Professional Development Annotated Agenda

Professional Development Annotated Agenda

1. Participants will build a sense of community by setting up PLC norms.
2. Participants will develop an understanding of the common core standards and how they are currently set up in the BCPSS curriculum.

• Participants put a sticky note on bar graph indicating how many years they have been teaching 3rd grade math (name, school, number of years)
• Sign in
• Set up lap top where participants can enter email address
• Mark your email if it can’t be forwarded, otherwise I’ll forward it to the group
• Name tent?

1. What are your goals? Why did you come to Math Works today? Why will you come back?

• Participants will talk to others near them and write down 2-3 goals that they have for this year at MathWorks.

1. Facilitators stress their own goals:

• To build a community where participants and facilitators can work together to develop good lessons that can be used in the classroom.
• To act as facilitators in order to direct conversation but not to act like masters of the material – where we have all the answers.
• We want to make activities better and add rigor and engagement

1. Participants write goals on sentence strips, and share them with the PLC. Participants place them on a chart paper (chart gets hung up each PLC meeting)

1. Facilitator goals are also placed on chart paper, and hung up at each PLC meeting.

1. Set norms for PLC meeting.

• Explain rationale for marking late attendance and people who leave early
• Talk about payment? MSDE credit?
• Identify the dates for MathWorks PD for the rest of the year

1. SUM UP: Therefore we will have respect for one another, and that includes committing to being here on the dates and times.

1. Chart with the dates

1. Talk about Singapore 40.
2. Research shows that there is a link between place value, number sense and number operations….which is why many activities are just developing place value and number sense – rather than specifically addition and subtraction. These activities will therefore not only help for unit 2 but for unit 1 as well.
3. By the time we see you again most of you will be in unit 3, so we are focusing on the first 2 units today, mostly unit 2, which through the number sense activities leads to understanding of unit one.
4. Show common core standard and how/why it was put in the scope and sequence where it is.
5. Students are not necessarily coming to us with the number sense of having been taught the common core way in first and second grade. In 2 years we may not need these activities.

• Apply common core thinking when reviewing homework - number line and just talking about that with your students is estimation
• Next time or through email discussion, we will spend time talking about how the activities worked

• Take note of what questions were asked
• what you would change

Annotated Agenda – Professional Learning CommunitiesSY 10-11