Mindsets
Discourse
Intentional Talk and Leadership

DAY ONE - Mindsets

Mathematics classrooms should be places where students: ..... Are given growth mindset messages at all times, through the ways they are grouped together, the tasks they work on, the messages they hear, and the assessment and grading. Jo Boaler, Professor of Mathematics Education, Stanford University

Mindset Outcomes

Develop understanding of a Growth Mindset

Apply understanding of a growth mindset with given situations

Develop and implement a strategy and/or tools to help your own mindset

Read Introduction and Chapter 1 of the 5 Practices for Orchestrating Productive Mathematics Discussions

Respond to the questions on the handouts

Take notes on what and where the 5 practices are on the Instructional Planning Template

DAY TWO - 5 Practices

todaysmeet.com/sdcleader

Outcomes

Understand the 5 practice of productive mathematical discourse and how they apply to a math lesson

Know the Characteristics of Rich Mathematical Tasks and be able to rate tasks for their level of cognitive demand

Begin reading Intentional Talk

Agenda Introduction and Chapter 1 Selecting Appropriate Tasks 1. Read Ch. 2, pp. 13-15

Discuss how teachers are developing and sharing goals in their own classrooms. (Active Engagement question 2.1)

(Active Engagement 2.2) Consider a lesson that you have recently taught, in which the learning goal was not explicit. Share what you did to write a more explicit goal. What did you learn from it?

Compare Tasks 1 (p15)(also after p20) – What makes them different? Which has a higher cognitive demand?

Compare Tasks 2 (p17)(also after p20)- What makes them different? Which has a higher cognitive demand?

Refer to p16 for the level of demand (Task Analysis Guide)

2. Read Ch. 2, pp. 17-20

Individually solve the Tiling a Patio p19

Record the various strategies as teachers are presenting

How and where does it meet the criteria of the level of demands on p.16?

3. Complete reading of pp. 18-20 and respond to Chapter 2 Questions.

Characteristics of Rich Tasks 1. Read through the Characteristics of Rich Tasks
2. Revisit the Tiling a Patio problem
3. Selecting Task Samples - Determine the level of demand (based on the four areas) of each task.
4. “Find the Quotients” problems - Does it meet the characteristics?

Hot Under the Collar 1. Individually do the problem. Share your solution in your group.
2. Watch the video of a group of teachers solving the problem.

How are what they are doing leading them to an understanding of the 5 Practices.

2. Example of a Rich Mathematical Task- Bubble Wrap Task

Rate the task using the rating sheet

3. Looking at Rich Mathematical Tasks on the SDC Leadership symbaloo page
4. Intentional Talk - Read Intro and Chapter 1

Refer back to Instructional template for Talk Moves

Day Two Homework
Read assigned chapter of Intentional Talk
Create a lesson (or task) that you and your group will share with the whole group about your Targeted Discussion. Your lesson/task should include:
• A summary of what the targeted discussion is
• Find a math task from today that would support your discussion topic
• Walk us through what the task and targeted discussion would look like in the classroom

DAY THREE -Intentional Talk, Leadership

Intentional Talk, Leadership Outcomes

Understand what productive struggle is and how it relates to Mindsets and Mathematical Discourse.

Explore how Intentional Talk can be used in the classroom to plan and implement intentional math discussions.

Consider your leadership role and your philosophy about leadership.

Create a leadership slide that explains your philosophy of leadership.
1. Gighy.com http://giphy.com/
2. Download gif to your desktop
3. Copy this link and open up the leadership slide

===Leadership- ED 751===

http://bit.ly/sdleader

Mindsets

Discourse

Intentional Talk and Leadership

Mathematics classrooms should be places where students: ..... Are given growth mindset messages at all times, through the ways they are grouped together, the tasks they work on, the messages they hear, and the assessment and grading.DAY ONE - MindsetsJo Boaler, Professor of Mathematics Education, Stanford UniversityMindset OutcomesDevelop understanding of a Growth MindsetApply understanding of a growth mindset with given situationsDevelop and implement a strategy and/or tools to help your own mindsetResources and HandoutsDay One Homework5 Practices for Orchestrating Productive Mathematics DiscussionsInstructional Planning TemplateDAY TWO - 5 Practicestodaysmeet.com/sdcleaderOutcomesUnderstand the 5 practice of productive mathematical discourse and how they apply to a math lessonKnow the Characteristics of Rich Mathematical Tasks and be able to rate tasks for their level of cognitive demandBegin readingIntentional TalkAgendaIntroduction and Chapter 1Selecting Appropriate Tasks1. Read Ch. 2, pp. 13-15

- Discuss how teachers are developing and sharing goals in their own classrooms. (Active Engagement question 2.1)
- (Active Engagement 2.2) Consider a lesson that you have recently taught, in which the learning goal was not explicit. Share what you did to write a more explicit goal. What did you learn from it?
- Compare Tasks 1 (p15)(also after p20) – What makes them different? Which has a
- Compare Tasks 2 (p17)(also after p20)- What makes them different? Which has a
- Refer to p16 for the level of demand (Task Analysis Guide)

2. Read Ch. 2, pp. 17-20higher cognitive demand?higher cognitive demand?- Individually solve the
- Record the various strategies as teachers are presenting
- How and where does it meet the criteria of the level of demands on p.16?

3. Complete reading of pp. 18-20 and respond to Chapter 2 Questions.Tiling a Patiop19Characteristics of Rich Tasks1. Read through the Characteristics of Rich Tasks

2. Revisit the

Tiling a Patioproblem3. Selecting Task Samples - Determine the level of demand (based on the four areas) of each task.

4. “Find the Quotients” problems - Does it meet the characteristics?

Hot Under the Collar1. Individually do the problem. Share your solution in your group.

2. Watch the video of a group of teachers solving the problem.

- How are what they are doing leading them to an understanding of the 5 Practices.

2. Example of a Rich Mathematical Task- Bubble Wrap Task- Rate the task using the rating sheet

3. Looking at Rich Mathematical Tasks on the SDC Leadership symbaloo page4. Intentional Talk - Read Intro and Chapter 1

Additional HandoutsCharacteristics of a Rich Mathematical Task

- Characteristics of a Rich Mathematical Task
- Rating Sheet
- Levels of Cognitive demand

5 practice sequencing sheetHow do get students Talking

Day Two HomeworkRead assigned chapter of Intentional Talk

Create a lesson (or task) that you and your group will share with the whole group about your Targeted Discussion. Your lesson/task should include:

• A summary of what the targeted discussion is

• Find a math task from today that would support your discussion topic

• Walk us through what the task and targeted discussion would look like in the classroom

DAY THREE -Intentional Talk, LeadershipIntentional Talk, Leadership OutcomesUnderstand what productive struggle is and how it relates to Mindsets and Mathematical Discourse.Explore how Intentional Talk can be used in the classroom to plan and implement intentional math discussions.Consider your leadership role and your philosophy about leadership.AgendaIntentional Talk, Leadership powerpointCreate a leadership slide that explains your philosophy of leadership.

1. Gighy.com

http://giphy.com/

2. Download gif to your desktop

3. Copy this link and open up the leadership slide

https://docs.google.com/presentation/d/1j3fBkFRUzryTikG1h_LGHsW3Bs1SvWQ5lDIBqJCVmO0/edit?usp=sharing

4. Upload your gif to an assigned slide number. In the texbox, write your philosopy of leadership and be ready to share.

Additional HandoutsOur IceBerg is Melting

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