Math 6,7,8,9

“Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty”

-A. Einstein

“…the teacher has proven time and again to be the most influential school-related force in student achievement.”

-Stronge, 2007 ASCD

“Teaching, not teachers, is the critical factor “-Bartalo, 2012

BeforeDuring

After

Before:

Our renewed Curriculum is based on a common framework and is world-class.

..and: How will I activate prior knowledge? How will I engage learners? How will I incorporate mathematical processes? How will I differentiate? What formative assessment will I use? Do I need a preassessment? What will I do with kids that already know?

· Determine what belongs up front. - Since students spend most of their days facing the front of the classroom, be very deliberate about what you place on the walls up front. Make this primetime space engaging, but not distracting. After all, all eyes should be on you, not necessarily a colorful explosion of words and images that distract from the core instruction at hand. Beth Lewis

http://ritzel.siu.edu/courses/443s/classroom/chalkboard.htm

http://www.ehow.com/how_7616186_use-chalkboard-effective-teaching-tool.html

Good teaching begins with clear learning targets from which teachers select appropriate instructional activities and assessments that help determine students’ progress on the learning targets.

http://www.marzanoresearch.com/products/catalog.aspx?product=18

“I can”… http://supportingmath.wikispaces.com/Mathematics+Support+K-12

Broad Areas of LearningMath GoalsMathematical Process Standards

http://www.education.gov.sk.ca/math-curricula

Group Research and Share

Concept attainment activity

http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

http://www.livebinders.com/play/play/574194?tabid=f1fed886-6750-423e-9e90-c80a83723e10

In your group, define elements of a strong lesson.

How do we allow students to freely participate?

Take ownership of their ideasHonour each others contributions?Understand that we need to make mistakes

in order to learn? Respect each others’ opinions and ideas? Listen and dialogue with respect? Persist?

http://www.schrockguide.net/assessment-and-rubrics.html

http://www.rcampus.com/rubricshowc.cfm?code=K43989&sp=yes&

What is effective instruction?

Multiple differentiated practices 0.7 Metacognitive Strategies 0.69 Self verbalization and questioning 0.64 Teaching through Problem Solving 0.61 Teaching study skills 0.59 Direct Instruction 0.59 Questioning 0.46 Peer Tutoring 0.55 Mastery Learning 0.56 Concept Mapping 0.57 Worked Examples 0.57 Goal Setting 0.56 Advanced Organizers 0.41 Matching Learning Styles 0.41 Cooperative Learning 0.41 Computer Assisted instruction 0.37 Web based learning 0.18

• SPDU, Supporting Equitable Outcomes for all Students; Understanding and Closing Achievement Gaps

“Success and Failure are not episodes; they are trajectories” (blatantly plagiarized! Sorry!)

Scaffolding: Model thinking, break down problems, provide the solution ahead of time to focus on process, start with easy steps

Specify steps, model the steps, think aloud, provide cue sheets, guided examples, anchor charts

Practice can offset cognitive overload by transferring learning to long term memory, creating automaticity and freeing up cognitive processing for learning and problem solving

What do we do when they don’t get it?

Guided notes Chunking information, including chunking

across problems Interleaving worked examples

Riccomini, 2012

Summaries Collaborative constructing of meaning,

concept mapping Conversations around assessment, co-

creating criteria for assessmentGallery walkGroup Hosting

Planning for LearningMonitoring thinking and learning Reflecting on learning

Thinking about how we thinkOur ability to be conscious of our own steps

and strategies Reflect on and evaluate our own thinking Students of all ages and abilities can do it Teacher supports it through establishing

classroom environment, allowing different approaches, reminding students to focus on learning, modeling metacognition

-SPDU

Setting and achieving goals is linked to a sense of satisfaction

Leads to intrinsic motivation Improves motivation and engagement

Multiple differentiated practices 0.7 Metacognitive Strategies 0.69 Self verbalization and questioning 0.64 Teaching through Problem Solving 0.61 Teaching study skills 0.59 Direct Instruction 0.59 Questioning 0.46 Peer Tutoring 0.55 Mastery Learning 0.56 Concept Mapping 0.57 Worked Examples 0.57 Goal Setting 0.56 Advanced Organizers 0.41 Matching Learning Styles 0.41 Cooperative Learning 0.41 Computer Assisted instruction 0.37 Web based learning 0.18

• SPDU, Supporting Equitable Outcomes for all Students; Understanding and Closing Achievement Gaps

I am feeling… The most valuable thing… From here I can… I still wonder…

Lets make a plan about a promise to ourselves and our students

Together lets develop a list of reminders; things we’d like to walk by and notice every day to remind us of thoughtful planning and meaningful instruction.

Leave this list with me.