Feedback, Professional Development Plans, Questions Tagged: #LL2LU, @katonims129, Faculty Forum, Kato Nims, PD planning ]]>

- Read one (or more) of the following blog posts:
*Diving into Project-based Learning: Brainstorms*by Phillip Cummings (@Phillip_Cummings)*Giving Student Choice with Digital Portfolios*by Kathy Cassidy (@KathyCassidy)*When kids write because they want to…*by Paula White (@paulawhite)

- Add a Share button to you blog posts to make it easy for others to share your blog posts.
- Reflect, write, and post. Read and comment on posts from at least two others in ourMyLearning 1.5 cadre. You might consider using the following protocol for your comments:
- I like…
- I wish…
- I wonder…
- I want to know more about…

- MyLearningEdu 1.5 (week 4) – Learning Together
- MyLearningEdu 1.5 (week 3) – Learning Together
- MyLearningEdu 1.5 (week 1) – Learning Together
- MyLearningEdu 1.5 (week 2) – Learning Together

Filed under: Professional Development Plans, Questions, Social Media Tagged: #MyLearning, Dorling Kindersley Books, reflection ]]>

We want every learner in our care to be able to say

**I can reason abstractly and quantitatively.**

**(**CCSS.MATH.PRACTICE.MP2**)**

But…What if I think I can’t? What if I have no idea how to contextualize and decontextualize a situation? How might we offer a pathway for success?

We have studied this practice for a while, making sense of what it means for students to contextualize and decontextualize when solving a problem.

Students reason abstractly and quantitatively when solving problems with area and volume. Calculus students reason abstractly and quantitatively when solving related rates problems. In what other types of problem do the units help you not only reason about the given quantities but make sense of the computations involved?

What about these problems from The Official SAT Study Guide, The College Board and Educational Testing Service, 2009. How would your students solve them? How would you help students who are struggling with the problems solve them?

*There are g gallons of paint available to paint a house. After n gallons have been used, then, in terms of g and n, what percent of the pain has **not** been used?
*

*A salesperson’s commission is k percent of the selling price of a car. Which of the following represents the commission, in dollar, on 2 cars that sold for $14,000 each?
*

In our previous post, SMP-2 Reason Abstractly and Quantitatively #LL2LU (Take 1), we offered a pathway to* I can reason abstractly and quantitatively. *What if we offer a second pathway for reasoning abstractly and quantitatively?

Level 4:

I can create multiple coherent representations of a task by detailing solution pathways, and I can show connections between representations.

**Level 3:
**

*Beginning***:
**

*Middle***:
**

*End***:
**

Level 2:

I can periodically stop and check to see if numbers, variables, and units make sense while I am working mathematically to solve a task.

Level 1:

I can decontextualize a task to represent it symbolically as an expression, equation, table, or graph, and I can make sense of quantities and their relationships in problem situations.

What evidence of contextualizing and decontextualizing do you see in the work below?

[Cross-posted on Easing the Hurry Syndrome]

Filed under: #LL2LU, Algebra, Assessment, Connecting Ideas, Learning Progressions, Questions Tagged: Illustrative Mathematics, SMP-2, Standards for Mathematical Practice ]]>

We want every learner in our care to be able to say

**I can reason abstractly and quantitatively.**

**(**CCSS.MATH.PRACTICE.MP2**)**

I wonder what happens along the learning journey and in schooling. Very young learners of mathematics can answer verbal story problems with ease and struggle to translate these stories into symbols. They use images and pictures to demonstrate understanding, and they answer the questions in complete sentences.

*If I have 4 toy cars and you have 5 toy cars, how many cars do we have together?*

*If I have 17 quarters and give you 10 of them, how many quarters will I have left?*

Somewhere, word problems become difficult, stressful, and challenging, but should they? Are we so concerned with the mechanics and the symbols that we’ve lost meaning and purpose? What if every unit/week/day started with a problem or story – math in context? If learners need a mini-lesson on a skill, could we offer it when they have a need-to-know?

Suppose we work on a couple of Standards of Mathematical Practice at the same time. What if we offer our learners a task, Running Laps (4.NF) or Laptop Battery Charge 2 (S-ID, F-IF) from Illustrative Math, before teaching fractions or linear functions, respectively? What if we make two learning progressions visible? What if we work on making sense of problems and persevering in solving them as we work on reasoning abstractly and quantitatively. (Hat tip to Kato Nims (@katonims129) for this idea and its implementation for Running Laps.)

Level 4:

I can connect abstract and quantitative reasoning using graphs, tables, and equations, and I can explain their connectedness within the context of the task.

**Level 3:
**

Level 2:

I can represent the problem situation mathematically, and I can attend to the meaning, including units, of the quantities, in addition to how to compute them.

Level 1:

I can define variables and constants in a problem situation and connect the appropriate units to each.

You could see how we might need to focus on making sense of the problem and persevering in solving it. Do we have faith in our learners to persevere? We know they are learning to reason abstractly and quantitatively. Are we willing to use learning progressions as formative assessment early and see if, when, where, and why our learners struggle?

Daily we are awed by the questions our learners pose when they have a learning progression to offer guidance through a learning pathway. How might we *level up* ourselves? What if we ask first?

Send the message: you can do it; we can help.

[Cross-posted on Easing the Hurry Syndrome]

Filed under: #LL2LU, Algebra, Assessment, Connecting Ideas, Learning Progressions, Questions Tagged: Illustrative Mathematics, SMP-2, Standards for Mathematical Practice ]]>

- Read Reflecting on My Learning 1.0.
- Watch The Future of Publishing (shown below). How might we reframe or reverse the way we are seeing, learning, thinking, and acting?

- Reflect, write, and post. Read and comment on posts from at least two others inourMyLearning 1.5 cadre. You might consider using the following protocol for your comments:
- I like…
- I wish…
- I wonder…
- I want to know more about…

**BONUS:** If you have written and published for other websites or magazines, cross post your work on your blog as artifacts of your writing and contributions to the learning of others. (Examples: *Falconry: I believe in you* is posted on Experiments in Learning by Doing and on Flourish.

- MyLearningEdu 1.5 (week 3) – Learning Together
- MyLearningEdu 1.5 (week 1) – Learning Together
- MyLearningEdu 1.5 (week 2) – Learning Together

Filed under: Professional Development Plans, Questions, Social Media Tagged: #MyLearning, Dorling Kindersley Books, reflection ]]>

(sketch by @katonims129)

How might we experiment and learn together about creativity, communication, critical reasoning, and collaboration? What if we risk, practice, and share to make our thinking visible? How will we grow and learn if we practice and accept feedback?

As you can see from the email above, Kato Nims and I have been experimenting with sketch noting or doodling to take visual notes since the beginning of the school year.

Twenty-four of our colleagues responded that they would like to participate on Thursday with several more asking for another session next week because of carpool duty. The little experiment turned into a bigger experiment.

Eighteen of us gathered in the Art room at 7:20 this morning and another six met this afternoon. We watched Kiran bir Sethi teaches kids to take charge and sketched.

We shared our sketches and ideas in small groups and debriefed the experience. We will try again next week. I wonder who might take action on this experiment in other venues to learn with others.

Click to view slideshow.Resources shared in our session:

- What we learn from doodles – CNN
- The Doodle Revolution – Sunni Brown
- Mapping Inner Space – Nancy Margulies and Nusa Maal
- Visual Thinking – Nancy Margulies and Christine Valenza
- The Sketchnote Handbook: the illustrated guide to visual note taking – Matt Rohde
- Visual Meetings – David Sibbet

Filed under: 21st Century Learning, Connecting Ideas, Creativity, Professional Development Plans, Questions, TED talk Tagged: doodle revolution, Kiran Bir Sethi, sketchnoting, Sunni Brown ]]>

- Read
*Categories vs Tags*and Silvia Tolisano’s (@langwitches)*Anatomy, Grammar, Syntax & Taxonomy of a Hyperlink*. Return to your previous post(s) and add both categories and tags and improve any hyperlinks if you have not already done so. - Watch Matt Cutts: Try something new for 30 days (shown below). What habits should we practice? What habits are we modeling and teaching? What habits do our student-learners want to acquire? How can we make reflection part of the habit of schooling?

- Reflect, write, and post. Read and comment on posts from at least two others in ourMyLearning 1.5 cadre. You might consider using the following protocol for your comments:
- I like…
- I wish…
- I wonder…
- I want to know more about…

This course is designed to build teacher experience, confidence, and understanding of reflection, digital portfolios, and feedback. Strategies employed in this course will be hands-on and digital development practices for reflection, self-assessment, learning, feedback, and growth.

At the end of this course, participants should be able to say:

- I can use reflection as a formative assessment and self-assessment tool.

- I can develop and utilize journaling and e-portfolios.
- I can use authentic peer-to-peer and self-assessment practices to inform professional growth and learning.
- I can design processes that can be used in a classroom to promote and celebrate self-reflection for learning.

- I can integrate technologies that enhance self-reflection and asynchronous communication.
- I can facilitate authentic peer-to-peer and self-assessment practices to motivate growth and learning.
This class will meet asynchronously throughout the semester from August 1 through January 1. Participants will document their learning on their professional blog. Participants will collaborate, learn, and share by commenting on the blogs of others participating in this course.To earn 2 PLU credits (Georgia Department of Education), participants will

- establish a professional portfolio to document the journey of becoming a more reflective teacher.
- demonstrate fulfillment of required activities by posting completed work and reflections to individual blogs.
- model connectedness by reading and commenting on the reflections of others in this course.
- practice offering warm and cool feedback in constructive, kind, and purposeful ways using suggested protocols.

Filed under: Professional Development Plans, Questions, Social Media Tagged: #MyLearning, matt cutts, reflection ]]>

**I can use appropriate tools strategically.****
**(CCSS.MATH.PRACTICE.MP5)

Level 4:

I can communicate details of how the chosen tools added to the solution pathway strategy using descriptive notes, words, pictures, screen shots, etc.

**Level 3:**

**I can use appropriate tools strategically.**

Level 2:

I can use tools to make my thinking visible, and I can experiment with enough tools to display confidence when explaining how I am using the selected tools appropriately and effectively.

Level 1:

I can recognize when a tool such as a protractor, ruler, tiles, patty paper, spreadsheet, computer algebra system, dynamic geometry software, calculator, graph, table, external resources, etc., will be helpful in making sense of a problem.

Suppose you are solving an equation.

Are you practicing **use appropriate tools strategically** if you use the numerical solve command on your graphing calculator?

Or what about using your calculator to substitute values of x until you find a value that makes a true statement?

Are you practicing *use appropriate tools strategically* if you use a computer algebra system to explain your steps?** **

Or what if you use the graphing capability of your handheld?

Consider each of the following learning goals:

I can explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution, and I can construct a viable argument to justify a solution method. CCSS-M A-REI.A.1.

I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. CCSS-M A-REI.B.3.

I can explain why the x-coordinates of the points where the graphs of the equations *y*=*f *(*x*) and *y*=*g*(*x*) intersect are the solutions of the equation *f*(*x*)=*g*(*x*); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. CCSS-M A-REI.D.11.

Does *use appropriate tools strategically* depend on the learner? Or the learning goal? Or the teacher? Or the availability of tools?

[Cross posted on Easing the Hurry Syndrome]

Filed under: #LL2LU, Algebra, Connecting Ideas, Learning, Learning Progressions, Questions Tagged: SMP-5, use appropriate tools strategically ]]>