Anderson

Every opportunity to seek professional growth isn’t always seen as benefit in a teacher’s busy routine. The A:PDQ grant has definitely proven to be a huge benefit!-

Grant-sponsored activities, teachers’ contributions and resources from A:PDQ Years One and Two are available at the web site http://education.wichita.edu/alagic/apdq/ apdq.htm. This information plus Years One and Two formative assessment data provide direction for the continuation proposal for A:PDQ Year Three. Final data related to Year Two (28 participants) are still being collected, and will be analyzed by the end of June 2005. If necessary, some revisions will be made at that time.

Implementation (Year 3): Plans for Year Three are based on (a) the formative assessment (Years One and Two) determining Anderson teachers’ needs, (b) Anderson’s long range campus improvement plan (2002-2007) that identifies mathematics/problem solving (application level of Bloom’s taxonomy), expository reading, and writing as focus areas, and (c) best available research and practice in standards-based teaching, learning, and leadership promoting continuous inquiry and improvement (Bay, Reys, & Reys, 1999; Schifter & Fosnot, 1993; Zemelman, Daniels, & Hyde, 1998). Year Three will focus on (1) selected mathematics content, (2) technology skills, and (3) integration across curriculum. The delivery model will emphasize inquiry for conceptual understanding and project based learning.

Highly qualified teachers continue to build their content knowledge and learn best when they are challenged on their own level of understanding (NCES, 1999; U.S. Department of Education, 2002).

Learner knowledge and assessment-centered (NRC, 2000) A:PDQ delivery methods of the project continue to include:

a) differentiated instruction for individualized learning (Anderson & Krathwohl, 2001; Anderson School Improvement Plan, 2002-2007;Tomlinson, 1998),

b) both individual and collaborative work (Fisher, Frey, & Williams, 2002; Shulman, 1987),

c) inquiry-based projects with performance assessments that meet state and district standards (KSDE, 1999; Marzano, 2000; NCTM, 2000),

f) appropriate and available technology tools (e.g., Internet, Inspiration, Kidspiration, Excel) to enhance student learning

Improvement of students’ performance continues to be the primary A:PDQ goal. To provide better real-life context for accomplishing this goal, both Anderson teachers and research suggest a focus on problem-based learning. Continuous attention will be given to use of appropriate technology tools, integration of language arts within mathematics, and mathematics across the curriculum in the problem-based learning environment.

Leadership. The A:PDQ team of Mara Alagic (WSU), Diana Palenz (WSU), Diane Campbell (USD 259) and at least three Anderson lead teachers (Marjorie Melton, kindergarten; Amanda Ricketts, 4^th grade; Gina Pierce , 4^th grade; Mindy Dart, 5^th) will collaborate to lead the third year of A:PDQ.

Graduate credits. Three graduate credits will be available to participants; one each semester, including summer.

Dissemination: Assessment results have improved and teachers are eager to be involved in planning for the next year of A:PDQ. The leadership team is collaboratively working on dissemination in two directions, as in Year Two. The first one is supporting initiatives of Anderson teachers to be leaders in their own professional development, sharing with others and presenting at professional conferences. The second dissemination initiative is to provide leadership and share what we have learned so far with other elementary school teachers. So, based on experiences during the first two years, instructional activities judged successful will be refined and reinforced with Anderson teachers. In addition, the A:PDQ team will share the A:PDQ model with some newly identified NMAYP elementary schools in the WPS District. Scientifically based teacher quality research that supports this focus can be found in number of references (e.g. Katzenmeyer & Moller, 1996; Conley & Muncay, 1999).

Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Bay, J. M., Reys, B. J., & Reys, R. E. (1999). The top 10 elements that must be in place to implement standards-based mathematics curriculum. Phi Delta Kappan, 80(7), 503-506.

Conley, S., & Muncay, D. (1999). Teacher talk about teaming and leadership in their work. Theory Into Practice, 38(1), 46.

Carroll, J., & Witherspoon, T. (2002). Linking technology and curriculum: Integrating the ISTE/NETS standards into teaching and learning (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Ed. Leadership, 60(3), 70-72.

Kansas State Board of Education. (1999). Kansas mathematics curricular standards. Topeka, KS: Kansas State Board of Education.

Katzenmeyer, M., & Moller, G. (Eds.). (1996). Every teacher as a leader: Realizing the potential of teacher leadership. San Francisco: Jossey-Bass.

Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.

National Center for Education Statistics. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers (NCES 1999-080). Washington, DC: U.S. Department of Education.

National Council of Teachers of Mathematics. (2000). Principles and standards for school math. Reston, VA: National Council of Teachers of Mathematics.

National Research Council. (2000). How people learn: Brain, mind, experience, and school. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). Washington, DC: National Academy Press.

Postlethwaite, K. (1993). Differentiated science teaching: Responding to individual differences and to special educational needs. Buckingham: Open University Press.

Savery, J. R., &Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5): 31-38.

Schifter, D., & Fosnot, C.T. (1993). Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Tomlinson, C. A. (1998). The differentiated classroom: Responding to the needs of all learners, Alexandria, VA: Association for Supervision and Curriculum Development.

U.S. Department of Education. (2002). Meeting the highly qualified teachers challenge: The secretary’s annual report on teacher quality. Washington, DC: U.S. Department of Education, office of Postsecondary Education, Office of Policy, Planning, and Innovation.

Zemelman, S., Daniels, H., & Hyde, A. (1998). Best practice: New standards for teaching and learning in America’s schools (2^nd ed.).

Investigations - for November (11:00 - 12:00)

Kindergarten: Dialog box - abb (if second b is covered - What comes next? Why a child cannot answer? What to do next?)

1st grade: Supplementing lessons - games and other types of activities
3rd & 2nd grade: From paces to feet - nonstandard units - robot instructions - integrating technical writing - integrating directional words)
5th grade: Daily lesson plans - already written
ESOL & councilor: Come up with vocabulary and key concepts from other groups; develop lessons for ESOL pullout sessions -
MathGlossary
1. Anderson teachers sharing their experiences & Lunch (12:00 - 1:00) THANKS Anderson!!
2. Problem based Learning - opportunities and challenges (1:00 - 1:30)
  a. Advantages
  - deeper learning that promotes ownership
  - extendable
  - higher level thinking is expected
  - accountability for teachers and students- more balanced relationship for learning
  - more confidence - students more willing to take risks
  - builds communication skills
  - easier to differentiate instruction or scaffolding
  - children can create what they are interested in - motivation is built in
  - students learn from each other
  - easy to integrate across the curriculum
  - real life
  - open ended
  - promotes cooperative learning
  b. Challenges
  - time yes, it is time intensive, but it is worthwhile; the pay-off is large. Time management and classroom management become important tools for us. Allowing the students to discover it allows them to own the learning.
  - loss of authority Not really loosing authority, but gaining respect by empowering the students; more of a management style than anything else. Not being out of control, just control in a different manner
  - comfort zone for teachers and students start small; build on successes
  - assessment is more difficult
  - baseline knowledge of teachers might be lacking
  - dealing with absences
  - balance of paper/pencil with PBL
  - Management
Overview of Problem-based Learning

http://www.d261.k12.id.us/Technology/Goals%202000/PBL/problem_based_learning.htm

Graphing Favorite Foods (1st grade lesson)

http://www.d261.k12.id.us/Technology/Goals%202000/PBL/lunchroom/graphing1.htm

Math- Weigh and record lunchroom foods thrown away. (1st-6th)

http://www.d261.k12.id.us/Technology/Goals%202000/PBL/lunchroom/how1.htm

Math- Fifth grade lesson plans

http://www.d261.k12.id.us/Technology/Goals%202000/PBL/lunchroom/fifth.htm

Lesson Plans

http://www.d261.k12.id.us/Technology/Goals%202000/PBL/lunchroom/lesson1.htm

The Problem-based Learning Classroom Environment

http://www4.nau.edu/eeop/aqcp/pbl_environment.asp

What is PBL?

http://www.edutopia.org/modules/PBL/whatispbl.php

What is PBL (2)?

http://www2.imsa.edu/programs/pbln/tutorials/intro/intro3.php

Why is PBL important?

http://www.edutopia.org/modules/PBL/whypbl.php

How does PBL work?

http://www.edutopia.org/modules/PBL/howpbl.php

Examples of PBL problems

http://www2.imsa.edu/programs/pbln/tutorials/intro/intro6.php

Role of Teachers and Students in PBL

http://www2.imsa.edu/programs/pbln/tutorials/intro/intro7.php

Benefits of PBL

http://www2.imsa.edu/programs/pbln/tutorials/intro/intro10.php

Suggestions for Teachers

http://www4.nau.edu/eeop/aqcp/pbl_guidelines.asp

Resources and Activities for Environmental Education – for Teachers

http://www.epa.gov/region7/education_resources/teachers/index.htm

Resources for Kids

http://www4.nau.edu/eeop/aqcp/other_links.asp#kids_links

Professional Development - What do we, teachers, want to learn? Book to read?

November 5

Agenda

Vertical teaming today :)

11:00 - 12:00 Share problem-based learning project design (Take pictures)

12:00 - 1:00 Lunch/Discussion - Cloud will bring lunch; Reflective practice and metacognitive thinking - how do/could you use it for your own intellectual growth; How do/could you use it in your classroom?

1:00 - 1:30 SmartBoard Basics; How are you using it?

1:30 - 2:30 Geometric Transformations:

Slides, Flips, Turns OR

Translations, Reflections Rotations

Concrete - Pictorial-Abstract

2:30 -3:00

Here are reminders for the future:

HW 1: ONE PAGE semester reflection/report:

What did you learn this semester through participation in A:PDQ?

What did you use in your class from activities that we did?

What did you like in the workshops so far and what would you like to change. DUE November 22.

HW 2: For the next session (February 11): As a vertical team (k-5), develop a geometry concept of your choice. Be ready to present it to the whole A:PDQ group.

February 11

HANDOUTS FOR TRANSFORMATIONS from November

Fractions

Make your fractions out of a set of manipulatives

2/4, 3/6, 1/3, ...

example: 4 yellow, 6 green, 2 blue; What fractions can you make?

2/12, 4/4, 1/1, 1

Can the top number be larger?

12/2

What is the difference between RATIO and FRACTION?

Vocabulary words for math assessment

fractions - a part of a whole; the name for a fractional number written in the form a/b (4/9)

ratio – a comparison of two numbers that can be expressed as a fraction (3/4), or with a colon (3:4), or in words (3 to 4)

What is the whole? Why is it important to know what the whole is?
Discrete models – comparing groups of objects
Regional models – comparing areas

11:00 The discrete model – Diana

The doorbell rang - Diane

12:00 Lunch –

Gwen Mukes: Harriet Tubman

Reflect on this experience:

What feelings do you have toward this dramatization?
How could you integrate dramatization/theater in your school/classroom?
Why is it important to keep spirit of Harriet Tubman alive?

How to share in your school what you learned?

Time issues; Other issues?

1:00 Discrete problems by grade level after lunch

1:30 Regional models – Start with this piece of paper as a regional model

Tangrams

Tangram cakes – if time they can make up some problems

Remind them of pattern blocks

2:30 March, April?

ADAMS sharing: Tangrams across K-5
ANDERSON sharing: Geometric Figures and their properties
CLOUD sharing: Triangles (and their properties) in many ways; take home book
FRANKLIN sharing: http://technology.usd259.org/resources/whiteboards/smartlessons.htm#Math
Phyllis: Guess my shape

Q: Planning together for the next two times (our last times!)

Creating problems; Problem solving: 1-step & 2-step

Open-ended questions – Diane will bring the book

Franklin will provide lunch - THANKS FRANKLIN TEACHERS :)

March 11

AGENDA

1. 11:00 - 11:30 A View from the Top - Diana

LUNCH (11:30 - 12:00) - Thanks Adams teachers :)

2. 12:00 - 12:30 Correlating test-specifications to the district standards; Examples - Diane, Phyllis, Pat,

3. 12:30 - 1:45 Assessment

How are you preparing students for assessments
- in content?
- in test-taking strategies?
How are you integrating instruction with test-preparation?
How are you handling the stress?
How are children handling the stress?
How are you helping children handle the stress?
How can k-2 teachers support the students and teachers in the building as they are preparing for high-stake assessments?
How are you preparing ESOL students and students with special needs ?

3. 1:45 - 2:15 Less Teaching More Assessing, John Wilcox

4. 2:15 - 2:45 Tips for coping with stress - Marsha

5. 2:45 - 3:00 Surveys

April 22
Minneha - Thanks for the lunch

Folding activity: Cut it out
- Hotdog fold +hamburger fold =>2 perpendicular lines (45⁰

- Fold from center to have 45⁰

Sharing

A:PDQ Reflection
April 2006

1) As you think about where you were at the beginning of A:PDQ (or when you joined us) and where you are now, please reflect on:

a) Your comfort level in teaching mathematics

b) Your feelings about state assessments

c) Your experience with integration across the curriculum

d) Sharing with teachers from other schools

e) Your expectations about learning potential for:

i) Your students

ii) Yourself

f) Team work

i) Vertically

ii) Horizontally

2) What is the difference between teachng for learning and teaching for state assessments?

3) What kind of learning happens when you are teaching for state assessments?

4) If you are focusing on teaching for learning, what might happen on state assessments?

5) What would YOU like to do for your own professional development?

6) What did you like the most about A:PDQ?

7) What did you not like about A:PDQ?

6) Anything else that you would like to share with the grant leadership?

If any of you is thinking about Master of Education (Curriculum and Instruction), I will be facilitating the site in the Northwest High School for that program starting in August (2 years).

RESOURCES

These pages are always under construction; Questions and/or comments are welcome!

Maintained by: Mara Alagic
Mathematics Education
Curriculum & Instruction Department
Wichita State University
Wichita, Kansas 67260-0028

YEAR ONE	YEAR TWO	YEAR THREE
Teacher-Designed Multi-step Problems	Highly Qualified Teachers	Competent, Collaborative, Reflective Professionals

Co-PIs:	Mara Alagic	Randy Ellsworth
Instructional team:	Mara Alagic	Tonya Witherspoon	Karen Reynolds
Instructional team:	Diane Campbell	Diana Palenz	Anderson teachers
Graduate Assistant:	Rahil Hasib Kidwai

Spring 2003 and Fall 2003:
*Activity*	*Dates/Times*	*Theme*
Workshops	February 14, 12:30 - 3:30	Professional development for Quality: Highly Qualified Teachers; Fractions
	April 7, 4:30 – 7:30	Differentiating Instruction for Individualized Learning: Problem Solving
	April 21, 4:30 – 7:30	Teaching for Understanding Framework: Data Analysis and Probability
	May 5, 4:30 – 7:30	Stages of Concept Development: Excelling with graph paper and Excel
	May 19, 4:30 – 7:30	Aligning Lightspan and Compass with Mathematics Standards
	September 8, 4:30 – 7:30	Putting what we have learned into practice Reflection
	September 22, 4:30 – 7:30	Putting what we have learned into practice Reflection
Online	Ongoing	Reflection/resources/Q&A

Summer 2003: Summer Institute
1st session	June 2 – June 6 (1:00 - 5:00, Corbin 251, WSU)
Online	Reflection/resources/Q&A
2nd session	August 11 – August 15 (1:00 - 5:00 MWT at WSU, TF in Anderson)
Online	Reflection/resources/Q&A

	Fall 2003 & Spring 2004
	October 18 (8:30 – 12:00) (WSU): Science Inquiry
	December 6 (8:30 – 12:00) (WSU): Standards in Practice
	January 26, 2004 (4:30 – 7:30) (Anderson): Say "yes" to metric
	February 28 (8:30 – 12:00) (WSU, Corbin 251): Technology infusion
	April 26 (4:30 – 7:30) (Anderson): Unwrapping Standards
	Summer 2004
	June 1 – June 4, 2004 (12:30 - 5:00): CI 753L Mathematics Inquiry II (WSU; section #06111) Pascal's triangle/Patterns Cognitively guided instruction Van Hiele’s levels of learning geometry Integrating mathematics across curriculum The Kegan' cooperative learning
	Fall 2004/Spring 2005
	Online discussion group/communication using Blackboard courseware Reflective questions Providing resources Planning for the Year Three Observations/visits to classrooms (Diana Palenz - WSU and Diana Campbell - USD 259)

Table 1. 2005/2006
Summer/Fall 2005 August 9, 3:00 - 5:00 Planning meeting (1) Mathematics and technology content based on (a) state assessment results, (b) School Improvement Plan, (c) Mathematics knowledge and skills needs of teachers, (d) Technology needs (2) Reading and writing in the mathematics classroom (3) Mathematics integration across curriculum Coffee filter geometry: Draw an inscribed triangle, then fold perpendicular bisectors of each edge These folds meet at a single point—the center of the coffee filter circle Other uses of coffee filters—vocabulary of circles, finding center, triangles, what would you say to your class instead of “perpendicular bisector”? (4) Stipend $100 per time, 10 times; 3 face-to-face meetings each semester, with 2 blackboard discussions in between (5 total); Mid September, Blackboard, Mid October, Blackboard, Mid November (5) What would like to do this year? Alternative approaches instead of standard algorithms, multiple approaches to problems, more on Math Investigations; Use of Fairmount Science … materials: measurement (6) Meetings: Saturdays 11-3 Sept 10, Oct 15, Nov 5 Feb 11, Mar 11, Apr 22 Mara will set up Blackboard and send e-mails for sessions Reflection: read article on reflections
Activity		Focus	Hours
1	Saturday workshops: Sept 10, Oct 15, Nov 5 Feb 11, Mar 11, Apr 22	Intensive problem-solving session focusing on specific content standard/indicator; expository reading and other reading strategies within mathematics context; integrating technology when appropriate	4
2	Online - Blackboard Discussions	addressing beliefs through guided reflection – resources – Q&A	1