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BSICS at NCTM 2024
Mama DeMaria & Mama Assata
Mama DeMaria & Mama Assata
Mama DeMaria & Mama Assata
Bringing Out The Math Genius in Black Children
Baba Anthony
Mama DeMaria & Mama Assata
Mama DeMaria & Mama Assata
Reimagining Mathematics Activities to Increase Black Students' Engagement
Observation Data
The TRU Math Framework
Each math teacher at BSICS is observed weekly using the TRU Math framework to assess the quality of mathematical instruction. Observations include a video recording of the lesson, which is reviewed during a debrief session between the teacher and coach. The TRU Math framework focuses on ensuring rich mathematical learning environments by evaluating factors such as cognitive demand, student agency, and equitable access to mathematical ideas.
All observation data, including videos and debrief notes, are stored securely in SchoolMint at grow.schoolmint.com for ongoing tracking and support of teacher growth and instructional improvement.
Focus for October Based on September's Data:
- The Mathematics: This dimension looks at the extent to which the content is connected, coherent, and allows students to develop a deep understanding of mathematical principles. It also considers how well the lesson provides opportunities for students to engage with the content meaningfully, explore relationships, and apply their knowledge in different contexts.
- Cognitive Demand: This dimension emphasizes the importance of challenging students intellectually, encouraging them to grapple with complex ideas, make connections, and justify their reasoning.
Cognitive Demand
How Do We Get Students to Have Cognitive Demand?
During Prebriefs & CoPlanning the work is in getting teachers to allow students to do most of the work; to use incorrect responses to understand student thinking; to provide clear instructions and then get out of the way; to allow productive struggle.
Student Discourse
When observing for Cognitive Demand, I'm listening for student discourse to see if students are using the language of mathematics; applying the Mathematical practices; are making mathematical connections; and are understanding the standard.
Conceptual Understanding
We want students to have a conceptual understanding of concepts before and during the procedural understanding phase. This is done by having students work and think independently and in groups without guidance from teachers.
Summative Observation Data Sep to Oct
Supports from Principals
Observations
After forwarding a debrief and asking Mama Nakia for support, a BASA teacher more than doubled their observation score. Mama Nakia met with the teacher to go over instructional routines. Mama Nakia and I then met prior to the lesson to discuss the observation in question, my preplanning with the teacher, the teacher's concerns, and what we wanted to see. We then observed the lesson together and debriefed afterwards. I was then able to debrief alone with the teacher to share the growth and push on the use of manipualtives to increase student thinking.
Lesson Internalizations
Weekly checks to make sure they are being done to meet the expectations of TRU framework.
Timing & Pacing
We must keep a close eye on pacing. Some are on pace, 5th grade for example, and others are off.
Assessment Looks
There has been improvement, yet, we still have more work to do to be consistent.
Joint Debriefs
Periodically debrief with the coach and teacher.