WELCOME
October 30, 2014:
Timely Mathematics Interventions
(TMI)
Grant Sponsor: Kentucky Department of Education(KDE)
Math and Science Partnership (MSP) Funds
Facilitated by: PIMSER-UK College of Ed, Kentucky Center for
Mathematics, UK Mathematics Department
Please help yourself to some refreshments and get focused for our day of learning.
We will begin promptly at 9:01 a.m.
Timely Mathematics Intervention (TMI)
Timeline: February 2014- September 2015
Overarching Goal:
1. To develop a deep understanding of strategies and tools used for
Tier I intervention (majority of students) at the classroom level.
2. To develop a deep understanding of number as it relates to success
in Algebra.
Community of Practice—making meaning to
improve our mathematics classroom practice
Tweet #PIMSERTMI
FACILITATORS
Kim Zeidler-Watters, PIMSER, Director
Dr. Carl Lee, Dept. of Mathematics, UK
Pam Harned, PIMSER Regional Teacher Partner
Jill Parker, Kentucky Center for Mathematics
Jamie-Marie Miller, Lincoln MS and PIMSER Regional Teacher Partner
CLIMATE CONTROL
RULE OF TWO FEET
SILENCE YOUR CELL PHONE
KEEP THE WORK ABOUT THE MATH
TMI in Rewind…September Meeting
• Worked on examples of CRA’s with Mini Math Challenges
(ie. The Shape of Things)
• Discussed the importance of clearly written tasks (ie. TTime Baby)
• Observed the instructional routine Silent Teaching with the
number line and algebraic rhythm examples
• Observed the CRA Tuning Protocol through a fish bowl
activity
Homework for October
• Bring a copy of your CRA for tuning protocol
• Work on Silent Teaching lesson…bring example of your lesson
SEE YOU ON October 30th!!
We appreciate your participation
today!!
Today’s Math Tricks and Treats
CRA with Building Blocks
Silent Teaching Debriefing and Creation and Refinement
Interactive Review Strategy
“Flyswatter”
CRA Feedback Session
Our Learning Powers…
BE CURIOUS
CONCENTRATE
Ask questions
Manage distractions
Notice things
Get lost in the task
Look for patterns and connections
Do one thing at a time
Think of possible reasons
Break things down
Research
Plan and think it through
Ask “What If…”
Draw diagrams, jot down thoughts or
thinks to help you think
PGES Connection
Today’s Focus!!!
Domain 3—Instruction
Component 3B: Using Questioning and
Discussion Techniques
Component 3C: Engaging Students in
Learning
Mini Math Challenge
UnBLOCKing Your
Algebraic Difficulties
UnBLOCKing
Reflection Questions
• How did this activity utilize the CRA model?
• What key vocabulary and concepts were reinforced
with this activity?
Kim’s Portion over Seamus Video
• The range and mode video clip.
• We didn’t develop any learning targets for this portion of the day. Do
we need to do so?
October Learning Targets
Silent Teaching
As a teacher, I am learning to…
• Compare and contrast examples of silent teaching
• Explain the attributes of an effective silent teaching example
• Create or refine an example of a silent teaching lesson
Silent Teaching
The Power of Exponents
If silence is golden…what makes Silent
Teaching successful?
• Individually respond to the following:
• List attributes that good silent teaching lessons possess
• Describe any pitfalls to avoid when creating/employing a silent teaching
lesson
• Next Step….
• Reflect on a silent teaching lesson that you have used with your class. Refine
the lesson based on our conversation and write the lesson down!
Thanks so much!
We visited 25 TMI classrooms in September
and October!
Regular
Resource
Co-Taught
RtI/Intervention
11
1
10
3
44%
40%
12%
4%
Regular
Resource
Co-Taught
RtI
Some things to celebrate!!
Evidence of TMI Strategies We Saw:
Growth Mindset (10)
 Learning Powers (7)
 Talk Partners (9) Power Groups—Bell Co. (4)
 Random Selection of Students(2)
Number Lines (4)
CRA (4)
Silent Teaching (3)
FLYSWATTER
Purpose: A review strategy for building fluency in equivalencies and
vocabulary
How To…
• Divide the class into two teams and provide each team with a
flyswatter.
• Place the Flyswatter game board under your document camera
and project on a wall or board (NOT on a smart board).
• Begin asking questions. First team to swat the correct answer
on the board wins a point.
• Team with the most points is declared the winner!
October Learning Targets
Concrete-Representational-Abstract
CRA
As a teacher, I am learning to…
• Receive and provide feedback on a CRA activity
• Strengthen my CRA through peer feedback
CRA FEEDBACK TIME!!!
An old African adage says that it takes a village to raise a child. Well it
takes a village of teachers (learning community) to create sound
curriculum.
Feedback Groups
Group #1
Rebecca
MacKensie
Jake
Trey
Lizzie
Group #2
Courtnie
Erin
Justin
Sue
Kelly
Matt
Group #3
Maggie
Pat
Jeremy
Courtney
Jordan
Caitlyn
Group #4
Essien
Tracy
Charla
David
Mark
Debbie
Group #5
Jonathan
Kellie
Sarah
Stephanie
James David
What did you learn about your CRA in
this tuning protocol?
What are the benefits of a tuning
protocol?
Have you or could you use this in your
PLC?
Take Home Mini Math Challenges
For Your Students
Eighth and Ninth
Grade Teachers
All Teachers
Checking out a
Checkerboard
Garden Path
Sixth and Seventh
Grade Teachers
REFLECTION TIME
Let’s take a moment and review the
activities that we completed today.
Add to or edit your reflection sheet.
REFLECTION TIME
Using your reflection guide from today
and your thoughts on the activities
please complete
How Did Today Shape Up?
HOMEWORK FOR NOVEMBER
Thank you for participating today!
See you on November 18th