Overview of Session 11

• Welcome
Designing Professional • Discuss Peg Smith’s Chapter 2
Development in Mathematics • Plan for facilitation
• Facilitation and debriefing rounds 1 and 2

Michigan Mathematics and Science • Step back and reflect as learners

Teacher Leadership Collaborative • Wrap-up

Practiced-based PD Organizing for Facilitation

• Compare and contrast the vision of • Morning session-1st round

practiced-based PD presented in Peg
A A’ A’’
Smith’s book with recent experiences
you have had (before MMSTLC).Nature
of PD goalsRole of the facilitator and B C B’ C’ B’’ C’’
participantsTimeline • Afternoon session-2nd round
A A’ A’’

B C B’ C’ B’’ C’’

1
 Assignment

• Bring five samples of student work on a

high level task
• Respond to the questions on Moodle:
• What about the ways the session was facilitated
worked particularly well for you as a learner?
• What questions or concerns would you like to discuss?
• Read Chapter 4 from Peg Smith’s book,
“Practiced-Based Professional
Development for Teachers of Mathematics”

2
ANALYZING THE TASK:
FOCUSING ON THE MATHEMATICS

Before you examine student work on the Task, you are to solve the problem for yourself
and then respond to the two items below. Working on the task for yourself and thinking
about the range of ways the problem can be solved will help prepare you for examining and
interpreting students’ responses.

What is the mathematics in the task? How is the mathematics in this task connected to the
GLCEs?

Identify several possible ways the task can be solved.

© 2008, University of Michigan

ANALYZING AND WORKING WITH
STUDENT THINKING

Summarize the different ways in which the students worked on the task.

What do the students seem to understand or know? What is the evidence?

Are there any misconceptions?

Which solutions would you have a conversation about and why, with your class?

How might you use student strategies to frame your next instructional steps? Why?

© 2008, University of Michigan